The document provides suggestions for implementing effective inquiry learning by shifting the focus from inquiry to learning. It recommends clarifying what good learning entails, identifying the core skills and attitudes to develop learners, establishing a task-based learning model around key learning elements, and cultivating independence through negotiation and modeling lifelong learning attitudes.

1. INQUIRY LEARNING

2. ALIGNMENT

3. Vision Competencies Specific goals Learning Model and Delivery Monitoring Assessment Review

6. Reason/Goal

7. How does this link to the school vision?

8. How do you currently address the competencies?

9. Specific goals: skills attitudes

11. Assessment, tracking, review

13. Sample inquiries?

15. Does your model work?

16. Issues and next steps Issues Next step

18. Inquiry has been around as a concept for a long time Roots in library skills 1880 information literacy 1974 1980’s … Gwen Gawith 2011 Got it! Sorted it!

19. Many Schools are walking in circles with inquiry. The Reality in 2011

20. Inquiry is confusing Conflicting definitions Conflicting approaches Conflicting messages Conflicting experts (drips under pressure)

21. The concept of inquiry now carries so much baggage that it is becoming problematic to sort what makes good inquiry.

23. Inquiry as done in our schools School A School B School C

26. Maybe it is time to change the focus!

27. INQUIRY LEARNING

28. I think many schools are going in circles because… their focus is inquiry when it should be learning

29. Some Suggestions

30. What is good inquiry? Suggestion 1

31. What is good learning?

32. Discuss: What is good learning

33. Definitions of Learning. The cognitive process of acquiring skill or knowledge; ( http:// wordnetweb.princeton.edu/perl/webwn ) Learning is acquiring new knowledge, behaviours, skills, values, preferences or understanding, and may involve synthesizing different types of information. ( http:// en.wikipedia.org/wiki/Learning ) A process of adaptation by which a set of adjustable parameters is automatically modified so that some objective is more readily achieved. ( www.agsm.edu.au/bobm/teaching/SimSS/glossary.html ) The process by which experience brings about a relatively permanent change in behavior. ( www.socialpolicy.ca/l.htm ) The acquisition of knowledge or skill. It occurs in, and may lead to changes in, the brain. ( science.education.nih.gov/supplements/nih4/Self/other/glossary.htm ) All miss something

36. The use of fancy technology does not turn poor learning into quality learning PL +ICT=EPL

37. Learning is messy Learners are awesome Postman and Weingartner p41-42

38. CONFIDENT CONNECTED ACTIVELY INVOLVED LIFELONG LEARNERS Prof Nuthall ‘ Teaching and learning have little in common in most of our classrooms” Prof Nuthall ‘ Teaching and learning have little in common in most of our classrooms”

41. Suggestion 1: 1a.. Clarify what learning is, so you have a common foundation for further discussion. 1b.. Clarify what good classroom practice is if we are trying to grow learners.

42. What are our learning goals? Suggestion 2

43. Good inquiry is that which ultimately delivers your goals Good learning is that which ultimately delivers your goals

46. One approach

47. 4 6

51. appearance taste flavour texture aroma

53. Suggestion 2: 2a.. Identify the skills and attitudes you see as being core to being an effective learner. 2b.. Develop rubrics showing depths of the skill. 2c.. Tie all this to the competencies so we are not just adding more stuff.

54. What are the elements of good learning? Suggestion 3

56. Task: look at the issue of graffiti in our town, the differing viewpoints and establish a course of action that could be taken to reduce the negative impacts of graffiti in our town. What are the learning elements/steps that will enable anyone to complete this task? Surely these will be the key elements in your learning model.

62. Task driven learning is a powerful medium because it provides clear contexts within which learners can … identify prior knowledge identify needed information identify relevant vocabulary formulate relevant questions locate appropriate sources extract relevant information apply and use information

67. Suggestion 3: 3a.. Identify the key elements of learning 3b.. Use them to outline your learning model 3c.. Implement a task based learning approach

68. How do we cater for developing independence? Suggestion 4

71. Celebration of the found Celebration of the understood

72. Celebration of the found Celebration of the understood How to tell the difference.. What information does the learner need to find out? What does the learner have to do with that information?

73. Celebration of the found Celebration of the understood Teacher Directed Negotiated Learner Directed

74. ‘ Celebration of the found’ ‘ Celebration of the understood’ Teacher Directed Negotiated Learner Directed

75. ‘ Celebration of the found’ ‘ Celebration of the understood’ Teacher Directed Negotiated Learner Directed Create a poster that explains the 7 decorative themes of Art Deco. Share your poster with the class. The topic is Art Deco. Spend some time looking at the Art Deco resources and decide what you want to find out about Art Deco design, research your chosen aspect and present this in a poster. Create a poster utilising 5 of the 7 the decorative themes of Art Deco, advertising the upcoming Art Deco Weekend. Use at least 3 major advertising techniques in your poster. Share your poster with the class explaining your decisions ! ? Goal A 4 -13 year Journey

76. Inquiry learning is about learning to learn

77. ‘ Celebration of the found’ ‘ Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry happens here!

78. ‘ Celebration of the found’ ‘ Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry moves students towards independence

79. ‘ Celebration of the found’ ‘ Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry scaffolds students to success

80. ‘ Celebration of the found’ ‘ Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry forces students to use and apply information

81. Good inquiry is a 4 – 14 yr journey Where the student moves toward independence on a growing foundation of literacy Learning to read Reading to learn

82. Celebration of the found Celebration of the understood Teacher Directed Negotiated Learner Directed Nice in theory, but let’s get real! This generally doesn’t happen

83. Teacher Directed Negotiated Some of the best negotiated learning I have seen comes out of engaging teacher directed tasks.

86. Suggestion 4: 4a.. Create a wonderings wall 4b.. Identify opportunities and be willing to negotiate 4c.. Build matrixes that incorporate growing independence 4d.. Re-structure school aspects that obstruct developing independence

87. SUMMARY

88. To avoid the circles Focus on learning Define your learning goals Identify the skills and attitudes Define the elements of learning Establish your learning model Understand that learning is messy Be ready to negotiate Be a learner and model good learning Show the attitudes

89. Create the environment where your learners can flourish. Postman 43 Owairoa Primary Postman 43