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Inquiry Learning.

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Title: Slide 1 Author: School Last modified by: mackenzie Created Date: 8/7/2007 9:52:10 PM Document presentation format: On-screen Show Company: Tahuna Normal ... – PowerPoint PPT presentation

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Title: Inquiry Learning.


1
  • Inquiry Learning.
  • Inquiry learning helps students to learn HOW to
    learn. Through Inquiry learning they come to
    understand and manage themselves as learners.
  • This powerpoint is based on a presentation by
    Kath Murdoch in 2007. If you ever have the
    change to listen to Kath do go - it will change
    the way you teach!

2
Inquiry Learning Kath Murdoch
  • This planning model follows a sequence of
    activities and experiences to build on and
    challenge students perceptions. The sequence is
    inquiry based it begins with students prior
    knowledge and experience and moves through a
    deliberate process that helps the knowledge to be
    extended, challenged and refined.
  • Sequence of activities
  • Tuning in
  • Finding out
  • Sorting out
  • Going further
  • Making connections
  • Taking action.

Learning is something I do not something that
is done to me
3
Why use an inquiry based approach?
  • It helps children take responsibility for their
    learning
  • Provides for new learning extends on prior
    helps to find new
  • Students evaluate their learning and each others
  • Detailed approach working through the sequence
    of activities
  • Allows students to use a variety of great
    thinking tools
  • Caters for a range of learning styles multiple
    intelligences
  • Allows for deeper understanding students make
    connections
  • Gives students a real purpose for learning
  • Allows success for all collaborative learning
  • Students see teacher as a learner also
  • Students own it! their work their ideas.
  • High engagement ownership, authenticity,
    relevance
  • Deeper independent learning skills
  • Vehicle for integration of the curriculum
  • Fosters connected learning a sense of journey
  • Taps into students CURIOSITY

4
Inquiry Learning
  • Makes the process obvious to students Learning
    intentions clear
  • Say to the children we are tuning in we are
    gathering data we are sorting out..
  • Talk about and display BIG UNDERSTANDINGS
    (related to your learning outcomes) link
    activities to these understandings.
  • Big understandings should not be answered in one
    session
  • Instead of a title for your unit why not use a
    question?
  • What is the role of technology in theatre? Year 5
    and 6 prop making for a school production
  • How can we create a healthy garden? Big
    understandings different types of gardens,
    different conditions needed to grow, different
    roles and responsibilities in the group
  • How can I be the best that I can be? Commonwealth
    games/Gold medal -Olympic games
  • What, why and how do we buy? Leading up to a
    school market day.
  • How could/can we create a fitness circuit at
    school?
  • What makes things move?
  • New Zealand how has it changed and why?

5
  • How do people tell their stories?
  • How can we care for animals?
  • What makes good constructions?
  • Why is Asia so important to us?
  • Fashion who decides and how?
  • How does TV influence us?
  • How can we keep ourselves safe?
  • How do living things change as they grow?
  • How do people overcome challenges in their lives?
  • The question must develop the big picture idea
    ask as you work through the unit
  • What is it, through this inquiry will they come
    to understand? eg what makes a good leader?
  • Understandings recorded this is
    what they will learn.

6
Topic considerations for inquiry learning
  • Relevance
  • Children need to see a connection between the
    topic and their lives.
  • Developmentally appropriate, does it really
    matter to the students?
  • Potential for inquiry
  • Can you frame this topic up as an
    investigation? Is there a leading question that
    will ignite this topic?
  • Authenticity Resources
  • Are you able to use real people, places, events
    in your investigation? Will students be able to
    gather information about this themselves?
  • Authenticity Action
  • Will the topic allow students to do something as
    a result of the inquiry what will it work
    towards or be driven by could it be linked to a
    real project or problem?
  • Challenge
  • Will it take students beyond the known? Does the
    topic have the potential for developing creative,
    critical, ethical and reflective thinking?

