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21st Century Learning Guided Inquiry
We live in a world where there is more and more information, and less and less meaning. Jean Baudrillard Simulacra and Simulation, 1981 Digital Natives do not process the world the same as we do. They browse. They go to a webpage to find something, sometimes it is open ended. They click on links and see where it goes, and if it comes up with nothing, they hit back and start again. Digital natives do not need to know the conclusion before they start. Conclusion, resolution and completion are ideas that are ambiguous to digital natives. They think in a dialogic manner, and intuitively see, create and interact with pluralistic systems of meaning and purpose. Things do not have a single purpose, but they have value. Value is the key. What is valuable, how can it be articulated/learned/discerned etc. “Great drama is great questions or it is nothing but technique. I could not imagine a theater worth my time that did not want to change the world.” ― Arthur Miller
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― Jostein Gaarder, Sophie's World
“Socrates himself said, 'One thing only I know, and this is that I know nothing.' Remember this statement, because it is an admission that is rare, even among philosophers. Moreover, it can be so dangerous to say in public that it can cost you your life. The most subversive people are those who ask questions. Giving answers is not nearly as threatening. Any one question can be more explosive than a thousand answers.” ― Jostein Gaarder, Sophie's World Inquiry. Inquiry. Inquiry.
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Process, not product. It is dialogic, connections are created and followed.
Instead of: "Learn this stuff, you might need it later." "Will this be on the test?" Students answer their own questions,: "Why do we have to do this? With whom do we work? What do we do?" What makes more sense? What is valuable? Students are taught how they are learning, not just what to learn. Student-to-student as well as teacher-to-student dialog helps to monitor and promote progress. Any time frame that works. – Short/Long. Industrial Revolution corporate, test-driven, top-down teacher-as-purveyor of knowledge model doesn’t work. The vast majority of us were educated under that system, be prepared for resistance.
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What is it? Inquiry is: Driven by desire to solve a problem.
Process begins with observing a new concept, or something that represents the possibility of such. It action. A series of steps designed to solve the problem. What is inquiry? Driven by curiosity, wonder, interest, or passion to understand an observation or solve a problem. Process begins when the learner notices something that intrigues, surprises, or stimulates a question--something that is new, or something that may not make sense in relationship to the learner's previous experience or current understanding. The next step is to take action--through continued observing, raising questions, making predictions, testing hypotheses, and creating theories and conceptual models. In the animal kingdom, the rule is, eat or be eaten; in the human kingdom, define or be defined. Thomas Szasz
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A Guided Inquiry unit looks like…
Live the questions now. Perhaps then, someday far in the future, you will gradually, without even noticing it, live your way into the answer. Rainer Maria Rilke, 1903 in Letters to a Young Poet Set the stage Driving question Process/investigation Resources Scaffolding Collaboration Reflection/presentation an introduction to "set the stage" or anchor the activity; a task, guiding question or driving question; a process or investigation that results in the creation of one or more sharable artefacts; resources, such as subject-matter experts, textbooks and hypertext links; scaffolding, such as teacher conferences to help learners assess their progress, computer-based questioning and project templates; collaborations, including teams, peer reviews and external content specialists; and opportunities for reflection and transfer, such as classroom debriefing sessions, journal entries and extension activities.
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Roles: Student View themselves as learners in a process
Authentic invitation to learn Raise questions, make proposals, observe Implement Communicate Critique Students view themselves as learners in the process of learning. Students accept an "invitation to learn" and willingly engage in an exploration process. Students raise questions, propose explanations, and use observations. Students plan and carry out learning activities. Students communicate using a variety of methods. Students critique their learning practices/values/skills. “He who has a why to live for can bear almost any how.” ― Friedrich Nietzsche
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Roles: Teacher Reflect on purpose of learning
Map/predict possibilities roles/expectations how the collaborators will know they are being fulfilled. Learning/content/resource/technology demands and needs Make plans Facilitate/Coach The teacher reflects on the purpose and makes plans for inquiry learning. The teacher facilitates classroom learning.
