1. Reignier School Inquiry Learning Welcome Review (Pip) Inquiry Model (Sheryl) Planning (Frances) Key Competencies (Frances)

2. Review

3. Inquiry Model

4. The Reignier Inquiry Model Planning Tuning In Taking Action Finding Out Sorting Out Going Further Drawing Conclusions Inquiry

5. Planning Title Host Content Area Strand(s) Rich Concepts (refer to handout)

6. Planning Example 1 (Senior Team) Title: What Does It Mean To Be A New Zealander? Host Content Area: Social Science Strand: Identity, Culture and Organisation Rich Concepts: Institutions, Relationships

7. Planning Example 2 (Middle/Junior Teams) Title: What Does It Mean To Be A New Zealander? Host Content Area: Social Science Strand: Identity, Culture and Organisation Rich Concepts: Customs and Rituals

8. Deep Understandings Come from the rich concepts What we want the children to understand at the end of the enquiry Not necessarily context dependent In the form of a statement

9. Deep Understandings Example 1 (Senior Team) Parliament is our democratic institution for government Institutions are founded by individuals for a purpose The individual has power to influence

10. Deep Understandings Example 2 (Middle/Junior Teams) New Zealanders identify with icons Kiwiana is a collection of icons that symbolise or reflect New Zealand culture/identity over time Communities in NZ are identified by iconic items Kiwiana items are contestable

11. Provocation Question or statement designed to engage the children emotionally

12. Provocation Example 1 (Senior Team) We don’t need a government to run the country Or Kids could run the country

13. Provocation Example 2 (Middle/Junior Teams) All New Zealanders identify with the same Kiwiana items or Without Kiwiana nobody would know about New Zealand

14. Provocation Example 3 (Current Topic) The top athletes are the ones who win the medals

15. Curriculum Links Key Competencies Thinking Using Languages, Symbols and Texts Managing Self Relating to Others Participating and Contributing Language Numeracy ICT Other (as relevant):

16. Skills Focus Analysing Checking Classifying Cooperating Considering options Designing Elaborating Estimating Explaining Generalizing Hypothesising Inferring Interpreting Justifying Listening Locating information Making choices Note-taking Observing Ordering events Organizing Performing Persuading Planning Predicting Presenting in a range of ways Providing feedback Questioning Reading Recognizing bias Reflecting Reporting Responding to others’ work Restating Revising Seeing patterns Selecting information Self-assessing Sharing ideas Summarizing Synthesizing Testing Viewing Visually repeating Working independently Working to a timeline

17. Assessment Focus School required assessment Self/peer assessment Key competencies Inquiry skills

18. Inquiry Task or End Product A task which requires research, higher order thinking, a mode of expression and an audience

19. Resources

20. Proposed Time Frame Week One Week Two Week Three Week Four Week Five Week Six Week Seven Week Eight Week Nine Week Ten

21. Tuning In Prior knowledge Student questions and wonderings Personal experiences Stimulating curiosity Teacher finds out what students know and think Activities/experiences will: generate curiosity in the subject, introduce new content, introduce new skills, introduce new research process, introduce new technologies.

22. Learning Outcomes Must be clearly planned and link to Key competencies Deep understandings Thinking skills and tools Inquiry skills

23. Meeting after approximately 2 weeks Reflecting on Skills Gaps Areas of interest Considering how to address these

24. The Inquiry Cycle Finding Out Sorting Out Going Further Drawing Conclusions

25. Finding Out Activities/Experiences to assist students to investigate their inquiry questions. We will Stimulate and maintain curiosity Provide opportunities for students to learn answers to their questions Look for further questions from students to explore in the future Challenge prior knowledge, beliefs and values Share experiences Develop information and research skills Refer to Classroom Connections pg 160

26. Sorting Out Activities/strategies to assist students to make sense of and work with the information they have gathered e.g. tables, Venn diagrams, labeled diagrams, maps We are looking at Processing and representing information and ideas from the Finding Out stage Allowing for a diverse range of outcomes Encouraging application and transfer of knowledge and skills Developing skills in other curriculum areas Assisting exploration of values and attitudes Providing records of experiences Reviewing what is known as a group Refer to Classroom Connections pg 161-3

27. Going Further Activities to extend and enrich students’ understanding within the enquiry area. We will be Extending and challenging understanding Providing more information to broaden understanding Meeting particular interests Revising deep understandings (where necessary) Developing independent research skills Refer to Classroom Connections pg 164

28. Drawing Conclusions Pulling it together – strategies to assist students to demonstrate what they have learned and reflect on their learning We will be Making conclusions and generalizations Assessing and demonstrating progress towards understanding Informing further planning Encouraging reflection Fostering synthesis – helping students see the ‘big picture’ ideas Exploring and justifying feelings and values Providing points of comparison between ideas at beginning to those evident now Developing metacognitive skills Refer to Classroom Connections pg 165

29. Taking Action (Synthesis Project) Activities to assist students to take action based on their new learning and its implications. How will my learning affect me today and in my future? How can I use my learning to resolve current problems and issues? Classroom Connections pg 166

31. Key Competencies Participating and Contributing Managing Self Relating to Others Using Language, Symbols and Text Thinking

32. Relating To Others Listening with understanding Communicating clearly and precisely Being kind, respectful and caring Recognising and respecting different points of view Showing Christian values

33. Possible Assessment Rubric Being Kind, Respectful and Caring ExpertI treat all people kindly and do things for others without being asked. I am polite and speak nicely, even when I disagree with others. PractitionerI treat all people kindly and do things for others without being asked. I am polite and speak nicely. Sometimes I need to be reminded to do these things. ApprenticeI need reminding to treat people kindly. With this I am able to. NoviceI do not treat people kindly. I always need reminding to be polite and speak nicely. I do not accept help when offered.

34. Thank you