7
Inquiry units can be related to an action, an
event, an issue, essential questions linked to
the curriculum or an investigation of a problem.
  • Project oriented inquiry driven by action
  • How can we create a healthy garden?
  • Inquiries to accompany key events in the local
    school, community or global setting e.g How can
    I be the best I can be (Olympics) what, why and
    how do we buy?
  • Inquiries driven by essential questions
    (curriculum based questions) e.g What makes
    something move?
  • Problem oriented inquires eg What do kids really
    want? (toys, new school library) What can we do
    to look after our river?

8
Teachers need to be clear
  • Understandings what it is we want our students
    to UNDERSTAND.
  • Do What it is we want them to be able to DO
    with their learning/skills
  • Be What it is we want them to BE
  • Understandings transferable concept
  • - developmentally appropriate
  • - demonstrated by students
  • - Learned in a number of ways
  • - Generally agreed by all
  • - Are not facts or low level knowledge
  • - Are generated by the team
  • - Are refined after tuning in

9
  • Display understandings in the classroom
  • Record your understandings in kid talk. Put on
    the wall and keep referring to them as the unit
    unfolds.
  • Under your understandings you will also be able
    to record the skills children need to use or have
    used during the process of understanding. (Venn
    diagram, interview, PMI sort)
  • Three to four weeks into the unit stand by the
    understandings and ask students to explain each
    understanding the one/two they dont understand
    is the understanding you need to teach to or
    guide students through.
  • Referring to the understandings helps you and the
    children connect to the BIG picture all the time.

10
  • Tuning In
  • Lets find out what we already know about this
    topic
  • The purpose of tuning in
  • To find out what students already know, think
    and feel about a topic
  • To provide students with a focus for the
    forthcoming experiences
  • To provide students with opportunities to become
    engaged in the topic
  • To ascertain the students questions about and
    interest in the topic
  • To allow students to share their personal
    experience of the topic
  • To help plan further experiences and activities

11
Tuning in examples Brainstorm Post box - post a
statement or a question about the unit Look at
the big questions write understandings with
students Inspiration - mind mapping
software More false, more true statements
children categorise F/T KWL chart Mind
mapping Paired interviews - students interview
each other about their understandings of
topic Think pair share Think individually
pair with someone and share Rocket writing -
children write everything they know within a very
short time frame People Bingo - Treaty of
Waitangi example Placemat visual organiser
excellent strategy see hand out
12
  • Finding out
  • Lets find out about our topic we could do this
    by
  • The purpose of finding out
  • To further stimulate students curiosity
  • To provide new information which may answer some
    of the students earlier questions
  • To raise other questions for students to explore
    in the future
  • To challenge students prior knowledge, beliefs
    and values
  • To provide a shared experience for all students
    to process and reflect upon
  • To develop research / information skills

13
  • Finding out examples
  • Going on visits/trips
  • Interviewing
  • Experimenting
  • Listening to experts Ask an expert
  • Asking people
  • Doing surveys
  • Looking at pictures and objects
  • CD Roms, internet, film, video, DVD
  • Letter writing / Emails to ask organisations or
    individuals for information
  • Newspapers and magazines
  • Paintings, photographs, drawings, visual images
  • Picture books and novels
  • Phone calls

14
  • Sorting out
  • Lets sort out what we have found out so far
  • The purpose of sorting out
  • To provide students with various means of
    processing and representing information and ideas
    arising from the finding out stage
  • To allow for a diverse range of outcomes
  • To encourage students to begin to apply and
    transfer some of the information they have gained
    to an range of tasks or contexts
  • To develop skills in the arts, mathematics,
    language and technology
  • To assist students to explore some of the
    feelings, values and attitudes associated with
    the topic
  • To create concrete records of experience and
    information gathered through the arts,
    mathematics, language and technology
  • To encourage students to review what they know as
    a group

15
  • Sorting out examples
  • Cutting up survey results
  • Reflective thinking
  • Visual organisers KWL, PMI, Y chart
  • Sorting photos
  • Dance and drama freeze frame, mime, puppet
    plays, role-play, talk shows, simulations
  • Media and visual arts collage, dioramas,
    models, diagrams, making videos
  • Maths classifying, fact finding (worlds
    tallest building), graphs, problem-solving,
    timelines
  • Music chants, raps, soundscapes, compositions
  • English recording in a range of text styles,
    Build a story, compare and contrast, data charts,
    oral presentations, wall stories and charts,
    Puzzle cards (Who/what am I?)

