Step 1 - What do we want to
All sorts of questions….
• If the games signify unity, then why are we hosting the games in a
• Should all substances be illegal at the Olympics?
• When did the first Olympic Games take place?
• Who was the first New Zealander to win a Gold medal?
• In what Olympics did tragedy take place? (Timeline)
• How much money do athletes get now compared to the early
• How old do you have to be in order to be involved in the Olympics?
• Should you be discriminated because you are too young or too old?
• What do the rings signify?
• How many countries are competing in the Olympic Games?
• Who invented the Modern Olympic Games and Why?
Step 2 - Categorising Questions
Took each Why are we hosting a game that
unifies people in a communist country?
How much money do you get from being an athlete?
under an issue we
thought it related
Is the Pollution in China going to What drugs are/aren’t illegal?
affect the athletes performance? Should any type of drug be illegal in the Olympics?
Step 3 – The Big Issue
• What was our Big Issue?
• Are we competing for Money or for
Step 4 – Bloom’s Taxonomy
• Knowledge: (exhibiting previously learned material by recalling facts, terms, basic
concepts and answers.) - Who, When, What, Why, Label, Tell?
• Comprehension: (demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.)
- Illustrate, Outline, Explain?
• Application: (Solving problems by applying acquired knowledge, facts, techniques
and rules in a different way.) - Apply, Build, Interview?
• Analysis: (Examining and breaking information into parts by identifying motives or
causes; making inferences and finding evidence to support generalizations) Analyse, Dissect,
• Synthesis: (Compiling information together in a different way by combining
elements in a new pattern or proposing alternative solutions) Compose, Develop, Modify?
• Evaluation: (Presenting and defending opinions by making judgments about
information, validity of ideas or quality of work based on a set of criteria) Criticise, Evaluate,
Step 5 - Categorise Questions
according to Bloom’s
2008 Experiences in the Classroom
Natalie (Year 7) & Phila (Year 8)
Plus Minus Inte re s ting
•Trialle d an • nfus ing
Co •Trialle d Thinking
Inquiry Mo de l • o Lo ng
To To o ls . S o me
• alis e d the
Re we re g o o d o the rs
• o muc h at
impo rtanc e o f o nc e we re ……
Inquiry . •Didn ’t ans we r
• o d to wo rk
Go o ur Big Que s tio n
Pro fe s s io nal.
• What are we really assessing? Skills, What
• Are we doing WAY TOO MUCH?
• Do I really understand BLOOMS?
• Do I really understand INQUIRY LEARNING?
• Weymouth Intermediate U-Learn08 Betty
• School Visit by Management
• Discreet Steps
• Easy to Understand and Follow
Planning for SUCCESS
• Martha’s Presentation – Management and then Whole
• Core Group – Planning
• Some Ideas about our concept
• SUCCESS – Term 2 ENTERTAINMENT
• Graphic Organisers
• Activboards – Nicholas Hennephof (ICT Focus)
• Colour Scheme – (Waikowhai Primary)
• School wide planning/homework/sharing
• Timetable changes, resources etc
• Only during ‘Topic’ time
• More teacher-directed inquiry. (staff and students are
learning the process at the same time) Lots of Teacher
Modelling/Thinking out Aloud.
• Focus is on learning the whole process – weekly mini
• It’s all about learning the steps of inquiry and the skills
• Repetition is important for our students
• Each week we focus on developing a different skill
• Students only focus on one question. (group/individual)
• School wide graphic organisers are allocated to each
step of SUCCESS
• Homework is school wide and linked to inquiry work in
How does it look in writing?
Concept Entertainment: Science Focus (How things work?)
Week 1 Set the Scene (Total Immersion) Chinese Acrobats, Guest Speakers,
Hands on Activities.
Week 2 Mini Inquiry Using all 7 Steps of SUCCESS.
Week 3 Mini Inquiry Using all 7 Steps of SUCCESS.
Week 4 Mini Inquiry Using all 7 Steps of SUCCESS.
Week 5 Mini Inquiry Using all 7 Steps of SUCCESS.
Week 6 Scenario:
Students are given a Problem that they need to solve based on our
Concept for the Term.
Week 9 They do an in-depth inquiry based on one of the mini inquiries we have
Week 10 Celebrate our SUCCESS – Showcase Evening (Wesley’s Got Talent)
et the Scene
ncover the Question
ollate and Record
dit and Examine
hare and Present
Elf-reflect and Celebrate
Set the Scene
• To expose students to the topic with varied experiences and information.
• To promote students interests and engage them in the topic.
• Use a variety of resources (e.g., books, websites, interviews…).
• Activate prior knowledge.
• Expose students to many varied experiences.
• Listen to visiting experts.
Uncover the Question
• Write a meaningful, powerful research question that will promote higher level thinking
skills and broaden knowledge.
• Learn the difference between open and closed questions.
• Create a mind map and sort my ideas into what I know and what I would like to know.
• Contribute and ask a question using the 5 W’s and the H.
• Access, locate, collect any resources I need for my inquiry.
• Can use the Triangulation Chart to locate 3 pieces of information from 3 different
Collate and Record
• Organise my resources in order to help answer my inquiry question.
• Take notes and rewrite paragraphs in my own words. Use my relevant/irrelevant
organiser to help me sort my information.
Edit and Examine
• Sequence, edit and analyse my information and resources.
• Use the relevant/irrelevant graphic organiser.
• Put my sentences into a structured sequence.
• Write my findings into my own words.
• Use my relevant/irrelevant graphic
organiser to help me sort my information.
Share and Present
• Present my information in order to answer the inquiry question.
• Share my findings through different types of presentation.
• Use a variety of presentation styles and techniques – oral, written, visual or multimedia.
Sound, Film and Digital Cameras
Self-reflect and Celebrate
• Evaluate the entire inquiry process.
• To ensure that learning has taken place and to celebrate that learning.
• To critically reflect on what has taken place.
• Able to use self-evaluation and peer-evaluation sheet.
• Use PMI Chart (plus, minus, interesting) to evaluate own process.
• Celebration day at end of term to share their SUCCESS
Students explaining their SUCCESS of a one-week
So far so good?
Plus Minus Interesting
-SUCCESS is easier to -Resources -Graphic Organisers
follow (Creating an -Students getting upset
-Graphic Organisers appropriate when work is not
-Student’s are wanting to environment for
-Learning is relevant and -Students missing their
exciting -Time (One week lunch and commitments
-Questioning - prior is a squeeze) because they want to
experience from feeding stay and finish their
schools (knowing the work.
difference between fat and
skinny questions) -Wall Displays
-Transferring skills into -Assessment
other subjects (reading) -Structured Inquiry
-Confidence is higher due to
presentation skills and
working in groups
based on what they were
-Focus on one question
Where to next?
• Change the length of mini inquiry’s (2
• Resources – better prepared
• Timetables – do we have enough time?
• Assessment – rubrics
• Temporary 2-year plan
• Inquiry during reading