inquiry learning
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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 PresentationTRANSCRIPT
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; predominately lower order thinking; individual or whole class.
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)
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
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.
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
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
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’
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
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
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
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
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?
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
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
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?
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?
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