Presentation on theme: "Inquiry Learning. Inquiry learning helps students to learn HOW to learn. Through Inquiry learning they come to understand and manage themselves as learners."— Presentation transcript:
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 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 student’s prior knowledge and experience and moves through a deliberate process that helps the knowledge to be extended, challenged and refined.Sequence of activitiesTuning inFinding outSorting outGoing furtherMaking connectionsTaking 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 learningProvides for new learning – extends on prior – helps to find newStudents evaluate their learning and each othersDetailed approach – working through the sequence of activitiesAllows students to use a variety of great thinking toolsCaters for a range of learning styles – multiple intelligencesAllows for deeper understanding – students make connectionsGives students a real purpose for learningAllows success for all – collaborative learningStudents see teacher as a learner alsoStudents own it! – their work their ideas.High engagement – ownership, authenticity, relevanceDeeper independent learning skillsVehicle for integration of the curriculumFosters connected learning – a sense of journeyTaps into student’s CURIOSITY
4 Inquiry LearningMakes the process obvious to students – Learning intentions clearSay 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 sessionInstead 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 productionHow 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 gamesWhat, 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 Understandings recorded this is what they will learn. 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 unitWhat 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… RelevanceChildren need to see a connection between the topic and their lives.Developmentally appropriate, does it really matter to the students?Potential for inquiryCan you “frame” this topic up as an investigation? Is there a leading question that will ignite this topic?Authenticity – ResourcesAre you able to use real people, places, events in your investigation? Will students be able to gather information about this themselves?Authenticity – ActionWill 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?ChallengeWill 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 actionHow 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/skillsBe – What it is we want them to BEUnderstandings – 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 don’t 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 Let’s find out what we already know about this topic The purpose of tuning inTo find out what students already know, think and feel about a topicTo provide students with a focus for the forthcoming experiencesTo provide students with opportunities to become engaged in the topicTo ascertain the students’ questions about and interest in the topicTo allow students to share their personal experience of the topicTo help plan further experiences and activities
11 Tuning in examplesBrainstormPost box - post a statement or a question about the unitLook at the big questions – write understandings with studentsInspiration - mind mapping softwareMore false, more true – statements children categorise F/TKWL chartMind mappingPaired interviews - students interview each other about their understandings of topicThink pair share – Think individually – pair with someone and shareRocket writing - children write everything they know within a very short time framePeople Bingo - Treaty of Waitangi examplePlacemat visual organiser – excellent strategy see hand out
12 Finding out Let’s find out about our topic… we could do this by … The purpose of finding outTo further stimulate students’ curiosityTo provide new information which may answer some of the students’ earlier questionsTo raise other questions for students to explore in the futureTo challenge students’ prior knowledge, beliefs and valuesTo provide a shared experience for all students to process and reflect uponTo develop research / information skills
13 Finding out examplesGoing on visits/tripsInterviewingExperimentingListening to experts – Ask an expertAsking peopleDoing surveysLooking at pictures and objectsCD Roms, internet, film, video, DVDLetter writing / s – to ask organisations or individuals for informationNewspapers and magazinesPaintings, photographs, drawings, visual imagesPicture books and novelsPhone calls
14 Sorting out Let’s sort out what we have found out so far… The purpose of sorting outTo provide students with various means of processing and representing information and ideas arising from the finding out stageTo allow for a diverse range of outcomesTo encourage students to begin to apply and transfer some of the information they have gained to an range of tasks or contextsTo develop skills in the arts, mathematics, language and technologyTo assist students to explore some of the feelings, values and attitudes associated with the topicTo create concrete records of experience and information gathered through the arts, mathematics, language and technologyTo encourage students to review what they know as a group
15 Sorting out examplesCutting up survey resultsReflective thinkingVisual organisers – KWL, PMI, Y chartSorting photosDance and drama – freeze frame, mime, puppet plays, role-play, talk shows, simulationsMedia and visual arts – collage, dioramas, models, diagrams, making videosMaths – classifying, fact finding (world’s tallest building), graphs, problem-solving, timelinesMusic – chants, raps, soundscapes, compositionsEnglish – 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 Let’s 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 furtherTo extend and challenge students’ understandings about the topicTo provide more information in order to broaden the range of understandings held by studentsTo meet the particular interests that have emerged during the unitTo revise, where necessary, some of the key understandings relevant to the topicTo develop independent research skills
17 Going further examples Individual projectsQuestionsScaffolding, booklets with procedureResearchLearning ContractsInformation skills and sourcesCo-operative group tasksExpert groupsMultiple Intelligence work stations
18 Making Conclusions Let’s share what we have learnt … The purpose of Making ConclusionsTo assist students to make conclusions and generalisations about the topicTo assess and demonstrate students’ progress towards the planned understandings, skills and values throughout the unitTo inform further planningTo encourage students to reflect on their learningTo foster each student’s ability to synthesise their learning and to see the ‘big picture’ ideas behind a topicTo help students explore and justify their feelings and values related to a topicTo provide a point of comparison for students between the ideas generated at the beginning of the unit and those evident nowTo develop metacognitive abilities
19 Making Conclusion examples Puppet showsModelsBookletsWeb 2.0 toolsMaking 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.Bloom’s TaxonomyConcept mapsCrossword puzzlesDe Bono’s 6 thinking hatsPMITime Capsules – choose 5 items to put in a container that would represent the important things we know about…the topic…what would they be?KWL – students fill in what they have learnt.
20 Reflecting and Taking Action Let’s think about how things went and what we could do with what we have learnt…The purpose of reflecting and taking actionTo assist students to make links between their understandings and their experience in the real worldTo enable students to make choices and develop the belief that they can be effective participants in societyTo provide further insight into students’ understandings for future unit planningTo reinforce the link between school, home and the wider communityTo provide further opportunities and contexts for ongoing learning about the topic
21 Reflecting and taking action examples Teaching someone elseReflect on our learningAdvertising campaigns – students use persuasive techniques of advertising to encourage others to take actionExhibition – 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 topicsDevelop 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 plansHear 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 learnedRead all about it – students create a class newspaper devoted to the topic
22 “Classroom Connections – Strategies for Integrated Learning” Information for this presentation came from a two day workshop presented by Kath Murdoch in 2007MUST HAVE RESOURCES“Classroom Connections – Strategies for Integrated Learning”Kath MurdochISBN: 1 –“Learning for Themselves” Jeni Wilson and Kath MurdochISBN: