Planning Day June 2009

1,451 views

Published on

Lake Rotoma Inquiry Development

Published in: Technology, Economy & Finance
  • Be the first to comment

Planning Day June 2009

  1. 1. Welcome To This Time Together Please plug in your laptops and Complete the Inquiry Trail. We Will Start As A Whole Group At 9.15am Inquiry Planning Lake Rotoma Term 3, 2009
  2. 2. <ul><li>A Shared Understanding Of Inquiry </li></ul><ul><li>The Purpose </li></ul><ul><li>The Process </li></ul><ul><li>Ideas To Set Students Up To Succeed In Their Inquiry </li></ul>Outcome
  3. 3. Inquiry Understandings & Links to Term 3 Morning tea Making Connections / Developing The Process Lunch Developing The Content Overview
  4. 4. Inquiry Recognises Prior Knowledge & Experiences? Our Goal: Learning Which Is R ich, R eal & R elevant
  5. 5. So What’s Wrong With This Picture? <ul><li>Please Make Your Own Jottings </li></ul><ul><li>You will be asked to contribute to discussions </li></ul>The World’s Worst Teacher? Little House On The Prairie
  6. 6. How Did This Measure? Discussion:
  7. 7. Sharing Our Understandings… What do we know about Inquiry ? The Recession Why? To Build On Prior Knowledge
  8. 8. So Why Inquiry? Memorizing information is not the most important skill today. Information is readily available today – and copy able! We need an understanding of how to find, make sense of, and use relevant information for specific purposes . Knowledge is now a process not a thing ‘Action is the proper fruit of knowledge’ Thomas Fuller Kidspiration
  9. 9. <ul><li>Learning Which Is </li></ul><ul><li>Rich Real & Relevant </li></ul><ul><li>Characteristics Of Inquiry… </li></ul><ul><ul><ul><ul><ul><li>• Student centred and directed </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Requires students to ask questions </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Encourages learner interaction </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Builds upon prior knowledge </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Utilises and considers student interests </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Includes direct experiences </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Integrates reflection and metacognition </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Involves the application of ideas </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Explores affective aspects of learning </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>• Raises different perspectives and tackle values </li></ul></ul></ul></ul></ul>R E C E S S I O N
  10. 10. Inquiry In A Nutshell <ul><li>Planned, direct and vivid experiences that provide opportunities for students to </li></ul><ul><ul><li>Pose questions </li></ul></ul><ul><ul><li>Gather information </li></ul></ul><ul><ul><li>Organise new information </li></ul></ul><ul><ul><li>Use skills to form concepts and generalizations about their world </li></ul></ul><ul><li>Provide opportunities for students to </li></ul><ul><ul><li>Demonstrate what they have learnt </li></ul></ul><ul><ul><li>Applying the knowledge, skills and values to other contexts . </li></ul></ul>Teaching For Transfer
  11. 11. Pre-Thoughts Re Term 3’s Inquiry <ul><li>Inquiry is a learner centred process. </li></ul><ul><li>Based on John Dewey's philosophy that </li></ul><ul><li>education begins with the curiosity of the learner . </li></ul><ul><li>Inquiry uses a spiral path . </li></ul><ul><li>It is not a linear process </li></ul>
  12. 12. Post It Time! “The Recession” <ul><li>A “ Learner Centred ” Process </li></ul><ul><li>… ..We are all learners… </li></ul><ul><li>Why Would We Want To Teach It? </li></ul><ul><li>Why Would Our Students Want To Learn It? </li></ul><ul><li>What Difference Might It Make? </li></ul>
  13. 13. Discussion & Handout “The Recession” <ul><li>“ Curiosity of The Learner ” … </li></ul><ul><li>How Might We Stimulate Student Curiosity? </li></ul><ul><li>“ The Hook” </li></ul>Book Brainstorm Cards
  14. 14. <ul><li>Inquiry Uses A Spiral Path </li></ul><ul><li>What Are We Familiar With? </li></ul>Gather Sort Communicate E V A L U A T E TO LEARN IT IS NOT LINEAR!
  15. 15. <ul><li>Action Learning (Gawith, NZ) </li></ul><ul><li>InfoLink </li></ul><ul><li>The Big Six ( USA ) & The Super Three </li></ul><ul><li>ILPO (Australia ) </li></ul><ul><li>SAUCE (Bond, NZ) </li></ul><ul><li>and lots and lots of others…. </li></ul>Inquiry Models
  16. 16. From http:// rosetown.wikispaces.com Weaving Wishing Waving Wrapping Wiggling Webbing Wondering Watching 8 W’s Lamb Evaluation Synthesis Use of information Location and access Information seeking strategies Task definition Big 6 Eisenberg & Berkowitz Evaluating Reporting Synthesizing Sorting & Sifting Gathering Planning Questioning The Research Cycle J McKenzie Evaluate Communicate Use Acquire Set the scene Sauce - Trevor Bond Evaluating Presenting Recording Using Finding Deciding Action Learning-Gawith Assessing Presenting Organising Selecting Locating Defining The Info Process
  17. 17. Card Shuffle <ul><li>Gather All Purple Cards. i.e. The Stages </li></ul><ul><li>Put The Stages In Order </li></ul><ul><li>Compare </li></ul><ul><li>Include Skills </li></ul>
  18. 18. What do I need to know? Where can I find out? What is useful? How can I use it? How do I communicate this? What have I learned? Defining Locating Selecting/Analysing Organising/Synthesising Creating/Presenting Evaluating So What? Now that I know this - What difference can it make to me or anyone else around me? Common Features
  19. 19. Any Inquiry Process Needs To Be <ul><li>Transparent </li></ul><ul><li>Packable </li></ul><ul><li>Transferable </li></ul><ul><li>Familiar </li></ul>&quot;1. Adopt 2. Adapt 3. Innovate&quot; 1. Adopt A Model Trial, Practice & Understand! 2. Don’t Change It Unless You’re Sure! 3 . Innovate For Ownership & Improvement Only If A Plus!
  20. 20. Gather Sort Communicate E V A L U A T E TO LEARN <ul><li>Our Learning Shines </li></ul><ul><ul><li>P - Plan </li></ul></ul><ul><ul><li>A - Acquire </li></ul></ul><ul><ul><li>U - Use </li></ul></ul><ul><ul><li>A - Act </li></ul></ul>
  21. 21. How can we as teachers set students up to succeed in their learning through inquiry?
  22. 22. Teacher Planning What do I need to know? (Purpose, Brainstorming, mapping, forming questions, resources, audience, product, time-frame) Where can I find information? (Scanning/Skimming) What is useful? (Selecting/Analysing, Note-taking) How can I use the found information? (Organising, Note-making) How do I communicate my findings? (Audience & Product) What have I learned? (Process & Product. What difference have I made?) 1. Deciding 2. Locating 3. Selecting & Analysing 4. Organising / Synthesising 5. Creating / Presenting 6. Evaluating Common Features
  23. 23. Teacher Planning The Hook The Immersion The “So What”? THE INQUIRY The Process The Skills
  24. 24. A Closer Look: “What is Inquiry?” <ul><li>“ Inquiry describes a range of philosophical, curricular and pedagogical </li></ul><ul><li>approaches to teaching.” </li></ul><ul><li>The core premises include the requirement that learning should be based around student questions. </li></ul><ul><li>Pedagogy and curriculum requires students to work independently to solve problems rather than receiving direct instruction on what to do from the teacher. </li></ul><ul><li>~ Wikipedia </li></ul>
  25. 25. Sandpit Inquiry - 2005 <ul><li>What Differences Can You See To The Little House On The Prairie? </li></ul>
  26. 26. Discussion:
  27. 27. The Inquiry Teacher <ul><li>Teachers are viewed as </li></ul><ul><li>“ facilitators” of learning rather than vessels of knowledge. </li></ul><ul><li>The teachers job </li></ul><ul><li>is therefore not to provide knowledge, </li></ul><ul><li>but instead to help students along the process of discovering knowledge themselves. </li></ul><ul><li>~ Wikipedia </li></ul>
  28. 28. &quot; For students , this method of learning ends the listen-to-learn paradigm of the classroom and gives them a real and authentic goal challenges to overcome. For the teacher , inquiry-based education ends their paradigm of talking to teach and recasts them in the role of a colleague and mentor engaged in the same quest as the other younger learners around.&quot; ( http://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/html/inquiry_based_education.html )
  29. 29. An Inquiry Approach e.g. “The Recession….” What might this mean for your teaching practice?
  30. 30. Recap… <ul><li>Learner Centred – We are all learners… </li></ul><ul><li>Why Would We Want To Teach It? </li></ul><ul><li>Why Would Our Students Want To Learn It? </li></ul><ul><li>Why Would We Want To Learn It? </li></ul><ul><li>Curiosity of The Learner </li></ul><ul><li>How Might We Stimulate Student Curiosity? </li></ul><ul><li>Inquiry Uses A Spiral Path </li></ul><ul><li>What Pathway Is Ready For Us To Walk On? </li></ul>
  31. 31. So What Difference Does Inquiry Make? Developing Understanding ALA Presidential Committee on Information Literacy, 1988 They know how to learn because they know how information is organised , how to find information and how to use information in such a way that others can learn from them . They are people prepared for lifelong learning , because they can always find the information needed for any task or decision at hand.”   “ Ultimately, information literate people are those who have learned how to learn .