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Pathways We teach change/journey/belonging, and we ask students to accept the concept that a life has movement, but it is not consistently linear. Where is this principle valued in our teaching? The learner must find his or her own pathway through this process. It is rarely a linear progression, but rather more of a back-and-forth, or cyclical, series of events. As the process unfolds, more observations and questions emerge, giving occasion for deeper interaction with the world their language opens up to them. Making meaning from the experience requires reflection, conversations, comparisons of findings with others, interpretation of data and observations, and the application of new conceptions to other contexts. All of this serves to help the learner construct a new mental framework of the world.
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One does not simply listen at a Workshop
Framing Model Essential Questions Unit Questions Content Questions Remembering Understanding Applying Analysing Evaluating Creating Phases Ask Investigate Create Discuss Reflect Essential Questions: Big, fascinating, compelling, important, can’t be answered with a yes or a no. Unlikely to be satisfactorily answered in a text book. Require higher-order thinking, challenge student assumptions about their own skills, values, thinking and experience. Unit Questions: Open-ended, invite exploration of ideas Specific to a topic, subject, or unit of study. (In the event it is an integrated unit, across KLA, these questions can unify the activity.) Pose problems or serve as discussion starters that support the Essential Question. Encourage exploration, provoke and sustain interest, and allow for unique responses and creative approaches. Cannot be answered simply, require analysis. Content Questions: Are clear cut, relate to skills, are typically where the measurement/assessment arises from. Closed, not open questions. Driven by reference to the Syllabus – in terms of programming this is where we get explicit about Syllabus outcomes. Meta-language, basic skills, are named here – even where they are present in answers to the Unit/Essential questions. All three sets of questions sit within each other, and inform each other. Phases Phases indicate the process to be followed from invitation to solve, through to presentation of solution. Model Blooms Digital Taxonomy – these verbs describe an increasingly sophisticated use of information/skills, and have synergy with the hierarchy of questions from Essential – content. With the Essential question demanding Analysis/Evaluation/Creation, and the Content question demanding Remembering/Understanding/Applying. (Though it is not that arbitrary).
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Essential Question Essential Question
Design a question for a unit which: Intrigues Is universal Compels Connects students to: Themselves and others Their culture and others Representations that relate to the question Plausible steps to follow to find an answer The unknown, or at least the fringe of the unknown
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Unit Questions Essential Question
Design 5 diverse discussion starters that bridge the gap between the big question, and the content you want the students to cover in the unit. Are they open ended? Are they fascinating?
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Unit Questions Essential Question Content Questions
Choose 3-5 Syllabus outcomes that you would like to guide the students learning by. Can you see a direct link between them and the Essential Question? Are they fascinating in their own way?
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Remembering—Produce the right information from memory
Unit Questions Essential Question Content Questions Consult your Remembering Verbs list and brainstorm 8 activity types/resources/or mini lessons Remembering This element of the taxonomy does infer the retrieval of material. This is a key element given the growth in knowledge and information. Digital specific additions are: Bullet pointing – This is analogous to listing but in a digital format. Highlighting – This is a key element of most productivity suites; encouraging students to pick out and highlight key words and phrases is a technique for recall. Bookmarking or favorite-ing – this is where the students mark for later use web sites, resources and files. Students can then organise these. Social networking – this is where people develop networks of friends and associates. It forges and creates links between different people. Like social bookmarks (see below) a social network can form a key element of collaborating and networking. Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine. Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term. Key Terms - Remembering: Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlighting, bookmarking, social networking, Social bookmarking, favorite-ing/local bookmarking, Searching, Googling.
