Kath Murdoch Parent Coffee ISM Sep 2013

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Kath Murdoch Parent Coffee ISM Sep 2013

  1. 1. The Inquiring School Presented by Kath Murdoch kmurdoch@netspace.net.au © Kath Murdoch 2009
  2. 2. What IS inquiry learning?  Inquiry is an approach to learning that in essence, involves students in the investigation of questions/problems/issues of significance. Through inquiry, we seek to develop students’ competencies as skilled learners and equip them with a set of transferable skills and dispositions. Inquiry is an active, learner and learning centred methodology which aims to develop deep understanding - not surface ‘coverage’. This inquiry model is also integrative in nature - linking learning across disciplines. © Kath Murdoch 2009
  3. 3. In an inquiring classroom  Teachers help students come to understand themselves as learners. Students are aware of what they are ‘doing’ as learners and how they can improve their learning. © Kath Murdoch 2009
  4. 4. The inquiring classroom  Using inquiry across the curriculum - as a ‘way of being’ in the classroom  Designing focussed, sustained units of inquiry © Kath Murdoch 2009
  5. 5. So….a school is an ‘inquiry school’… What’s going on? What would you expect? What are teachers doing? What are kids doing? What do you see and hear? © Kath Murdoch 2009
  6. 6. It’s not a recipe….   Each school’s needs are different. There is no one kind of ‘map’ that will suit all schools. Factors determining the nature of whole school plans include: size of school, community profile, stability of staff, confidence with inquiry, existing curriculum and resources. © Kath Murdoch 2009
  7. 7. What does it mean to be an inquiring school? What are the features? What’s the evidence? How do we get there? © Kath Murdoch 2009
  8. 8. In an inquiring school… Students work as investigators. They are actively involved in their learning. Their learning is driven by rich questions and, in exploring these questions, students’ develop a rigorous set of skills and understandings. Students are highly engaged and knowledgeable about learning and about themselves as learners. © Kath Murdoch 2009
  9. 9. In an inquiring school Teachers see themselves as learners. They are continuously inquiring into their practice and work collaboratively to deepen their understanding of teaching and learning. Teachers see students as active, capable learners and seek to build the knowledge, skills and dispositions that enable students to become increasingly independent. © Kath Murdoch 2009
  10. 10. Student Voice 1. Students’ voices are included in planning. Students influence the direction of their learning. This happens both at whole school planning level (topic selection) and within the units themselves. Students do not always learn about the same thing at the same time © Kath Murdoch 2009
  11. 11. Big Picture 2. There is a shared,’ big picture’ framework guiding the inquiry program – not just “topics”. Teachers are aware of the broader conceptual threads that underpin inquiries from P-6 and these are discussed in planning. Ideally, students are also introduced to these broad themes. Whilst the conceptual basis is defined, not all foci for inquiry are predetermined. © Kath Murdoch 2009
  12. 12. Learning to Learn 3. Over P-6 students develop a set of generic skills and strategies they can transfer across contexts. There is a clear focus on learning to learn. Students and teachers are conscious of the ‘tool kit’ they are developing as they move through a unit, a year and 7 years of inquiry. © Kath Murdoch 2009
  13. 13. Community Links 4. Inquiries are often linked to real issues in the local and global community. Learning contexts are authentic and purposeful. The actions students undertake focus on ‘making a difference’ to themselves and their community (local and global). The inquiries have meaning within the context of that school. © Kath Murdoch 2009
  14. 14. The human mind is better equipped to gather information about the world by operating within it than by reading about it, hearing lectures on it, or studying abstract models of it. Abott and Ryan, 1999 © Kath Murdoch 2009
  15. 15. Collaborative Planning 5. Teachers plan collaboratively and in an ongoing, reflective way. They meet regularly to consider how the inquiry needs to continue according to the needs and interests of the students themselves as well as planned intentions. Planning is recursive and ongoing. © Kath Murdoch 2009
  16. 16. A model for inquiry based planning © Kath Murdoch 2009
  17. 17. Sequencing the inquiry © Kath Murdoch 2009
  18. 18. Understanding of Inquiry 6. Students have a clear understanding of the process of inquiry itself and the tools and strategies available to them as investigators. They can explain and apply it. The process is visually available to students and they have opportunities to demonstrate their understanding of it. Teaching is explicit. © Kath Murdoch 2009
  19. 19. Integration of curriculum 7. The curriculum is often integrated through inquiry. Strong connections are made between learning areas. Teachers plan with a view to helping students see the way learning is connected. The timetable is not fragmented and piecemeal. Inquiry is a methodology used across the day - not just in “units” © Kath Murdoch 2009
  20. 20. Quality classroom practice 8. Classroom practice is student-centred. Teaching promotes self management, collaboration and higher order thinking. Teachers have a repertoire of methodologies for working with students. Individual and small group teaching is the norm. Teachers know how to engage students in investigation and higher order thinking. © Kath Murdoch 2009

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