Productive Pedagogies Models of Enquiry 17 January 2012 Reform Synagogue, Willerby

Enquiry-based learning Enquiry-based learning approaches can help develop higher-order, information literacy and critical thinking skills. They can also develop problem- solving abilities and develop skills for lifelong learning. This approach engages and motivates pupils. Pupils learn to work co-operatively and collaboratively to solve problems and demonstrate a depth of understanding greater than with other teaching approaches. Adapted from work by Jan-Marie Kellow

Galileo Educational Network Association describes enquiry as: “…a dynamic process of being open to wonder and puzzlement and coming to know and understand the world. As such, it is a stance that pervades all aspects of life and is essential to the way in which knowledge is created. Inquiry is based on the belief that understanding is constructed in the process of people working and conversing together as they pose and solve the problems, make discoveries and rigorously test the discoveries that arise in the course of shared activity.”

The role of the teacher The teacher's role in enquiry-based learning is one of 'Guide on the side' rather than 'Sage on the stage'. The teacher scaffolds learning for students, gradually removing the scaffolding as pupils develop their skills. With young children or pupils new to inquiry it is usually necessary to use a form of guided enquiry.

Good questions at the heart of enquiry open-ended (no right/wrong answer) higher-order, rich, worthy and/or fertile have meaning for all pupils authentic i.e. have value for pupils and their community practical can be researched with available resources

"Inquiry should be motivated by questions whose purpose, meaning or relation to the real world are apparent to the child." Karen Sheingold

Enquiry is not the same as Project Project-based learning is a step in the right direction of learning through enquiry. However, it falls short in two respects: Over-emphasis of product and under emphasis of the learning process Students are often left to their own devices and parents intervene and/or do the research

Setting up a guided enquiry careful planning close supervision ongoing assessment targeted intervention a team approach (teachers, TAs, librarian, technician) involvement of students at every stage of the learning process reflection throughout an end product as evidence of knowledge construction and deeper understanding Bullet point 6: from selecting what to investigate, to formulating a focused perspective and presenting their learning in the final product

What do I know? What did I learn? What do I want to know? How do I find out? How do I use what I have learned? What will I do next time?

5 kinds of learning in the enquiry process Curriculum content Information literacy Learning how to learn Literacy competence Social skills Fact finding, interpreting & synthesizing Concepts for locating, evaluating & using Initiating, selecting, exploring, focusing, collecting, presenting Reading, writing, speaking & listening Interacting, cooperating & collaborating http://cissl.rutgers.edu/guided_inquiry/introduction.html

Relating the enquiry model to learning in RE consider the learning model offered by the Agreed Syllabus (2011)

Reflect answer key Q Shape enquiry ask Qs Think about religion learning cycle Reflect answer key Q Shape enquiry ask Qs Think about religion find info Investigate & interpret enquire Express & evaluate assess SPIRAL CURRICULUM PrepareEngage

The learning model is a spiral model, providing opportunities for pupils to revisit sections as appropriate to deepen their knowledge and understanding Sections: Prepare for learning - pupils need to build on what they already know; teachers need to collate resources, plan for any ‘expert’ input, link to the wider curriculum…

Engage the learner - provide appropriate and relevant stimuli to encourage exploration of the issue or problem and potential questions Identify learning outcomes/shape the enquiry - choose relevant learning objectives to act as the focus but be prepared to add or substitute depending on the way the enquiry unfolds

Provide new information/think about religion and belief - provide information and source material (especially with local relevance) in response to the problem/ questions posed by pupils. Invite pupils to ask questions of the evidence, to consider different viewpoints, to look for connections, speculate (what if?) and consider what matters and to whom.

Search for meaning, investigate and interpret - encourage pupils to take roles through which to explore the information from different perspectives. Provide multiple, flexible ways to approach the issue, question or problem. Teach appropriate methods of enquiry. Help pupils see their enquiry as an authentic investigation of benefit to the school/community/world.

Share new understanding/ communicate and evaluate - the final product, communication or action at the end of an enquiry will often be an obvious result of the enquiry. Where possible pupils should decide for themselves what they do, how they communicate and to whom…

Share, communicate, evaluate through: practical task or action - usually suggested by enquiry newsdesk - students report back as though presenting a television news programme brochure documentary, DVD/video photo story webpage letter to the editor oral, dramatic or musical presentation poster podcast

And finally… Can an enquiry-based approach to learning help to improve the quality of RE? “the most effective lessons were based on a clear model of how pupils learn that matched the nature of the subject. This was most evident in the schools that adopted a clearly defined enquiry-based approach to the subject.” Transforming RE – Ofsted January 2010

Guidance issued to Inspectors “In considering how well the school promotes pupils’ SMSC, inspectors should take into account the impact of the range of opportunities provided for young people to develop their self esteem and confidence… in terms of teaching that encourages participation, creativity, reflection and independence… and activities that develop teamwork, leadership skills and self-reliance.” – Ofsted January 2012