Inquiry LearningInquiry Learning

Definition of inquiry

What are the components of inquiry

Model of inquiry

Inquiry and the new curriculum

ICT and inquiry learning

Socrates believed that knowledge was vital and could only survive in a dynamic environment of human inquiry.

Socrates believed that knowledge was vital and could only survive in a dynamic environment of human inquiry.

The legacy of Socrates would be continued by Plato who set up the Academy in 387 B.C. in order to continue the Socratic method of inquiry.

The legacy of Socrates would be continued by Plato who set up the Academy in 387 B.C. in order to continue the Socratic method of inquiry.

Wisdom begins in wonder

Wisdom begins in wonder

John Dewey said:“Knowledge," in the sense of information, means the working capital, the indispensable resources, of [for] further inquiry; of finding out, or learning, more things. Frequently it is treated as an end in itself, and then the goal becomes to heap it up and display it when called for.”

“We only think when we are confronted with problems.”

John Dewey said:“Knowledge," in the sense of information, means the working capital, the indispensable resources, of [for] further inquiry; of finding out, or learning, more things. Frequently it is treated as an end in itself, and then the goal becomes to heap it up and display it when called for.”

“We only think when we are confronted with problems.”

Inquiry Learning is.......

The investigation into an idea, question, problem or issue.

It involves gathering information, building knowledge and developing deep understanding.

Inquiry-based learning encompasses the processes of posing problems, gathering information, thinking creatively about possibilities, making decisions and justifying conclusions.

Elements of inquiry

Elements of inquiry

Student ownership of the learning and clear purpose

Authentic contexts, meaningful learning

An investigation into a question, problem, issue or idea

Students construct meaning

Scaffolding to support learning

Teacher as a guide or facilitator

Knowledge creation

Action as a result of the inquiry

s

What does an inquiry classroom look like, feel like and sound

like?

What does an inquiry classroom look like, feel like and sound

like?

Change your pair/three group

Y - Chart

What does it feel like?

What does itlook like?

What does it sound like?

Inquiry Learning Models

Inquiry Learning Models

The Big 6, (Eisenberg & Berkowitz, 2000)

Research Cycle (McKenzie)

Action Learning ( Gwen Gawith, 1983)

Sauce (Trevor Bond)

Lane Clarke’s Model

3 Doors (Gwen Gawith)

Individual Schools

The common stages of inquiry modelsThe common stages of inquiry models

The Big IdeaThis is the broad concept /big idea/umbrella that will start the students thinking.

It provides direction within a particular curriculum area, but with a wide focus.

It provides the context for new learning

Purpose:

To engage students in the topic

To gauge student interest and attitudes

Tuning In/Ignite/Knowledge Attack

Tuning In/Ignite/Knowledge Attack

Purpose:

To find out what students believe (understandings/misconceptions).

To provide opportunities for students to share what they already know and believe

To introduce/clarify language/key words

To identify gaps in their knowledge

To assist with teacher planning of the unit.

Strategies employedStrategies employed

Concept mapping

Brainstorming

Drawing, making diagrams

Listing questions -

Listing statements

Class and small group discussions -

Questioning Representing ideas visually

Sharing ideas with others

OganisingHypothesising/Predicting

Listening

Planning research

Estimating

Flickr

DVD’s

You tube

EOTC

QuestioningQuestioning

Creating the essential question:

This question should require the students to go beyond obtaining and retelling factual information...

It should require students to reflect on a position, make predictions, investigate, discuss and debate their findings.

Eg: ‘How can we prevent building the rubbish mountain?’

Subsidiary QuestionsSubsidiary Questions

What do you need to know in order to answer the essential question?

The look-up-able questions

Question rubrics

Question starters

7 servants

Blooms

Discovery/ResearchDiscovery/Research

Purpose:

To take students beyond what they already know and challenge their ideas, beliefs and values

To provide authentic opportunities for students to:

Think Communicate Co-operateResearc

hSort

Sift

Oganise

Synthesize

Record

Analyse

Strategies EmployedStrategies Employed

Watching videos - observing/interpreting

Interviewing guest speakers - questioning

Surveying - Note taking

Reading material - locating/selecting relevant material

Observing real events - Listening, viewing

Classifying key words, pictures etc - Oganising, classifying

Thinking tools: 6 hats, Blooms, Graphic Organisers,

Thinking Maps - Challenging, thinking critically, exchanging ideas with others

CommunicateCommunicate

Presenting our answers to the essential question or completing our task.

Sharing our understandings from what we have found out

Explaining Reporting Persuading

Powerpoint Keynote Movie makerBrochures

Podcasting AnimationPhoto storyKid Pix

ActActTaking action, to improve the lives of others in our world, improving the world or sharing information.

This is where students have an opportunity to apply their knowledge in an authentic context.

Mini campaigns in the local community

Taking recommendations to BOT/local

council

Raising money

Contacting relevant

organisations

Writing letters

Change own behaviour to influence others

AssessAssessStudent and Teacher Assessment

Evaluation of effectiveness in answering questions.

Evaluation of inquiry skills

Evaluation of depth of knowledge through new learning

Teacher Assessment

Self assessment

Peer Assessment

Conferencing

Key Competenci

es

Improved outcomesImproved outcomes

Higher order thinking

Lifelong learning

Information literacy skills

Problem solving

Critical thinking

Depth of understanding

Inquiry and the new curriculum

Inquiry and the new curriculum

Vision - Confident, connected, actively involved life long learners.

Principles - Learning to learn, community engagement, coherence and future focus

Values - Community and participation, Ecological sustainability, Integrity, Innovation, inquiry and curiosity

Key Competencies- Thinking, Using language symbols and texts, Managing Self, Relating to others, Participating & Contributing

Effective Pedagogy - Creating a supportive learning environment, Encouraging reflective thought and action, Enhancing the relevance of new learning, Making connections to prior learning and Providing sufficient opportunities to learn.

Integrated curriculum

Future Focus - Sustainability, Citizenship, Enterprise and Globalisation

Ict & Inquiry Learning

Ict & Inquiry Learning

Bringing in and recording ideas and information

Sorting and linking ideas

Communication tool

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