1. Empowering professional practice SECONDARY CPD DAY- MAY 23 RD 2014 South Island School

2. INQUIRY- EMERGING Samantha Rodgers

3. Learning Intentions Know: the components of an inquiry cycle and the common myths associated with inquiry Do: learn through a guided inquiry model in this workshop so you have both knowledge and process to build understanding on Be: a more confident user of inquiry

4. Workshop timings Session 1: 8.30-10.15 Break: 10.15-10.40 Session 2: 10.45- 12.30 Lunch: 12.30-1.05 Session 3: 1.10- 2.10 Short break: 2.10-2.25 Session 4: 2.30- 3.30

5. Framework

6. TUNING IN Connecting real life experiences to new learning Sense of purpose What do I know about this topic? What do I need to know? What are some possible topics I am interested in? TUNING IN Connecting real life experiences to new learning Sense of purpose What do I know about this topic? What do I need to know? What are some possible topics I am interested in?

7. Your own learning Think of a time where you learned something new. What was it? Why did you learn it? What factors were involved in the learning process?

8. Share and Compare Share this to look for the common elements/ areas that were different What elements make for memorable learning?

9. Circles of viewpoint I am thinking about …… ‘What is the purpose of using inquiry in the classroom?’ From the viewpoint of a) a teacher b) a student a)I think my role as a teacher would be to… b)As a student I think I would be able to … A question from this viewpoint is……

10. FINDING OUT Gathering information from a range of sources What kind of resources might help? Where do I find them? FINDING OUT Gathering information from a range of sources What kind of resources might help? Where do I find them?

11. What do the experts say…

12. What do you think? Word Phrase Sentence Implications Questions

13. The Learning- Teaching Continuum Discovery Learning Unguided Inquiry Guided Inquiry Guided Inquiry Didactic Teaching Children discover that butterflies can’t fly when their wings are damaged. The teacher asks the students to hypothesise the question – does a butterfly need wings to fly? The teacher draws attention to the size of a butterfly’s wings and uses questions to help students develop an explanation. The teacher tells the student that butterflies need wings to fly. From: Babin and Rhoades- IB workshop

14. Learning according to inquiry characteristics High Teacher Control Low student Initiative STRUCTURED LEARNING GUIDED INQUIRYHigh Student Initiative LAISSEZ-FAIRE/ ANYTHING GOES OPEN INQUIRY/ FREE INQUIRY Low Teacher Control

15. Comparing models Using the 8 models, list the common features and differences. What makes up ‘inquiry’?

16. Myths about Inquiry: Kath Murdoch Misconception 1: Inquiry is all about ‘the cycle’. We DO the cycle….therefore, we DO inquiry Misconception 2: The cycle is a recipe. We need to follow the stages in sequence for it to ‘work out’ in the end. Misconception 3: All inquiries go through the same phases over a similar time frame.

17. Misconception 4: Using a ‘cycle’ as a guide, we can plan a complete unit of inquiry for students Misconception 5: The cycle is for teachers. Misconception 6: The cycle only applies to ‘units of inquiry’ in disciplines like science and social studies.

18. What do you need to do now to be able to create an inquiry? Questioning techniques Deeper knowledge of an inquiry cycle Template to create an inquiry How to monitor student learning during an inquiry ??

19. SORTING OUT Reviewing thinking, making meaning, analysing information What information is relevant to my inquiry? SORTING OUT Reviewing thinking, making meaning, analysing information What information is relevant to my inquiry? GOING FURTHER Personalising information, Taking learning further How might I organise my information? What is important to know about the presentation format I am using? GOING FURTHER Personalising information, Taking learning further How might I organise my information? What is important to know about the presentation format I am using? MAKING CONCLUSIONS Synthesising and reflecting What is the main point I want to make? How does it connect to what we are studying? MAKING CONCLUSIONS Synthesising and reflecting What is the main point I want to make? How does it connect to what we are studying?

20. Your student’s inquiry What is the area/ topic you want your students to learn about? How can you tune them in? What do you want them to know as a starting point? How will you structure it? What scaffolding will they need to have to sort the information they need? How will you monitor their deeper research? How will they work: class,individually, groups? How do you want them to share their learning? To all, to a few, to you? What presentational constraints are there? Will any action take place because of the inquiry? What can it lead to, in your subject and others?

21. TAKING ACTION What did I learn from my inquiry? What can I apply to other areas? What were the highlights of the inquiry? TAKING ACTION What did I learn from my inquiry? What can I apply to other areas? What were the highlights of the inquiry?

22. Reflections I used to think, now I think…