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Inquiry Learning – So What?

Inquiry Learning – So What?. Teachers Matter Conference 2013. Chic Foote. Helix Consulting. When we create a Culture of Inquiry we…. Explore the Questions. What do we really mean by inquiry? How do we purposefully engage our learners through inquiry?

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Inquiry Learning – So What?

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  1. Inquiry Learning – So What? Teachers Matter Conference 2013 Chic Foote. Helix Consulting

  2. When we create a Culture of Inquiry we….

  3. Explore the Questions.. • What do we really mean by inquiry? • How do we purposefully engage our learners through inquiry? • How does this impact future learning?


  4. Inquiring to Learn – The Process • What do we Know? • What do we Want to know? • How will we find out? • What have we Learnt? • How will weApply this? (So what?) • What new Questionsdo we have? K W H L A Q Barell, John. F. Developing More Curious Minds

  5. Inquiring to Learn – The Process • What do we Know? • What do we Want to know? • How will we find out? • What have we Learnt? • How will we Apply this? (So what?) • What new Questions do we have? K W H L A Q Barell, John. F. Developing More Curious Minds

  6. Inquiry is a Social Constructivist Approach that is most effective when … • Knowledge is built from individual and collaborative endeavour • Children are motivated to explore issues of importance to them • Children can discover, understand and act for themselves Inquiry, Learning, drama, and curriculum integration. D Fraser, V Aitken, G Price, B Whyte. Set No3 2012

  7. Inquiry is effective when it is …. • Seldom linear • A student driven process where they are the researchers and creators • Authentic problems for investigation and inquiry • Less about reaching solutions and more about tolerating ambiguity, wrestling with ideas and deepening understanding • Supported, guided and facilitated by the teacher Inquiry, Learning, drama, and curriculum integration. D Fraser, V Aitken, G Price, B Whyte. Set No3 2012

  8. Inquiring to Learn – The Process • What do we Know? • What do we Wantto know? • How will we find out? • What have we Learnt? • How will we Apply this? (So what?) • What new Questions do we have? K W H L A Q Barell, John. F. Developing More Curious Minds

  9. From To • Doing Inquiry • Inquiring to Learn

  10. Depth of Understanding • Start with the End in Mind • Enduring

  11. Why Bother?

  12. Developing.

  13. Enthusiasm and Engagement blogs.independent.co.uk commons.wikimedia.org userlogos.org cevikarda.com lehigh.edu

  14. Curiosity

  15. Skills, Competencies and Fluencies

  16. Global Competencies • Investigate the world • Perspective • Communication • Take action

  17. Fluencies • Media • Info • Digital Citizenship • Collaboration • Solution • Creativity With thanks to Silvia Rosenthall Tolisano

  18. EDStepshttp://www.edsteps.org/CCSSO/

  19. Focus When planning for inquiry consider…. • Competencies, skills and fluencies • Scaffolding thinking outside the box •  Creating and contributing to Globally Connected Learning Communities

  20. Classroom Models that encourage… Innovation Collaboration Global work ethic Critical problem solving

  21. Getting Started…….. Building a learning community culture • Collaborative – Peer inquiry and Interaction • Creative • Questioning & Investigative • Problem based • Quality Responses modeled and expected • Reflective • Experimental and experiential • Complex intriguing situations

  22. Process

  23. Inquiring to Learn • What do we Know? • What do we Want to know? • How will we find out? • What have we Learnt? • How will we Apply this? (So what?) • What new Questionsdo we have? Gather Process Apply K W H L A Q Barell, John. F. Developing More Curious Minds file://localhost/Users/Chic/Desktop/untitled folder 2/3 stoy intellect copy copy.jpg

  24. What does it tell us? What does this mean? How might this inform our learning process? Gather initial knowledge and ideas Generate Initial Questions Local and Global Inquiry Opportunities Purposeful Learning Conversations Probe for further information Small Group • Learners Establish: • Protocols & expectations • Digital learning Roles

  25. How do we get there?

  26. Learning Behaviours and Dispositions Feedback Expectations Strategies Models Practice

  27. Consider- Who Owns the Learning? • Given the right opportunity, tools and teacher guidance, students want an equal voice in directing their own learning. • It is possible that the structure of school as we know it has underestimated students’ willingness to own more of their learning. (pg. 4) Who Owns the Learning? Preparing Students for Success in the Digital Age. Alan November. ( 2012) Solution Tree

