inquiry learning

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Inquiry Learning “Inquiry is a habit of mind”

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Inquiry Learning. “Inquiry is a habit of mind”. Traditional Teaching Environments. teacher centred; teaching as telling, explaining; learner relatively passive; factual, knowledge based learning; assessment summatively focused; contrived or artificial context; - PowerPoint PPT Presentation

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Page 1: Inquiry Learning

Inquiry Learning

“Inquiry is a habit of mind”

Page 2: Inquiry Learning

Traditional Teaching Environments teacher centred; teaching as telling, explaining; learner relatively passive; factual, knowledge based learning; assessment summatively focused; contrived or artificial context; predominately lower order thinking; individual or whole class.

Page 3: Inquiry Learning

What do we know about effective teaching and learning? student centred; high but realistic expectations; engaging, active, risk-taking, collaborative; learners as co-constructors of meaning; appropriate scaffolding and feedback, feed-forward; clear next learning steps and student reflection; learning in meaningful contexts, holistic; fosters higher order thinking and awareness; creates connections between ideas.

Sources- BES- Ministry of Education (2003), Brophy (2001)

Page 4: Inquiry Learning

What is inquiry learning?

Inquiry is a systematic investigation into a real problem or issue.  Inquiry-based learning encompasses the processes of posing problems, gathering information, thinking creatively about possibilities, making decisions, justifying conclusions and taking action.

Adapted from http://www.ltag.education.tas.gov.au/glossary.htm#inquiry

Page 5: Inquiry Learning

Why Inquiry?

We think this is best summed up by the following extract from Stoll, Fink and Earl, 2004.“I have a choice I can either prepare your child for your past or her future, which would you prefer?”

Inquiry learning is a means of developing and fostering effective lifelong learners.

Page 6: Inquiry Learning

Effective Lifelong Learners

Are- flexible, adaptable, creative, resilient, organised, self managing, open-minded risk takers, reflective, self aware, information literate

Think- ethically, critically, logically, analytically, reflectively, creatively about themselves, others and the world

Can- problem solve, question, consider possibilities and consequences, communicate, make decisions

Murdoch, K. & Wilson, J. (2004)

Learning Links. Curriculum Corporation

Page 7: Inquiry Learning

What does the inquiry process look like? Tuning In Finding Out Sorting Out Making

Conclusions Going Further Taking Action

Reflection

Kath Murdoch and Jeni Wilson, 2004. Image from Grasmere School, 2004

Page 8: Inquiry Learning

How will we know if we have got there?- Environment

School Documentation Display space Learner centres ICT as a tool, tutor and transformation Flexible workspace Learning intentions Evidence of the inquiry process Big books to record student learning Inquiry a regular part of ‘teacher talk’

Page 9: Inquiry Learning

How will we know if we have got there?-Teacher

Climate Sharing understandings Small group conferencing Involving students in the learning Recording appropriate processes/strategies Listening to and acting upon student responses Feedback and feed forward Meeting individual student need Questioning Evaluation of question, strategy and communication vehicle Making the inquiry process explicit “Just in time’ teaching Teachers articulating their understanding of the process Reflection

Page 10: Inquiry Learning

How will we know if we have got there?- Student

Interesting, challenging and purposeful activities Listening to and responding to others Recording and articulating Leadership roles Recognising and discussing interrelationships Participating in self and peer assessment Accessing appropriate resources and ICT Sharing their learning with authentic audiences Justifying their choice of thinking tool and strategy Asking questions Using their learning to make a difference Reflection

Page 11: Inquiry Learning

Inquiry Process in a Nutshell…

Selection or co-selection of topic that links with big ideas/transferable concepts. Is this worth teaching about?

Developing generative question/s and understandings

Engagement with topic/question Where are we now? Sharing

understandings. What are our questions/wonderings? Is there a problem to solve? Investigations and explorations

Page 12: Inquiry Learning

Inquiry Process in a Nutshell… Sorting/communicating Making connections –what do

we understand? Feel? Going further (Can be personal

pathways…) Doing something about it!!!!! REFLECTION

THROUGHOUT….for kids and teaching team

Page 13: Inquiry Learning

Key Understandings These underpin the whole inquiry and

need to be referred to while the unit is occurring

They explain what we hope students will understand by the end of the unit?

What transferable, robust, ‘big ideas’ will the students will gain?

What is important and relevant for the students to know and experience?

Page 14: Inquiry Learning

Generative Topics Link to big ideas: Transferable concepts that help

us make sense of the way the world works Offer relevance to student’s lives – this is ‘worth

knowing’ about Are easily connected across a range of learning

areas…lots of possibilities Present opportunities for direct experiences/first

hand data Generate thought-provoking questions/issues…

get kids thinking creatively, critically and reflectively

Have potential for direct action/application …learning by doing and doing something with the learning

Page 15: Inquiry Learning

Generative Topics Link to big ideas: Transferable concepts that help

us make sense of the way the world works Offer relevance to student’s lives – this is ‘worth

knowing’ about Are easily connected across a range of learning

areas…lots of possibilities Present opportunities for direct experiences/first

hand data Generate thought-provoking questions/issues…

get kids thinking creatively, critically and reflectively

Have potential for direct action/application …learning by doing and doing something with the learning

Page 16: Inquiry Learning

Sample generative questions: How can we be the best possible

learning community? Why and how do people value land? How does the media influence us? How can we live more peacefully with

others? What makes a great neighbourhood? How do peoples bodies change over

time? How does my body work and what can I

do to care for it?

Page 17: Inquiry Learning

What makes a great community? What is good health? Where do I belong? Why do we have gardens and how can

we grow them? Why do people need heroes? What makes a good house? What makes our neighbourhood unique

and what is our role in it? How do people bring about change? How does food affect well being?

Page 18: Inquiry Learning

Where can I go to find out more?Murdoch, K. & Wilson, J. (2004). Learning Links. Australia:

Curriculum CorporationWilson, J. & Wing Jan, L. (2003). Focus on Inquiry. Australia:

Curriculum CorporationMurdoch, K. (1998). Classroom Connections. Australia: Eleanor

Curtain.Stoll, L., Fink, D. & Earl, L. (2004). It’s about learning. London:

RoutledgeFalmer.WebsitesInquiry Page http://www.inquiry.uiuc.edu/index.phpOnline Workshop: Inquiry–Based Learning

http://www.thirteen.org/edonline/concept2class/inquiry/ Department of Education Tasmania

http://www.ltag.education.tas.gov.au/focus/inquiry/inquiry.htm