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Inquiry Learning Through the Online Environment


Inquiry Learning Through the Online Environment Debi Howarth Principal Project Officer Education Queensland, Brisbane – PowerPoint PPT presentation

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Title: Inquiry Learning Through the Online Environment

  • Inquiry Learning Through the Online Environment
  • Debi Howarth
  • Principal Project Officer
  • Education Queensland, Brisbane
  • 0430 366 118
  • (07) 3235 9966
  • Catholic Education Symposium
  • Townsville
  • April 20 2009


Q150 Celebrations 2009
  • All schools / systems
  • encouraged to explore Queenslands past, present
    and future through the Q150 themes of Our
    people, our places, our stories.
  • Education Queensland
  • series of inquiry based online student units
  • teacher guide materials
  • units work towards a culminating event students
    share with their community.
  • Learning Place
  • Student online materials available late April
    2009 for all Queensland teachers who are members
    or affiliates of TLP
  • Teacher Guides available at Q150 Events Page

Writers' Brief
  • Literacy Numeracy
  • State Library of Queensland digital resources to
    be incorporated
  • Had to be built into Bb through Learning place
  • Had to build in links to learning objects/videos
    etc - LP not able to build new materials.
  • Longevity beyond 2009
  • Four inquiry based units - align with SOSE Yr 3,
    5, 7, 9 Essential Learnings. Teacher guides
    online student materials.
  • Senior Legal Studies Modern History independent
    study units.
  • Local Area Guide.
  • Assessment to align with the intent of the QCAR
  • Work within the Q150 project itself
  • Indigenous perspectives
  • ICTs
  • Research skills


Knowledge Understandings
  • Commenced at the conceptual
  • drawn from the ELs
  • community (Yr3)
  • identity (Yr 5)
  • global citizenship(Yr7)
  • social change (Yr 9)
  • Moved to specific content through the ELs
    organisers for SOSE

Skills Processes
  • Ways of Working From ELs
  • Identified range of relevant strategies and
    skills to use/develop within units e.g. graphic
    organisers Three Level Reading Guide survey
    photo analysis
  • Researched appropriate web links learning
    objects to be incorporated. Some became the
    focus of unit phases e.g. Harvest of Endurance
    Scroll (Chinese Settlement) Journey of
    Understanding (Refugees).


  • When students are involved in inquiry they
  • Ask questions,
  • Identify and investigate problems,
  • Form their own hypotheses and/or conclusions.
  • Reflect

Arthur L. Costa,1 co-director of the institute
for intelligent behavior in Berkeley, California
  • Core business for teachers - integral to inquiry.
  • Units incorporated some question banks into the
    teacher guides and question matrices for
  • Always room to develop further in the classroom

  • Graphic organisers
  • Research tasks
  • Assessment tasks
  • Literacy activities


Four Resources Model
How do I crack this code?
  • What words are interesting, difficult or tricky?
    How did you work them out?
  • What words have unusual spelling?
  • What words have the same sound or letter pattern
    or number of syllables?
  • What words have the same base word or prefix or
  • What words mean the same (synonyms)?
  • What smaller word can you find in this word to
    help you work it out?
  • What words are tricky to pronounce?
  • How is this word used in this context?
  • What different reading strategies did you use to
    decode this text?
  • Are the pictures close ups, mid or long shots?
  • Are the pictures high angle or low angle?
  • Were there any word pictures, eg similes and
    metaphors? How did you work them out?

What do I do with this text?
  • What sort of text is this? (information,
    story/narrative) How do you know?
  • Is it fact or opinion? How do you know?
  • How can you find information in this text?
  • How did the author start this text? Did it suit
    its purpose?
  • Who would read a text like this? Why?
  • If you wrote a text like this what words and
    phrases would you use?
  • How is the language the same/ different from
    other similar texts you have read?
  • Could the text help solve a real life problem?
  • If you were going to put this text on a web page,
    how would it be different to the print version?
  • What is the purpose of this text?
  • Could you use these ideas in a poem, story, play,
    advertisement, report, brochure or poster?
  • How would the language and structure change?

What does this text mean to me?
  • Does the text remind you of something that has
    happened to you or to someone else you know?
  • What does the title/cover suggest that the text
    is about?
  • What might happen next? What words or phrases
    give you this idea?
  • What are the characters thinking and feeling? How
    do you know?
  • What message is the author presenting?
  • What are the main ideas presented?
  • What do the pictures (graphs, diagrams, tables,
    captions, illustrations) tell us?
  • Do they fit in with the text and do they provide
    more information?
  • What did you feel as you read this part?
  • Describe or draw a picture of a character, event
    or scene from the text.