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Remembering—Produce the right information from memory
Understanding—Make meaning from educational materials or experiences Unit Questions Essential Question Content Questions Consult your Understanding Verbs list and brainstorm 8 activity types/resources/or mini lessons Understanding Digital specific additions are: Advanced and Boolean Searching – This is a progression from the previous category. Students require a greater depth of understanding to be able to create, modify and refine searches to suit their search needs. Blog Journaling – This is the simplest of the uses for a blog, where a student simply "talks" "writes" or "types" a daily- or task-specific journal. This shows a basic understanding of the activity reported upon. The blog can be used to develop higher level thinking when used for discussion and collaboration. Twittering – The Twitter site's fundamental question is "what are you doing?" This can be, in its most simplistic form, a one or two word answer, but when developed this is a tool that lends itself to developing understanding and potentially starting collaboration. Categorizing – digital classification - organizing and classifying files, web sites and materials using folders etc. Commenting and annotating – a variety of tools exist that allow the user to comment and annotate on web pages, .pdf files and other documents. The user is developing understanding by simply commenting on the pages. This is analogous with writing notes on hand outs, but is potentially more powerful as you can link and index these. Subscribing – Subscription takes bookmarking in its various forms and simplistic reading one level further. The act of subscription by itself does not show or develop understanding but often the process of reading and revisiting the subscribed-to feeds leads to greater understanding. Key Terms - Understanding: Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorising and tagging, commenting, annotating, subscribing.
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Remembering—Produce the right information from memory
Understanding—Make meaning from educational materials or experiences Applying—Use a procedure Unit Questions Essential Question Content Questions Consult your Applying Verbs list and brainstorm 8 activity types/resources/or mini lessons Applying Digital specific additions are: Running and operating - This the action of initiating a program. This is operating and manipulating hardware and applications to obtain a basic goal or objective. Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game/s are showing understanding of process and task and application of skills. Uploading and Sharing - uploading materials to websites and the sharing of materials via sites like flickr etc. This is a simple form of collaboration, a higher order skill. Hacking – hacking in its simpler forms is applying a simple set of rules to achieve a goal or objective. Editing – With most media's, editing is a process or a procedure that the editor employs. Key Terms - Applying: Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing
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Remembering—Produce the right information from memory
Understanding—Make meaning from educational materials or experiences Applying—Use a procedure Unit Questions Essential Question Analysing—Break a concept down into its parts and describe how the parts relate to the whole Content Questions Consult your Analysing Verbs list and brainstorm 8 activity types/resources/or mini lessons Analysing Digital specific additions are: Mashing – mash ups are the integration of several data sources into a single resource. Mashing data currently is a complex process but as more options and sites evolve this will become an increasingly easy and accessible means of analysis. Linking – this is establishing and building links within and outside of documents and web pages. Reverse-engineering – this is analogous with deconstruction. It is also related to cracking often with out the negative implications associated with this. Cracking – cracking requires the cracker to understand and operate the application or system being cracked, analyse its strengths and weaknesses and then exploit these. Validating – With the wealth of information available to students combined with the lack of authentication of data, students of today and tomorrow must be able to validate the veracity of their information sources. To do this they must be able to analyse the data sources and make judgements based on these. Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it. Key Terms - Analysing: Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind-mapping, validating, tagging.
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Remembering—Produce the right information from memory
Understanding—Make meaning from educational materials or experiences Applying—Use a procedure Unit Questions Essential Question Analysing—Break a concept down into its parts and describe how the parts relate to the whole Content Questions Evaluating—Make judgments based on criteria and standards Consult your Evaluating Verbs list and brainstorm 8 activity types/resources/or mini lessons Evaluating Digital specific additions are: Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply. Posting – posting comments to blogs, discussion boards, threaded discussions. These are increasingly common elements of students' daily practice. Good postings like good comments, are not simple one-line answers but rather are structured and constructed to evaluate the topic or concept. Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness. Collaborating and networking – Collaboration is an increasing feature of education. In a world increasingly focused on communication, collaboration leading to collective intelligence is a key aspect. Effective collaboration involves evaluating the strengths and abilities of the participants and evaluating the contribution they make. Networking is a feature of collaboration, contacting and communicating with relevant person via a network of associates. Testing (Alpha and Beta) – Testing of applications, processes and procedures is a key element in the development of any tool. To be an effective tester you must have the ability to analyze the purpose of the tool or process, what its correct function should be and what its current function is. Key Terms – Evaluating: Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing.
