Pedagogical practices ​​Another of these principles is Activate multiple ways of knowing, interacting and opportunities to construct knowledge (link to the appropriate section of L and T Framework – linked from text on PPT slide) On this page of the L and T Framework you will find the link to Inquiry Learning – next PPT

Learners are capable of a lot more ... “Push the boat out further to the deep water, and you and your partners let down your nets for a catch” (Lk 5:4) Learners are capable of a lot more (one of the 5 insights from an earlier session) Beyond recall and comprehension Dr Dan White is currently the Executive Director of Catholic Schools for the Archdiocese of Sydney. He uses a scriptural passages as inspiration for his DEEP framework for learning in Religion - Lk 5:4 This particular scriptural passage is well known to Christian educators as the symbolic call to ministry. However, Dan White sees in it some indications to the possible nature of an authentic learning experience in Religion ... (Read short extract from p6 of Into the Deep)

Into the Deep ... Strategies that promote ‘deeper’ higher order critical and lateral thinking experiences. Strategies that enable learners to construct religious meaning by communally participating in a variety of intellectually challenging experiences. Strategies that facilitate connections to prior learning, cater for individual differences and have relevance to a real world context. (White, O’Brien and Todd, Into the Deep, 2003, p.6) The premise that learners are capable of a lot more requires complexity and depth of learning strategies – RICH learning strategies What do we mean by ‘rich learning strategies’? – see slide

An inquiry approach to learning ... “Students are powerful learners who must be actively engaged in the process of investigating, processing, organising, synthesising, refining and extending their knowledge.” “The inquiry process has the potential to develop skills and dispositions for lifelong learning e.g. Independence Thinking skills Confidence Decision-making Cooperative learning” Why develop an inquiry culture in your religion classroom? These rich strategies work well in a culture of inquiry – This type of thinking is readily facilitated through inquiry An approach NOT a practice ... Based on a set of beliefs about learners and learning; a philosophy (see slide)... Draws upon a number of practices (e.g. focussed learning and teaching; modelled instruction; shared instruction; guided practice etc) Wilson and Murdoch, What is Inquiry Learning?, 2004, p.1 Inquiry draws upon a number of practices …

Inquiry Learning as a Pedagogical Approach Inquiry learning encourages students to ask key questions for investigation throughout and across domains of learning. It is characterised by students: asking questions, building on prior knowledge and making their own discoveries finding out information from primary sources to answer both teacher and student generated questions developing deep conceptual understandings making connections between ideas, learning and experiences. Link to information about inquiry learning from the L and T Framework – link through image on the slide We have used this same info in our Learning Bytes

Some myths about inquiry approach ... Myth 1: Inquiry is unstructured and unplanned. Myth 2: Subject matter doesn’t matter. Myth 3: Inquiry is too complex for young learners. Myth 4: The teacher doesn’t need to teach. Myth 5: Inquiry is just a fancy name for doing research. Myth 1 Need to plan e.g. For assessment, for direct /explicit teaching, resources, strategies etc Myth 2 Needs a rich content base – an outcome is learning discipline subject matter) Teacher’s role is to identify the ‘Big Ideas’ (important broad knowledge) that students aim to develop in unit. (understandings, concepts and generalisations) Teacher must be clear about the learning intentions / curriculum intent (p.4) Myth 3: benefits for ALL ages – but there are skills to teach (see p.5) Infants and toddlers actively inquire; love discovering new things; Myth 4: there is a place for direct instruction – could be at any stage Myth 5: more than a simple search for answers (see the process in a nutshell, p2 of Wilson and Murdoch) Myth 6: need to build a culture of question-asking; teacher is also a learner; Myth 6: True inquiry occurs only when students generate and pursue their own questions. Adapted from Keep on Wandering and Wondering: Inquiry-based Learning as Pedagogy (Michael Boyle, 2004) Launch Be immersed in content and context

Types of Inquiry Launch The GRADUAL RELEASE OF RESPONSIBILITY: Teachers transitions from assuming all the responsibility for performing a task to students assume responsibility The types of inquiry reflect a gradual release of responsibility from teacher to student Hyperlinked to L and T portal – show types of inquiry Launch Be immersed in content and context

Models of Inquiry Launch Be immersed in content and context MANY models of inquiry All follow similar phases: Posing questions Gathering and analysing information/data Drawing conclusions/Making generalisations Opportunities to demonstrate learnings Applying knowledge, skills and values – authentic action (p1 of reading) See L and T portal – hyperlinked to image on slide You can choose to use any one of these Launch Be immersed in content and context

Exploring the Ladder of Learning model L = Launch A = Access D = Develop D = Demonstrate E = Evaluate R =Reflect http://www.wix.com/kayc28/inquiring-minds One I would like to draw your attention to (as used when structuring today’s inquiry) is the Ladder of Learning model Show animoto (tool for creating video slideshows with music) Show resources tab (ICLT for each of the stages of LADDER) [James, I think Kay now has a new ‘home’ for this inquiring minds site so you will need to check the link.] [James, this now leads to the activity involving the LADDER. I think you have all of the instructions you need for this and the materials.] James, I don’t think you have enough time, but you may like to add in a couple of slides on fertile questions??? Beth would be a good contact here if you do decide to include that.