guided inquiry
DESCRIPTION
Guided Inquiry. Jan-Marie Kellow. Inquiry. Inquiry-based learning is a constructivist approach, in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea . - PowerPoint PPT PresentationTRANSCRIPT
Guided InquiryJan-Marie Kellow
InquiryInquiry-based learning is a
constructivist approach, in which students have ownership of their learning. It starts with exploration
and questioning and leads to investigation into a worthy
question, issue, problem or idea.
Based on definitions from Sharon Friesen and www.galileo.org/inquiry-what.html
Scaffolding“Scaffolding is a temporary helpful structure that enables a person to
successfully complete a task she/he could not complete without the aid of
the scaffold.” www.ed.uiuc.edu/courses/edpsy317/sp03/challenge-reports/kurt.htm
•Shared•Guided• Independent
www.flickr.com/photos/57029257@N00/143699472/
What do we scaffold?
• Skills
• Strategies
• Key Competencies
Key Competencies• Thinking • Using Language Symbols and Texts• Managing Self• Relating to Others• Participating & Contributing
Guided Inquiry levels
Originally modified from Herron, M.D. (1971). The nature of scientific enquiry. School Review, 79(2), 171- 212. More info on www.inquiringmind.co.nz/Herron_Model.htm
Faith Wyllie Te Rerenga
Zania Watt & Donna Harper Opoutere School
GPS
Google Search Results
“Unless students are
trained to use the
advanced features of
search engines like
Google, they tend to
gather huge piles of pages
that contribute little to
understanding.”
Jamie McKenzie (fno.org)
"Children who are in this concrete-operational stage seek information that exactly matches their own search terms or the terminology used by the teacher or in the assignment. In other words, they are concrete thinkers and have trouble with anything that is not an
exact fit with their understanding of the question."
Hirsch, 1999
Weblinks
WikisExamples: http://kopukids.wikispaces.com/
To join: http://www.wikispaces.com/
Parts-Whole Relationships• What smaller things make up the whole?• For each part, what would happen if that
part was missing?• What is the function of each part?• How do the parts work together as a whole?
Adapted from strategies by Robert Swartz & Sandra Parks
Word: Smart Art
Graphic Organisers• www.sdcoe.k12.ca.us/score/actbank/torganiz.htm • www.graphic.org/goindex.html • www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm • www.enchantedlearning.com/graphicorganizers/star/
www.eduplace.com/graphicorganizer/ • www.tki.org.nz/r/integration/curriculum/resources/inquiry_go
s/instructions_e.php• www.tki.org.nz/r/integration/curriculum/resources/problem_s
olving_gos/description_e.php
Thinking Tools
Thinking Hats
Plus Minus Interesting
PMI
My Task Log Our Key Question: Should we clone endangered species?
Week 4: What we did:Read the book “How to clone a sheep”Visited websites: www.synapses.co.uk/science/clone www.cnn.com/2003/WORLD/europe/02/14/cloned.dolly.dies/index.html
What we found out: Scientists cloned a sheep called Dolly. It took 100s of attempts. Dolly has no father.Dolly died aged six. Sheep usually live to 10 or 12.She died of a disease that young sheep don’t usually get.
What next?Confirm facts on Dolly’s death from two other sources.Find out if any endangered animals have been cloned.If they were, how long did they live?
Adapted from Task Log developed by Rob Petrie
Formative Assessment & Feedback