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Remembering—Produce the right information from memory
Understanding—Make meaning from educational materials or experiences Applying—Use a procedure Unit Questions Essential Question Analysing—Break a concept down into its parts and describe how the parts relate to the whole Content Questions Creating—Put pieces together to form something new or recognize components of a new structure. Evaluating—Make judgments based on criteria and standards Consult your Creating Verbs list and brainstorm 8 activity types/resources/or mini lessons Creating Digital specific additions are: Programming – Whether it is creating their own applications, programming macros or developing games or multimedia applications within structured environments, students are routinely creating their own programs to suit their needs and goals. Filming, animating, videocasting, podcasting, mixing and remixing – these relate to the increasing availability of multimedia and multimedia editing tools. Students frequently capture, create, mix and remix content to produce unique products. Directing and producing – to directing or producing a product, performance or production is a highly creative process. It requires the student to have vision, understand the components and meld these into a coherent product. Publishing – whether via the web or from home computers, publishing in text, media or digital formats is increasing. Again this requires a huge overview of not only the content being published, but the process and product. Related to this concept are also Video blogging – the production of video blogs, blogging and also wiki-ing - creating, adding to and modify content in wikis. Creating or building Mash ups would also fit here. Key Terms – Creating: designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups.
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I will have it on a handout – as a sample verb map.
Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, Implementing, carrying out, using, executing, running, loading, Remembering highlighting, bookmarking, commenting, annotating, subscribing. Understanding explaining, exemplifying, editing. Applying playing, operating, Searching, Googling. favorite-ing/local bookmarking, social networking, Social bookmarking, categorising and tagging, blog journaling, twittering, Advanced searching, Boolean searching, sharing, uploading, hacking, Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, Unit Questions Essential Question Analysing validating, tagging. integrating, Mashing, linking, Content Questions Creating Evaluating mind-mapping, cracking, reverse-engineering, designing, constructing, planning, producing, inventing, devising, making, Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, creating or building mash ups. programming, filming, networking, monitoring, (Blog/vlog) videocasting, podcasting, directing/producing, mixing, remixing, wiki-ing, publishing, animating, Blogging, Video blogging, reflecting, (Alpha & beta) testing. moderating, collaborating, commenting, reviewing, posting, This slide is for reference only – I won’t speak to it, as it is too small. I will have it on a handout – as a sample verb map.
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Pre-Reflection Why are you learning this?
What do you know from previous work that can help you with this project? What problems do you usually have with projects and how are you going to deal with them? How are you going to use your strengths in this project? How interested are you in learning this? How difficult will it be for you to learn? What are the critical questions? What should you do first? Do you know what you need to know? What questions do you need to ask? Where can you find answers to these questions? How much time will you need to do this? What can you do during this project that will challenge you?
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Reflection - During What do you do when you are working on a project and you find yourself unable to do something? What are some strategies you can use to keep on track? What do you notice about your thinking? How did you remember that information? Are you checking your understanding as you work? How? Are there other ways you could work that may be better? How can you see an error if you make one? How could you expand on this? What is the logical next step? What is missing? What needs to be filled in? When might it be a good idea to revise something? Why do you think that is so?
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Post-Reflection What can you tell me about your project?
What is the most important thing you learned from this? Why? What did you think was easy to do and hard to do? Why? What changes would you want to make? Did you meet all of your goals? How did your planning contribute to the success of the project? What did you learn about yourself by doing this project? How has your thinking affected your learning? What goals can you set for the future? How can you apply your learning to new situations?
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Celebration Party for English. Do it. You know you want to.
Connecting success, learning, reflection and some positive love for English through a public celebration of learning is essential. Translate the value of their project to an audience other than their own class, and you the teacher. Peers, friends, broader school community, the subject of the project (if it is service orientated).
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Graphic Organisers Draw your favourite Graphic Organiser
Does it have a name? Share “Albert grunted. "Do you know what happens to lads who ask too many questions?" Mort thought for a moment. "No," he said eventually, "what?" There was silence. Then Albert straightened up and said, "Damned if I know. Probably they get answers, and serve 'em right.” ― Terry Pratchett, Mort
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Image:
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Sources http://www.thirteen.org/edonline/concept2class/inquiry/
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http://projects. coe. uga. edu/epltt/index. php
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