1. Students’ Assembly 2012-2013 Planning for Inquiry

2. Agenda Share the exhibition timeline and next process Review inquiry phases Finalize and decide the exhibition planner (Step 3A) Step by step guideline for planning of the 1 st inquiry learning

3. DETECTIVE RIDDLE Practice your questioning to investigate the case The questions can receive one of only three possible answers - yes, no or irrelevant. You need to be open-minded, flexible and creative in your questioning and able to put lots of different clues and pieces of information together.

4. The Mystery of a Man who Hanged Himself There is a large wooden barn which is completely empty except for a dead man hanging from the middle of the central rafter and a puddle of water. The rope around his neck is ten feet long and his feet are three feet off the ground. The nearest wall is 20 feet away from the man. It is not possible to climb up the walls or along the rafters. The man hanged himself. How did he do it?

5. Solution: He climbed on a block of ice which has since melted.

6. Exhibition Process Identifying Real Life problems/issues around them Decide your area of interest and make groups Planning for Inquiry study – prepare research Experiencing the inquiry- doing the research Planning for the summative task Doing/Making the summative task– prototype, proposal/action plan Exhibition day - presentation

7. Terms 3 Semester 2 – Exhibition Starts Week 1 14-18 January 2013 Plan for the 1 st inquiry Week 2 21-25 January 2013 1 st Assessment task Week 3 28 Jan- 1 Feb 2013 The 2 nd – 3 rd inquiry and the assessment tasks Week 4 4-8 Feb 2013 Week 5 11-15 Feb 2013 Week 6 18-22 Feb 2013 Summative Task Week 7 24-28 Feb 2013 Week 8 4-8 March 2013 Rehearsal time Saturday, 9 March 2013 EXHIBITION DAY

8. Sort and Predict questions explore ways answer Locate information manage resources process Findings ongoing Share research Reflect synthesize celebrate SORT these words into three to five groups and write down an appropriate title for each group. PREDICT what may the text, that these key ideas came from, be about?

9. INQUIRY PROCESS The basic inquiry process is similar for students of all ages. Pose questions and explore ways to answer them Locate and manage information from various sources Process and synthesize their findings Share their findings on an ongoing basis, supporting each other in their research Reflect on and celebrate their inquiry findings with a community audience

11. In planning for inquiry, students will ask: What questions will we/I explore? What information sources do we/I need? Who will assume various responsibilities? How much time will we/I allow for the inquiry? How will we/I record our/my information? How will we/I share our/my information? Who will be the audience? What will the criteria be in assessing our/my work?

12. What’s next? 1. See the central idea and the lines of inquiry – refer to step 3A See the central idea and the lines of inquiry 2. Choose one inquiry focus (learning intention) taken from the lines of inquiry or key questions Choose one inquiry focus 3. Write some more questions to be answered to scaffold the learning focus. Write some more questions 4. Write some expected criteria showing when your learning is succeed Write some expected criteria 5. Plan the activities, strategies, experiences for your learning engagements to find out the answer of your inquiry – refer to the learning ideas/ options in step 4B Plan the activitiesin step 4B 6. Design an assessment task to present the answer or to show your understanding of this inquiry focus. Design an assessment task

15. Start from the basic, simple, easy question to develop the understanding of the inquiry Learning success criteria can be based on the questions (can be revisited later)

18. Major Learning Process 1. Planning – decide what you want to learn 2. Learning – gaining from the learning 3. Assessing – know that you already learned