This document provides summaries of the 8 stages of guided inquiry:
1. Open - Engage students through activities like role play, video, or hands-on activities.
2. Immerse - Build background knowledge through viewing videos, guest speakers, or articles.
3. Explore - Students browse resources and select an area of interest to focus on.
4. Identify - Students pause to identify a key inquiry question and direction for their research.
5. Gather - Students find a broad range of sources and deeply comprehend the information.
6. Create - Students create presentations to communicate their most important findings.
7. Share - Students share their insights through blogs, podcasts, or presentations.
Many educators heard and use UbD. However, more than often teachers are not trained well in designing high quality UbD units. In may latest review of teacher generated UbD units, I found that most of them lack the ability to understand the stages well. In this workshop, teachers are re-introduced to UbD in terms of unit planning focusing on key determinant issues in UbD unit planning. Teachers are then engaged in redesigning their unit plans in light of the new findings.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Undestanding by design: A curriculum model - Principles of Teaching 1Art Christian V. Dimla
Understanding by Design
Topic from: Principles of Teaching 1
Presenter: Art Christian Vargas Dimla
Pangasinan State University
Bayambang Campus
Bayambang Pangasinan
Many educators heard and use UbD. However, more than often teachers are not trained well in designing high quality UbD units. In may latest review of teacher generated UbD units, I found that most of them lack the ability to understand the stages well. In this workshop, teachers are re-introduced to UbD in terms of unit planning focusing on key determinant issues in UbD unit planning. Teachers are then engaged in redesigning their unit plans in light of the new findings.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Undestanding by design: A curriculum model - Principles of Teaching 1Art Christian V. Dimla
Understanding by Design
Topic from: Principles of Teaching 1
Presenter: Art Christian Vargas Dimla
Pangasinan State University
Bayambang Campus
Bayambang Pangasinan
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
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A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Session 3: Analysing the 8 Stages of Guided Inquiry
Activity:
Each participant
will be given one
stage to become
an expert on &
create a summary
resource
3. Guided Inquiry Learning Journal
1. Open
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
4. Open - To provide a hook to engage students
Cognitive Processes Employed
Questioning; prior knowledge; discussion; recall; connectedness
Affective Domain Elements
Confused; excited; overwhelmed; disengaged; engaged
Which of the 5 Key Competencies will be developed?
Social skills; mindset
What could this look like as a classroom activity?
Role play; video; hands on; noise
5. Guided Inquiry Learning Journal
2. Immerse
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
6. Immerse – Build a background knowledge to connect
to content and discover interesting ideas
Cognitive Processes Employed
Exploring, comprehension, selecting, memory, synthesising
Reading, viewing & listening
Affective Domain Elements
Wonderment, curiosity, interest, inspiring & a connection
Which of the 5 Key Competencies will be developed?
Social Skills- group brainstorming, idea generation, conversations with specialists
Curriculum content- find parameters of content focus
Literacy- Reading, listening, viewing
Information Literacy- accessing stimulus and accessing information, using WIKI as a process
diary
Learning how to learn- explicitly explaining the feelings associated with this phase of learning,
personally connecting to content.
What could this look like as a classroom activity? Viewing a video
Guest speaker, story, focus article, picture, TV/Song, museum
7. Guided Inquiry Learning Journal
3. Explore
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
8. Explore - Narrowing the big picture to a specific area of interest
Cognitive Processes Employed
They build background knowledge
Often skipped over, explore for different ideas that they are interested in rather than for
collecting detailed info – browsing a variety of texts
Affective Domain Elements (What might students be feeling?)
Confusion – ideas don’t seem to fit together
Need to skim but can easily get bogged down in details
Overwhelmed
Which of the 5 Key Competencies will be developed?
Mindset – change in approach to the task
Curriculum content
Information Literacy
What could this look like as a classroom activity?
Flashcards with words, phrases, terms – students select one that interests them and start sorting
through resources to find what is interesting and/or relevant
9. Guided Inquiry Learning Journal
4. Identify
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
10. Identify - This phase is the defining moment for the direction of their inquiry
Cognitive Processes Employed
Pause and ponder - consider
Identify key inquiry question - focus
Decide direction - focus
Affective Domain Elements (What might students be feeling?)
*Beginning of the phase they will be “unsure and uncertain” – they may not know the direction they want to
take.
*At the turning point they will be “excited, confident and determined” – they now know where they are
heading
Which of the 5 Key Competencies will be developed?
Literacy skills and information literacy (they will have been researching and note taking)
Mindset (going through the experience of change between the beginning phase and the turning point
they will develop a desire for learning to learn)
Social skills (if it is a group project they will be communicating, cooperating and coordinating their
understanding)
What could this look like as a classroom activity?
This is not a zone of intervention phase so the activity would involve each student reviewing the research
they have gathered in the Open, Immerse and Explore phase. It may require some type of graphic organiser to
be identified for use.
The teacher explains to student that students will be making a decision about the direction they are going to
take. Guide students to the fact that it is important to make a decision as they need to direct their time and
effort towards something focused.
All students will get here at a different stage.
11. Guided Inquiry Learning Journal
5. Gather
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
12. GATHER - The students choose and find a broad range of
sources and then deeply comprehend and reflect on this
knowledge to construct their own understanding of the topic.
Cognitive Processes Employed
(What types of thinking and processes will be used?)
Analysing, Evaluating, Comprehending
Affective Domain Elements (What might students be feeling?)
Clarity. Possible thoughts: This is interesting! This is clearer now.
Which of the 5 Key Competencies will be developed?
Information Literacy, Literacy skills.
Summarise this phase in one sentence:
What could this look like as a classroom activity?
Data gathering, Source evaluation through peer discussion,
stepping them through on how to write an annotated
bibliography
13. Guided Inquiry Learning Journal
6. Create
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
14. Create - Creating is understanding, articulating and presenting the most
important findings of the task in a creative and engaging way.
Cognitive Processes Employed
(What types of thinking and processes will be used?)
Reflecting on the process, Interpreting and analysing accumulated
information
Affective Domain Elements (What might students be feeling?)
Confident to share their ideas or findings
Which of the 5 Key Competencies will be developed?
Mindset, information and literacy (recording results), social
skills(awareness of audience/communicating),
What could this look like as a classroom activity?
PowerPoint, demonstration, oral presentation, drama, written report,
film, instructional booklet.
15. Guided Inquiry Learning Journal
7. Share
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
16. Share - We can learn from one another
Cognitive Processes Employed
Sharing their insights with others
Thinking about the audience and how best to present insights with others eg. Online blog, podcast,
forum, rally etc.
Affective Domain Elements (What might students be feeling?)
Excited about the opportunity to share newfound knowledge
Pride: reaching the top of the ‘GI’ mountain ‘this was worth it!’
Nervous about putting their research/learning ‘out there’
Which of the 5 Key Competencies will be developed?
Social skills: if presentation is collaborative
Mindset: sharing the process the students have been through to reach ‘sharing’ point of GI
Curriculum Content: sharing research/knowledge/learning with relevant audience
What could this look like as a classroom activity?
Classroom Blog, presentation to relevant audience (classmates, parents, community etc), research
book, poster, rally.
17. Guided Inquiry Learning Journal
8. Evaluate
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
18. Evaluate – Damn, I’m awesome.
Cognitive Processes Employed
Synthesis, comparing, analysis, judging & understanding
Affective Domain Elements
Self-conscious
Apprehensive /performance anxiety
Jubilation and anticipation of end
Confidence (especially at realizing new skills or talents)
Which of the 5 Key Competencies will be developed?
Curriculum
Content
What could this look like as a classroom activity?
Journal entries
Post –it notes
Student feedback
rubrics
