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Inquiry Learning

Inquiry Learning. “Inquiry is a habit of mind”. Traditional Teaching Environments. teacher centred; teaching as telling, explaining; learner relatively passive; factual, knowledge based learning; assessment summatively focused; contrived or artificial context;

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Inquiry Learning

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  1. Inquiry Learning “Inquiry is a habit of mind”

  2. Traditional Teaching Environments • teacher centred; • teaching as telling, explaining; • learner relatively passive; • factual, knowledge based learning; • assessment summatively focused; • contrived or artificial context; • predominately lower order thinking; • individual or whole class.

  3. What do we know about effective teaching and learning? • student centred; • high but realistic expectations; • engaging, active, risk-taking, collaborative; • learners as co-constructors of meaning; • appropriate scaffolding and feedback, feed-forward; • clear next learning steps and student reflection; • learning in meaningful contexts, holistic; • fosters higher order thinking and awareness; • creates connections between ideas. Sources- BES- Ministry of Education (2003), Brophy (2001)

  4. What is inquiry learning? Inquiry is a systematic investigation into a real problem or issue.  Inquiry-based learning encompasses the processes of posing problems, gathering information, thinking creatively about possibilities, making decisions, justifying conclusions and taking action. Adapted from http://www.ltag.education.tas.gov.au/glossary.htm#inquiry

  5. Why Inquiry? We think this is best summed up by the following extract from Stoll, Fink and Earl, 2004. “I have a choice I can either prepare your child for your past or her future, which would you prefer?” Inquiry learning is a means of developing and fostering effective lifelong learners.

  6. Effective Lifelong Learners Think- ethically, critically, logically, analytically, reflectively, creatively about themselves, others and the world Are- flexible, adaptable, creative, resilient, organised, self managing, open-minded risk takers, reflective, self aware, information literate Can- problem solve, question, consider possibilities and consequences, communicate, make decisions Murdoch, K. & Wilson, J. (2004) Learning Links. Curriculum Corporation

  7. What does the inquiry process look like? • Tuning In • Finding Out • Sorting Out • Making Conclusions • Going Further • Taking Action Reflection Kath Murdoch and Jeni Wilson, 2004. Image from Grasmere School, 2004

  8. How will we know if we have got there?- Environment • School Documentation • Display space • Learner centres • ICT as a tool, tutor and transformation • Flexible workspace • Learning intentions • Evidence of the inquiry process • Big books to record student learning • Inquiry a regular part of ‘teacher talk’

  9. How will we know if we have got there?-Teacher • Climate • Sharing understandings • Small group conferencing • Involving students in the learning • Recording appropriate processes/strategies • Listening to and acting upon student responses • Feedback and feed forward • Meeting individual student need • Questioning • Evaluation of question, strategy and communication vehicle • Making the inquiry process explicit • “Just in time’ teaching • Teachers articulating their understanding of the process • Reflection

  10. How will we know if we have got there?- Student • Interesting, challenging and purposeful activities • Listening to and responding to others • Recording and articulating • Leadership roles • Recognising and discussing interrelationships • Participating in self and peer assessment • Accessing appropriate resources and ICT • Sharing their learning with authentic audiences • Justifying their choice of thinking tool and strategy • Asking questions • Using their learning to make a difference • Reflection

  11. Inquiry Process in a Nutshell… • Selection or co-selection of topic that links with big ideas/transferable concepts. Is this worth teaching about? • Developing generative question/s and understandings • Engagement with topic/question • Where are we now? Sharing understandings. What are our questions/wonderings? Is there a problem to solve? Investigations and explorations

  12. Inquiry Process in a Nutshell… • Sorting/communicating • Making connections –what do we understand? Feel? • Going further (Can be personal pathways…) • Doing something about it!!!!! • REFLECTION THROUGHOUT….for kids and teaching team

  13. Key Understandings • These underpin the whole inquiry and need to be referred to while the unit is occurring • They explain what we hope students will understand by the end of the unit? • What transferable, robust, ‘big ideas’ will the students will gain? • What is important and relevant for the students to know and experience?

  14. Generative Topics • Link to big ideas: Transferable concepts that help us make sense of the way the world works • Offer relevance to student’s lives – this is ‘worth knowing’ about • Are easily connected across a range of learning areas…lots of possibilities • Present opportunities for direct experiences/first hand data • Generate thought-provoking questions/issues… get kids thinking creatively, critically and reflectively • Have potential for direct action/application …learning by doing and doing something with the learning

  15. Generative Topics • Link to big ideas: Transferable concepts that help us make sense of the way the world works • Offer relevance to student’s lives – this is ‘worth knowing’ about • Are easily connected across a range of learning areas…lots of possibilities • Present opportunities for direct experiences/first hand data • Generate thought-provoking questions/issues… get kids thinking creatively, critically and reflectively • Have potential for direct action/application …learning by doing and doing something with the learning

  16. Sample generative questions: • How can we be the best possible learning community? • Why and how do people value land? • How does the media influence us? • How can we live more peacefully with others? • What makes a great neighbourhood? • How do peoples bodies change over time? • How does my body work and what can I do to care for it?

  17. What makes a great community? • What is good health? • Where do I belong? • Why do we have gardens and how can we grow them? • Why do people need heroes? • What makes a good house? • What makes our neighbourhood unique and what is our role in it? • How do people bring about change? • How does food affect well being?

  18. Where can I go to find out more? Murdoch, K. & Wilson, J. (2004). Learning Links. Australia: Curriculum Corporation Wilson, J. & Wing Jan, L. (2003). Focus on Inquiry. Australia: Curriculum Corporation Murdoch, K. (1998). Classroom Connections. Australia: Eleanor Curtain. Stoll, L., Fink, D. & Earl, L. (2004). It’s about learning. London: RoutledgeFalmer. Websites Inquiry Page http://www.inquiry.uiuc.edu/index.php Online Workshop: Inquiry–Based Learning http://www.thirteen.org/edonline/concept2class/inquiry/ Department of Education Tasmania http://www.ltag.education.tas.gov.au/focus/inquiry/inquiry.htm

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