1. Inquiry into an inquiry model What is inquiry learning? Inquiry implies a need to want to know premise. Inquiry implies a need to want to know premise. Seeking of truth, information through questioning. Seeking of truth, information through questioning. It begins with gathering information and data through applying our senses (seeing, hearing, touching, tasting and smelling). It begins with gathering information and data through applying our senses (seeing, hearing, touching, tasting and smelling). It is more than just asking questions. It involves individuals converting information and data into useful knowledge. It is more than just asking questions. It involves individuals converting information and data into useful knowledge.

2. Values underpinning the Waipahihi School inquiry learning model Focussed on using the learning content as a means to develop information. Uses higher order thinking-De Bono’s 6 hats, Bloom’s taxonomy and Gardner’ Multiple Intelligences. There is emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.

3. De Bono’s 6 hats Thinking -Blue Strengths -Yellow New- Green Feelings -Red Weaknesses-Black Information-White

4. The Waipahihi School inquiry cycle Information attack Information attack Questioning Questioning Gathering information Gathering information Shaping Knowledge Shaping Knowledge Social Action Social Action Communication Communication Reflecting Reflecting

5. Critical review of the Waipahihi School Model with a view on relevance to W.R.S. Breaking down information attack and shaping knowledge using simpler language for our students who present severe behaviour and learning needs. Breaking down information attack and shaping knowledge using simpler language for our students who present severe behaviour and learning needs. Endorse the idea of using thinking skills. Like the incorporation of De Bono’s thinking hats- something staff and students will need support with so that we can align our practice with mainstream settings. Endorse the idea of using thinking skills. Like the incorporation of De Bono’s thinking hats- something staff and students will need support with so that we can align our practice with mainstream settings. Good to see the big “reflection” at the end but it needs to be ongoing during inquiry. Good to see the big “reflection” at the end but it needs to be ongoing during inquiry.

6. Cycle or key stages we may consider for our model Getting started   Motivating students.   Assessing interest and attitudes   Linking to prior knowledge   Making meaning of the problem/question- clarification   Finding out what students and teacher need to learn about.   Reflection.

7. Gathering the information To lead students from the known to the unknown. To lead students from the known to the unknown. To get students thinking beyond what they know and believe in. To get students thinking beyond what they know and believe in. To create opportunities for using information skills such as communication, working together, researching etc. To create opportunities for using information skills such as communication, working together, researching etc. To encourage them to use their knowledge to find new information. To encourage them to use their knowledge to find new information. Reflection. Reflection.

8. Selecting and presenting the information  To organise and choose the information they need.  Engage in using a method to present the information they gathered. present the information they gathered.  Share the information using the individual’s preferred method.  Reflection.

9. Reflection Students engaging in finding out more about what they are now interested in. Students engaging in finding out more about what they are now interested in. Metacognition and thinking about the solution to the problem and the new information. Metacognition and thinking about the solution to the problem and the new information. Thinking about the methods used to learn and the purpose. Thinking about the methods used to learn and the purpose. To enable students to recognise what further skills they need to learn. To enable students to recognise what further skills they need to learn. To think about other peoples’ ideas in comparison to theirs and draw conclusions. To think about other peoples’ ideas in comparison to theirs and draw conclusions. Getting students thinking about how they can apply this information and transfer them to real worldism. Getting students thinking about how they can apply this information and transfer them to real worldism.

10. How we might incorporate the key competencies Thinking Thinking -inquiry requires thinking about the question and how best to solve it. -students will be making sense of information, experiences and ideas. -they will be reflecting throughout whilst inquiring-metacognition. -involves decision making.

11. Using language, symbols and texts Making meaning of information gathered. Making meaning of information gathered. For communicating information. For communicating information. To produce texts-written, oral/aural, visual, informative, imaginative, informal, formal, scientific, mathematical etc. To produce texts-written, oral/aural, visual, informative, imaginative, informal, formal, scientific, mathematical etc. Choose language, symbol and text carefully and recognising how this affects people’s understanding and the ways they respond to communication. Choose language, symbol and text carefully and recognising how this affects people’s understanding and the ways they respond to communication. Using I.C.T. to access and provide information. Using I.C.T. to access and provide information.

12. Managing self Through inquiry as a disposition students will be self motivated. Encourages a “can-do” attitude. Inquiry encourages students to be enterprising, resourceful, reliable and resilient. They are able to make plans, manage the inquiry and strategise for meeting challenges. It teaches them when to lead, when to follow and when and how to act independently.

13. Participating and Contributing   Working collaboratively with other students and the teacher on finding the answers to the questions. Contributing to group and individual goals. Gathering information from whanau, other students, the professional learning community and the greater community. Bicultural-Treaty of Waitangi- partnership, power sharing and protection. Culturally responsive- incorporates Maori worldview-younger learning from older, connectedness-whanaugatanga and manaakitanga. Learn to carry out rights, roles and responsibilities.

14. Relating to others  Develops interpersonal and intrapersonal skills – wholeness (Whare Tapa Wha-Durie).  Interact with a diverse range of people for same or different purpose.  Engage in active listening, recognising different points of view, negotiating and sharing ideas and outcomes. points of view, negotiating and sharing ideas and outcomes.  They learn to know when to compete and when to co-operate.  Working together enables new approaches, ideas and ways of thinking.

15. Tena koutou tena koutou tena tatou katoa. Kia Ora. 2008