1. Inquiry Learning Definition of inquiry
What are the components of inquiry
Model of inquiry
Inquiry and the new curriculum
ICT and inquiry learning

2. Wisdom begins in wonder
Socrates believed that knowledge was vital and could only survive in a dynamic environment of human inquiry.
The legacy of Socrates would be continued by Plato who set up the Academy in 387 B.C. in order to continue the Socratic method of inquiry.
Wisdom begins in wonder

3. John Dewey said: “Knowledge," in the sense of information, means the working capital, the indispensable resources, of [for] further inquiry; of finding out, or learning, more things. Frequently it is treated as an end in itself, and then the goal becomes to heap it up and display it when called for.” “We only think when we are confronted with problems.”

4. Inquiry Learning is
The investigation into an idea, question, problem or issue.
It involves gathering information, building knowledge and developing deep understanding.
Inquiry-based learning encompasses the processes of posing problems, gathering information, thinking creatively about possibilities, making decisions and justifying conclusions.

5. Elements of inquiry
Student ownership of the learning and clear purpose
Authentic contexts, meaningful learning
An investigation into a question, problem, issue or idea
Students construct meaning
Scaffolding to support learning
Teacher as a guide or facilitator
Knowledge creation
Action as a result of the inquiry s

6. What does an inquiry classroom look like, feel like and sound like?
Change your pair/three group
Y - Chart
What does it
look like?
What does it
sound like?
What does it feel
like?

17. Inquiry Learning Models
The Big 6, (Eisenberg & Berkowitz, 2000)
Research Cycle (McKenzie)
Action Learning ( Gwen Gawith, 1983)
Sauce (Trevor Bond)
Lane Clarke’s Model
3 Doors (Gwen Gawith)
Individual Schools

18. The common stages of inquiry models
The Big Idea
This is the broad concept /big idea/umbrella that will start the students thinking.
It provides direction within a particular curriculum area, but with a wide focus.
It provides the context for new learning
Purpose:
To engage students in the topic
To gauge student interest and attitudes

19. Tuning In/Ignite/Knowledge Attack
Purpose:
To find out what students believe (understandings/misconceptions).
To provide opportunities for students to share what they already know and believe
To introduce/clarify language/key words
To identify gaps in their knowledge
To assist with teacher planning of the unit.

20. Strategies employed Questioning You tube Representing ideas visually
Concept mapping
Brainstorming
Drawing, making diagrams
Listing questions -
Listing statements
Class and small group discussions -
Estimating
Sharing ideas with others
DVD’s
Flickr
Hypothesising/Predicting
Oganising
EOTC
Listening
Planning research

21. Questioning Creating the essential question:
This question should require the students to go beyond obtaining and retelling factual information...
It should require students to reflect on a position, make predictions, investigate, discuss and debate their findings.
Eg: ‘How can we prevent building the rubbish mountain?’

22. Subsidiary Questions Question rubrics 7 servants Question starters
What do you need to know in order to answer the essential question?
The look-up-able questions
Question rubrics
7 servants
Question starters
Blooms

23. Discovery/Research Think Communicate Co-operate Research Sort Sift
Purpose:
To take students beyond what they already know and challenge their ideas, beliefs and values
To provide authentic opportunities for students to:
Think
Communicate
Co-operate
Research
Sort
Sift
Oganise
Record
Analyse
Synthesize

24. Strategies Employed Watching videos - observing/interpreting
Interviewing guest speakers - questioning
Surveying - Note taking
Reading material - locating/selecting relevant material
Observing real events - Listening, viewing
Classifying key words, pictures etc - Oganising, classifying
Thinking tools: 6 hats, Blooms, Graphic Organisers,
Thinking Maps - Challenging, thinking critically, exchanging ideas with others

25. Communicate Explaining Reporting Persuading Powerpoint Keynote
Presenting our answers to the essential question or completing our task.
Sharing our understandings from what we have found out
Explaining
Reporting
Persuading
Powerpoint
Keynote
Movie maker
Brochures
Kid Pix
Podcasting
Animation
Photo story

26. Act
Taking action, to improve the lives of others in our world, improving the world or sharing information.
This is where students have an opportunity to apply their knowledge in an authentic context.
Taking recommendations to BOT/local council
Raising money
Mini campaigns in the local community
Change own behaviour to influence others
Writing letters
Contacting relevant organisations

27. Assess Peer Assessment Self assessment Conferencing
Student and Teacher Assessment
Evaluation of effectiveness in answering questions.
Evaluation of inquiry skills
Evaluation of depth of knowledge through new learning
Teacher Assessment
Key Competencies
Peer Assessment
Self assessment
Conferencing

28. Improved outcomes Higher order thinking Lifelong learning
Information literacy skills
Problem solving
Critical thinking
Depth of understanding

29. Inquiry and the new curriculum
Vision - Confident, connected, actively involved life long learners.
Principles - Learning to learn, community engagement, coherence and future focus
Values - Community and participation, Ecological sustainability, Integrity, Innovation, inquiry and curiosity
Key Competencies- Thinking, Using language symbols and texts, Managing Self, Relating to others, Participating & Contributing
Effective Pedagogy - Creating a supportive learning environment, Encouraging reflective thought and action, Enhancing the relevance of new learning, Making connections to prior learning and Providing sufficient opportunities to learn.
Integrated curriculum
Future Focus - Sustainability, Citizenship, Enterprise and Globalisation

30. Ict & Inquiry Learning Bringing in and recording ideas and information
Sorting and linking ideas
Communication tool
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