Getting a Grip on Inquiry

"Independent Learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner's own learning needs." (Kesten, 1987, p. 3)

What is Inquiry The big picture

“Trying to define inquiry learning is like trying to grab a bar of soap in the bath. Every time you think you have grasped its essence it slides away as another piece of literature or concept challenges your carefully built understanding.”

Pupil directed Teacher directed Projects Presenting info Using info Celebrating found Celebrating understood Library skills Thinking skills Definitions

Inquiry as done in our schools School A School B School C

What is good Inquiry?

Good Inquiry Is ultimately the inquiry approach that achieves your goals for implementing inquiry So why are you doing inquiry?

Many reasons The boss told us we have to Everyone is doing it Curriculum coverage Integration of curriculum The new curriculum document says we have to Engagement (pupil driven) Development of ‘life long learners’

Clarify learning Retained, Understood Applied Transferable Perkins What is Learning? Knowledge is built in the space between the ears Understanding is built in the space between people Understanding happens in relationship, and application allows me to build a relationship with the context

So….. What is Inquiry Based Learning?

Constructivist/Inquiry Pedagogy Knowledge & understanding

Celebration of the found Celebration of the understood Teacher Directed Negotiated Learner Directed

‘Celebration of the found’ ‘Celebration of the understood’ Teacher Directed Negotiated Learner Directed

‘Celebration of the found’ ‘Celebration of the understood’ Teacher Directed Negotiated Learner Directed Create a poster that explains the 7 decorative themes of Art Deco. Share your poster with the class. The topic is Art Deco. Spend some time looking at the Art Deco resources and decide what you want to find out about Art Deco design, research your chosen aspect and present this in a poster. Create a poster utilising 5 of the 7 decorative themes of Art Deco, advertising the upcoming Art Deco Weekend. Use at least 3 major advertising techniques in your poster. Share your poster with the class explaining your decisions A year Journey

Inquiry learning is about learning to learn

‘Celebration of the found’ ‘Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry happens here!

‘Celebration of the found’ ‘Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry moves students towards independence

‘Celebration of the found’ ‘Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry scaffolds students to success

‘Celebration of the found’ ‘Celebration of the understood’ Teacher Directed Negotiated Learner Directed Good inquiry forces students to use and apply information

4 – 14 yr journey

The fit with competencies

Cross Competency Attitudes Curiosity Open-mindedness Persistence Empathy Cross Competency Skills (see appendix for skill rubrics Identify need or problem Identify, understand and use contextual vocabulary appropriately. Ability to create and use relevant questions to guide thinking, and gain information. (Refers to the QuESTioning Matrix) Ability to acquire and validate needed information Ability to make informed decisions with due consideration of possible options and their consequences Ability to create and critique information, argument, belief or theory

What are the elements of learning?

SAUCE

TASK Snapshot to Photograph Snapshots tend to place the main objects in the centre of the frame while photographs use a number of composition techniques to make an image that is pleasing to the eye. Find out about the rule of thirds as used in photography and then re-take your initial photos using what you have learned. Prepare a presentation that shows the impact of your learning on your photos.

Cross Competency Attitudes Curiosity Open-mindedness Persistence Empathy Cross Competency Skills (see appendix for skill rubrics Identify need or problem Identify, understand and use contextual vocabulary appropriately. Ability to create and use relevant questions to guide thinking, and gain information. (Refers to the QuESTioning Matrix) Ability to acquire and validate needed information Ability to make informed decisions with due consideration of possible options and their consequences Ability to create and critique information, argument, belief or theory

Inquiry and early literacy

Inquiry and Assessment

Assessment should be based on your goals

Clarifying relevant contextual vocabulary Stage 4I can independently use a range of strategies to seek understanding of vocabulary in context, and seek to ensure that all involved share a common understanding Stage 3I can independently use a range of strategies to seek understanding of the meaning of vocabulary in context Stage 2I seek to understand the meaning of vocabulary in context by asking questions to clarify definitions Stage 1I can use some specific vocabulary correctly within the context

Creating justifiable informed decisions considering a range of possible options Stage 4 I can generate a range of relevant options with identified short- and long-term consequences I can justify my decision including consideration of the supporting information, views and needs of others Stage 3 I can generate a range of relevant options I can identify one or more short term consequences I can justify my decision based on supporting information and possible outcomes Stage 2 I can make a simple, relevant decision identifying at least one short term consequence and justify my decision Stage 1 I can make a simple decision or form an opinion that is relevant

Asking relevant questions Stage 4 Operates consistently within stages 3 to 7 of the QuESTioning taxonomy Stage 3 Operates consistently within stages 3 to 6 of the QuESTioning taxonomy Stage 2 Operates consistently within stages 3 and 4 of the QuESTioning taxonomy Stage 1 Operates consistently within red level of the QuESTioning taxonomy

Creating and critiquing information, argument, belief or theory The ability to present information/argument with supporting evidence and logic The ability to identify and critique information/argument Stage 4I can consider and utilise evidence, points of view, information, theories and logic to present a strong argument with justified assertions. I can evaluate arguments, using information and evidence to challenge assertions and logic, checking for validity, motive, bias contradictions or distortion. Stage 3I can create an argument including fact/s or an example to logically support my main assertion. (Uses words like because, therefore, so) I can logically use information to identify motive or contradictions to critique an argument. Stage 2I can make a statement of factI can identify a statement of fact Stage 1I can make an assertion but do not support it with logic or evidence I can identify an assertion but not challenge it

Scaffolding Bubbles

Engage me

Give me skills for my future

Make me think

Any Questions