16
  • Going further
  • Lets find out more about something in our topic.
  • What do we still need to find out about?
  • What would we like to know even more about?
  • What new questions do we have?
  • The purpose of going further
  • To extend and challenge students understandings
    about the topic
  • To provide more information in order to broaden
    the range of understandings held by students
  • To meet the particular interests that have
    emerged during the unit
  • To revise, where necessary, some of the key
    understandings relevant to the topic
  • To develop independent research skills

17
  • Going further examples
  • Individual projects
  • Questions
  • Scaffolding, booklets with procedure
  • Research
  • Learning Contracts
  • Information skills and sources
  • Co-operative group tasks
  • Expert groups
  • Multiple Intelligence work stations

18
  • Making Conclusions
  • Lets share what we have learnt
  • The purpose of Making Conclusions
  • To assist students to make conclusions and
    generalisations about the topic
  • To assess and demonstrate students progress
    towards the planned understandings, skills and
    values throughout the unit
  • To inform further planning
  • To encourage students to reflect on their
    learning
  • To foster each students ability to synthesise
    their learning and to see the big picture ideas
    behind a topic
  • To help students explore and justify their
    feelings and values related to a topic
  • To provide a point of comparison for students
    between the ideas generated at the beginning of
    the unit and those evident now
  • To develop metacognitive abilities

19
  • Making Conclusion examples
  • Puppet shows
  • Models
  • Booklets
  • Web 2.0 tools
  • Making board games excellent way for students
    to bring together the knowledge they have gained
    during the unit of work and to pass it on to
    others. Useful performance based assessment
    task.
  • Blooms Taxonomy
  • Concept maps
  • Crossword puzzles
  • De Bonos 6 thinking hats
  • PMI
  • Time Capsules choose 5 items to put in a
    container that would represent the important
    things we know aboutthe topicwhat would they
    be?
  • KWL students fill in what they have learnt.

20
  • Reflecting and Taking Action
  • Lets think about how things went and what we
    could do with what we have learnt
  • The purpose of reflecting and taking action
  • To assist students to make links between their
    understandings and their experience in the real
    world
  • To enable students to make choices and develop
    the belief that they can be effective
    participants in society
  • To provide further insight into students
    understandings for future unit planning
  • To reinforce the link between school, home and
    the wider community
  • To provide further opportunities and contexts for
    ongoing learning about the topic

21
  • Reflecting and taking action examples
  • Teaching someone else
  • Reflect on our learning
  • Advertising campaigns students use persuasive
    techniques of advertising to encourage others to
    take action
  • Exhibition students work in groups select key
    pieces of their learning write explanations set
    up the classroom like an exhibition and invite
    other students to come and view.
  • Design self-guided walks particularly
    appropriate for environmental topics
  • Develop an action plan for the school examples
    improving access for people with disabilities,
    reducing bullying in the school playground,
    reducing packaging/glad wrap in school lunches,
    improving an area of the school ground.
  • Global links internet allows students to make
    links around the world with others that are
    involved in action plans
  • Hear all about it involves creating a news
    program for radio or television
  • Letter writing students register a protest
    against or their support of ...
  • Personal pledge students consider one thing
    they will do in their own life as a result of
    what they have learned
  • Read all about it students create a class
    newspaper devoted to the topic

22
  • Information for this presentation came from a two
    day workshop presented by Kath Murdoch in 2007
  • MUST HAVE RESOURCES
  • Classroom Connections Strategies for
    Integrated Learning
  • Kath Murdoch
  • ISBN 1 875327-48-7
  • Learning for Themselves Jeni Wilson and Kath
    Murdoch
  • ISBN 978 11 863666657
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