1. Summary of Learning Activity At Barnier Public School I have implemented a six step process of inquiry. Technology plays a critical role throughout the process with students displaying 21st century skills such as collaboration, reflection and creativity. It is crucial to recognise that inquiry-based teaching should not be viewed as a technique, instructional practice or method used to teach a subject. Rather, inquiry starts with teachers as engaged learners and researchers with the foundational belief that the topics they teach are rich, living and generous places for wonder and exploration. At the beginning of the topic the students ask a variety of questions which forms the basis of their inquiry. I have used a range of online mind-mapping websites and apps to assist their organisation of this information. The physical learning environment of my room is utilised to its full potential with students actively using the available technology along with touchscreen ScreenBeam technology, whiteboard tables and podded computers. The students have access to the Internet through Lenovo desktop computers and Surface RT Tablets to retrieve information to extend their knowledge on the inquiry topic. This is completed using a variety of search engines, websites and educational software programs to research and process the information to create different types of technological presentations. My students regularly use Microsoft PowerPoint, Publisher and Word to create interesting, well researched and informative presentations on their topic. Using these programs allows the students to gain knowledge and expertise in creating professional and fine-tuned projects. My students have also utilised using web-based presentations websites such as Prezi. This website enables the students to experiment with other presentation tools and continue to build their 21 st century technological skills. This presentation demonstrates what each step looks like in my classroom. This is a snapshot of My Classroom Story: http://animoto.com/play/0DVmQYrmgNnfVFFIQdh11w

2. Planning At the beginning of each topic the students are asked a variety of questions which forms the basis of their inquiry. I have been encouraging the students to use a variety of mind mapping tools to organise their questions and ensure that each questions links to the ‘big’ question. Using the whiteboard table and mind mapping apps including NovaMind on the Microsoft Surface Tablets, my students create well- organised and clear information to start their inquiry.

3. Theses steps are vital to the inquiry process. When retrieving the students are developing effective strategies for researching which are invaluable for life. It is also a method of problem solving that requires both critical and imaginative thinking. In my classroom they utilise Surface tablets and Computers to research websites and e-books and look at images to assist them in understanding the information. Retrieving and Processing Processing is understanding the information they have retrieved and writing this down in their own words. In my classroom we use a variety of mind maps and discussions to critical analysis the information and its relevance to the topic question.

4. Creating is my favourite step of the inquiry based model. This step demonstrates the knowledge and skills my students have acquired through 21 st century learning. Observations of the students finding new tips and tricks within programs and exploring the different functions and features to create exciting and engaging presentations plays a critical role in the teaching and learning cycle. My students have a created varying types of projects and presentations displaying their inquiry through the use of Microsoft PowerPoint, Word and Publisher and web-based presentation websites such as Prezi. Creating

5. Sharing and Evaluating Sharing and Evaluating is essential for the students ability to provide feedback on not only their own work but on others. This system makes the students look critical at their own work and their peers work. This gives them the skills to compare and contrast others work and be able to justify what makes something good.