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

2. 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

3. 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.”

4. 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.

5. 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

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

7. 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

8. 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

9. 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?

10. 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

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

13. 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

14. 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…

15. 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

16. 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.

17. 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.

18. 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…

19. 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

20. 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

21. 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