  32. 32. How Do We Set Students Up To Succeed In Learning? <ul><li>Students need to learn the appropriate skills, attitudes and values - to navigate, manage & and use information effectively - including e-Resources </li></ul><ul><li>Skills need to be taught through good quality teaching that includes the - systematic use of an information process / inquiry model - and by every teacher </li></ul><ul><li>Improve assessment practices </li></ul><ul><li>Align school’s information infrastructure </li></ul>www.ero.govt.nz
  33. 33. <ul><li>School-wide information literacy framework with a “ shared language ” </li></ul><ul><li>Learning makes a difference </li></ul><ul><li>Teacher planning to scaffold learning </li></ul><ul><li>Student Ownership </li></ul><ul><li>21st C tools infused into inquiry …ICT, questioning etc </li></ul><ul><li>Well-resourced schools, with links between library, classroom & ICT </li></ul><ul><li>Critical reflection of the process </li></ul><ul><li>Rich, Real & Relevant Leading to lifelong learning </li></ul>Critical Success Factors
  34. 34. Finding the Fit <ul><li>Key Requirements For Success </li></ul><ul><li>Ambrose Change Model </li></ul><ul><li>The Importance of A Shared Vision </li></ul><ul><li>How Does Inquiry Fit Into </li></ul><ul><li>Lake Rotoma’s “Vision for Learning”? </li></ul>
  35. 35. How Does Inquiry Link To The NZC? <ul><li>1. Vision - Para </li></ul><ul><li>2. Principles - Sela </li></ul><ul><li>3. Values- Susan </li></ul><ul><li>4. Key Competencies - ALL </li></ul><ul><li>5. Effective Pedagogy - Lorraine </li></ul>Wam Bam Research Time To Twitter: “Feedback to Enrich The Group” Promote / Question / Engage
  36. 36. Teaching As Inquiry Page 35, 36, 37
  37. 38. Confident (Managing self) * Positive in their own identity * Motivated and reliable * Resourceful * Enterprising and entrepreneurial * Resilient Connected (Relating to others) * Able to relate well to others * Effective users of communication tools * Connected to the land & environment * Members of communities * International citizens Actively involved (Participating & contributing) * Participants in a range of life contexts * Contributors to the well-being of NZ – social, cultural, economic, and environmental Lifelong learners (Using language, symbols & text) (Thinking) * Literate and numerate * Critical and creative thinkers * Active seekers, users, and creators of knowledge * Informed decision makers The Mash Up! Making The Connections
  38. 39. What difference will this learning make to your students (enduring learning) ? How Does It Link To The School’s Vision for Learning? How Does It Relate To The NZC? Reflection “ The Recession”
  39. 40. Teacher Planning What do I need to know? (Purpose, Brainstorming, mapping, forming questions, resources, audience, product, time-frame) Where can I find information? (Scanning/Skimming) What is useful? (Selecting/Analysing) How can I use the found information? (Note-taking, organising and note-making) How do I communicate my findings? (Audience & Product) What have I learned? 1. Deciding 2. Locating 3. Selecting & Analysing 4. Organising / Synthesising 5. Creating / Presenting 6. Evaluating So What? Now that I know this - What difference can it make to me or anyone else around me? Let’s Look At Teacher Planning
  40. 41. Types of Inquiry Concept: e.g. Needs & Wants Big Idea: e.g. Matariki ANZAC Scenario: e.g. “ Mum, What’s A recession?” “ Don’t worry dear, it wont affect us” Issue: e.g. Our Sandpit Is Lonely
  41. 42. Introducing Inquiry Content Process
  42. 43. Planning Our Inquiry Start At The End – <ul><li>What student outcomes do I want to…. </li></ul><ul><li>uncover, develop, extend? </li></ul><ul><li>What is enduring in this learning? </li></ul><ul><li>How can I embed this learning into student interest areas? </li></ul><ul><li>Principles: </li></ul><ul><li>Learning to learn : </li></ul><ul><li>Students reflect on their own learning processes, learn how to learn </li></ul><ul><li>Community engagement : </li></ul><ul><li>The curriculum has meaning for students, connects with their wider lives… </li></ul>The Recession
  43. 44. <ul><li>A Shared Understanding Of Inquiry </li></ul><ul><li>The Purpose </li></ul><ul><li>The Process </li></ul><ul><li>Ideas To Set Students Up To Succeed In Their Inquiry </li></ul>Outcome Did We Get There?

×