  28. If I am an inquiring learner…………… Who am I? What do I do? How do I behave?

  29. Digital Learning Roles Tutorial Designer Student Scribes Student Researchers Global Communicators & Collaborators Digital Learning Farms( Pg. 20). Who Owns the Learning? Preparing Students for Success in the Digital Age. Alan November. ( 2012) Solution Tree

  30. Tools and Strategies

  31. Realisations Purposeful regular review Connectivity Community Authentic Relevant Deep Understandings • Continuity • Alignment • Relevance • Student voice • Academic Vocabulary • Focus of skill development

  32. Planning Considerations • Problem Based • Authenticity • Relevance • Timeliness • Opportunity for student voice • Prior learning • Competencies & Fluencies • Expected Outcomes • Differentiation

  33. An Evolving Process Folding Back. Non Linear

  34. Problem Based InquiryTeacher Led Teacher Student Shared Student Led • Deliberate Modeling • Establish the Environment • Set the scene • Seize the moment • Establish a process and pattern • Fold back as required

  35. Strategies • Extended Brainstorming • Observe Think Question • Questioning – Review & Revise • Reflective Journals

  36. Developing a Problem Based Scenario • G Goal • R Role • A Audience • S Scenario/Setting • P Product • S Standard (Criteria) UbD. Wiggins & McTighe

  37. Rights and Responsibilities • Goal                   Stand up for what is right. Take action to make a difference to my own or others rights • Role                    You are a rights advocate for….. • Audience           Define your audience according to your cause.  Who needs to be made aware of this cause and your actions. • Scenario             You have identified an unjust and worrying infringement of rights and have ideas about how you might take responsibility to make a difference to change this situation. You feel strongly that other people need to be convinced to support your actions. • Product             Identify your strategies (actions), the tools you will use (including a range of social and visual media and personal action) and the most effective, relevant means of communicating your message and justify your choices and methods. • Standard List strategies and tools. Select media, state how they will be used, reflect on the effectiveness of the media choices. Give two or more pieces of evidence to support my choice of cause. Identify two or more ways they made a difference. Seek feedback from others and plan for future action.

  38. Turangawaewae • Jennifer is from a small rural town called Kairakau Beach in the Hawkes Bay is coming to live in Auckland. Her family is looking for a school that will make her feel like she belongs. • Choose a way to represent and communicate our PSS turangawaewae to Jennifer and her family. • You need to think about: - What makes PSS our turangawaewae and what you bring to this? - How we express our sense of turangawaewae? - What will you need to find out about Jennifer's place, so that we can think about how we could make her feel more like she belongs and is connected to PSS? How will you and your group share our PSS turangawaewaewith Jennifer and her family?

  39. H How are we going to find out?

  40. Turangawaewae • Enduring Understanding • Turangawaewaeconnect people to places and give them a sense of belonging to their place in the world. • Essential Questions • What is turangawaewae? • How is turangawaewae recognised? • How does turangawaewae influence the way people think, feel & act? Establish the end in mind Unpacking the big ideas. What do we know? What are we curious about? Academic Vocabulary

  41. Unpacking a Unit: Turangawaewae Teacher Living the Journey - Model and shareown curiosities - Become globally connected Gather and Review: What do we know? What do we want or need to know?

  42. The Problem • Unpack Enduring Understanding/Problem My daughter has not lived in NZ for 10 years. She has a family and they have lived in two countries since leaving NZ. She comes home once a year for Christmas for 2 weeks or less. I am concerned that she will lose her Turangawaewae and her children will not have any sense of belonging to New Zealand. How can we help her and her family? What perspectives will we need to consider?

  43. Observe Think Question

  44. Observe Think Question

  45. Review and revise Questions Consider Digital Learning Roles

  46. Strategies……… • Digital Learning Farms (Alan November) • Collaboration Coordinator • Researchers • Official Scribes • Curriculum Reviewer • Documentary Makers* http://www.scribd.com/doc/58393698/The-Digital-Learning-Farm-Flyer • http://langwitches.org/blog/2011/06/21/the-digital-learning-farm-flyer/ • Who Owns the Learning? Preparing Students for Success in the Digital Age. Alan November. ( 2012) Solution Tree

  47. L What have we Learnt? • Reviewing new learning • What do we think now? • What does this mean? • How will this help us in the next steps to solving the problem? • Do we need to fold back? New Questions? Revise thinking? Analyzing Synthesizing Reasoning Summarizing

  48. A Applying our Learning • Modeling • Creating • Innovating • Presenting • Speculating • Forecasting • Review and Evaluate • Critically Reflect

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