What does this text do to me?
  • Is the text fair?
  • What would the text be like if the main
    characters were girls rather than boys and vice
    versa? Consider different race and cultural
    backgrounds too.
  • How would the text be different if told from
    another point of view?
  • How would the text be different if told in
    another time or place, eg 1900 or 2100?
  • Why do you think the author chose this title?
  • Think about why the author chose particular words
    and phrases.
  • Are there stereotypes in the text?
  • Who does the text favour or represent?
  • Who does the text reject or silence?
  • How does this text claim authority? (consider
    language, structure and content)
  • Who is allowed to speak? Who is quoted

Using the Model
  • Reflective Questions
  • What kind of person with what interest and values
    wrote this text?
  • What is the text trying to make me believe and
  • In whose interest is this?
  • What beliefs and positions are dominant in the
  • What beliefs and positions are silenced or
  • What do I think about this and what alternatives
    are there?

Text Analyst
  • Journal responses
  • Reading Circles
  • Hot seating PMI
  • Higher Order Thinking (Blooms) reflection cards
  • Critical analysis based on bias
  • Stereotypes
  • point of view
  • Compare different sources
  • Top Level Structure (cause/effect)
  • Poetic analysis
  • Debate
  • Author intent discussions

Code Breaker
  • Reflective Questions
  • How do I crack this text?
  • How does this text work?
  • What are its codes and conventions?
  • How do the parts relate singly and in
  • Metalinguistics activities
  • Alphabet
  • Phonics
  • Sight Word/ Word sort/ Word family activities
  • Onsets, Rhymes, Word analogy
  • Cloze
  • Spelling activities/ Latin/ Greek roots,
    dictionary Meanings, Thesaurus, Homonyms,
    Antonyms, Synonyms
  • Transformations
  • Generic features of the text based activities
  • Grammar activities
  • Book Feature focus
  • Key Words/Note making

Text User
  • Metalinguistics activities
  • Alphabet
  • Phonics
  • Sight Word/ Word sort/ Word family activities
  • Onsets, Rhymes, Word analogy
  • Cloze
  • Spelling activities/ Latin/ Greek roots,
    dictionary Meanings, Thesaurus, Homonyms,
    Antonyms, Synonyms
  • Transformations
  • Generic features of the text based activities
  • Grammar activities
  • Book Feature focus
  • Key Words/Note making
  • Reflective Questions
  • What is the purpose of this text and what is my
    purpose in using it?
  • How have the uses of this text shaped its
  • What should I so with this text in this context?
  • What will others do with this text?

Meaning Maker
  • Reflective Questions
  • How do the ideas in this text connect to one
  • What do I know that can help make meaning of it?
  • What are the possible meanings and readings of
    this text?
  • Meaning maker resources are all our previous
    social, cultural and reading experiences.
  • Readers need to know how to
  • Infer
  • Evaluate
  • Generalise
  • Make predictions
  • Sequence
  • Compare
  • Classify
  • Recount
  • Summarise information
  • Activities
  • KWL, Concept maps, Graphic outline, Story Maps,
    Plot Profile, Character Web
  • Reflections, Innovation
  • Readers Theatre
  • Independent reading, Shared reading
  • Think Pair Share, Top Level Structure

Issues in Development
  • Time
  • Sequential nature of social and environmental
  • Integrity of the inquiry
  • Writing with other purposes in mind
  • Development process was sometimes frustrated by
    the system security issues in EQ itself.

Web 2.0
  • Some Web 2.0 evident in units
  • Wikis
  • Discussion boards
  • Photostories
  • Survey tools
  • Learning objects/videos/interactive tools
  • Digital resources - State Library of Qld.

Inquiry and Web 2.0
  • Collaboration and participation
  • social networking sites/collaborative authorship
    e.g. http//
  • Writeboard http//
  • Digital storytelling
  • http// - Language
    immersion conversations with native speakers
  • Dimdim video conferencing whiteboard

Inquiry and Web 2.0
  • Access to current content/knowledge the web
  • Kids Newsroom http//
  • Childrens University of Manchester
  • Internet Public Library http//
  • Questionaut http//
  • News for kids http//

Inquiry and Web 2.0
  • Productivity/portability/sharing of info/ideas
  • Googledocs
  • Docstock http//
  • Field trips virtual ones!!
  • Google maps
  • Immersive media - http//
  • Geocaching high tech treasure hunt game.
  • Mapwing build, share, and explore virtual
    tours-turn photos into virtual tours

Problem Solving
  • Create and share 3D Models http//
  • Webspiration http//
  • Mindmeister mind mapping tool
  • http//

Skills of SOSE
  • Survey, Data Collection, Inventories
  • Zoho Creator http//
  • SurveyMonkey http//
  • Timespace uses timelines http//specials.washing

  • Web 2.0 will bring greater meaning to the process
    of social and environmental inquiry.


Models of Contemporary Learning
  • Critique units against MCL for relevance,
    useability, applicability.

Web 2.0 Enhancement of Resources
  • What Web 2.0 tools could be incorporated into the
    units to boost engagement and richness? Where?
    What scaffolding might be required to use the