1. GGN 16 st Jan 2013

2. In groups of 4 NOMINATE a ‘team artist’ You are going to take it in turns to look at a new picture and then describe it from memory. You are going to work in teams of four and you only get 10 seconds each to look at my picture!

3. We are a crude analogy for enquiry-based learning! Can you work out how this analogy works by labelling this image?...

4. Uncertainty & Confusion Students Well-engineered lesson plan Enlightenment Support and guidance

5. Chuck ‘em in ‘The Pit’ Ambiguous ISM or PUZZLE (image, sound, video clip, text etc) Pupils propose questions / approach / hypothesis Pupils interpret and construct understanding Collaboratively evaluate learning and progress – What do we now know? Input layered ‘bite size’ ‘evidence’ segments (VAK) Return to source Assess learning –What do we now know? What do we still need to learn?

6. Session Objectives To understand HOW and WHY we should use ENQUIRY-BASED LEARNING in our teaching To identify the ways in which enquiry-based learning can promote higher-order thinking

7. Focuses students' enquiry on questions that are challenging and motivating Teaches higher-order thinking and problem solving skills Structures lessons to include opportunities for students to access information that is crucial to the inquiry Structures lessons so that students have opportunities to work with peers Sequences a series of activities and lessons so that they work together in moving students toward a general goal Builds into lessons the opportunities for performance Involves students in the process of deriving standards for performance Relies on authentic assessment for learning

8. One of the easiest ways to DEMONSTRATE PROGRESSION is to frame the lesson around a BIG QUESTION: Students have a VERY CLEAR understanding of the purpose of the lesson, especially if the big question is ‘sexy’ with a relevant context. It makes it easy to SIGNPOST the LEARNING through the lesson. Crucially, it makes it easy to DEMONSTRATE PROGRESS.

11. 1 point- describe something symbolised WITHIN the image 2 points – describe something LINKED BEYOND the image What is happening in this picture?

12. This is the start of our ENQUIRY today. Write as many questions as you can about this image.

13. RWANDA THINK BACK - WHO ‘colonised’ RWANDA?

14. The BIG QUESTION: How WELL did the Belgian’s RULE in Africa?

15. You are now going to find out about the COLONISATION of RWANDA by the Belgians. Look through the EVIDENCE CARDS and sort them into CHRONOLOGICAL (TIME) ORDER. TIME

16. We are now going to arrange them into a LIVING GRAPH. Lets do ONE together… TIME After the Belgians arrived in 1916, they MISTAKENLY thought the three tribes were TWO different RACES of people, Hutu and Tutsi. The Belgians brought in ‘scientists’ to measure Hutu and Tutsi skulls to try to prove they were different races. The scientists MISTAKENLY believed that TUTSIS were more closely related to EUROPEANS than the HUTUS. The Belgians therefore believed the Tutsis were SUPERIOR to the Hutus.

17. What do we now KNOW about this PICTURE?

18. Let’s return back to our image from 1994. Do we have any more ideas about what happened and WHY it happened? Pick out the 4 – 6 evidence cards that would have ANGERED the Hutus the MOST… KEY QUESTION: WHO is RESPONSIBLE for the genocide in 1994?

19. Your Title: What HISTORICAL FACTORS caused the Rwandan genocide in 1994? In your books, BULLET POINT 4 – 6 MOST SIGNIFICANT FACTORS which led up to the HATRED BETWEEN Hutus and Tutsis in Rwanda. Make sure you EXPLAIN WHY they were SIGNIFICANT.

20. The BIG QUESTION: How WELL did the Belgian’s RULE in Africa?

21. Which THINKING SKILLS were FACILITATED in these enquiries? Highlight on your sheet

22. Support and guidance There are lots of misconceptions about the role of the teacher in enquiry- based learning. If the pit is ‘too deep’ or the support is not CLEARLY scaffolded, cognitive load can be too high for MOST STUDENTS – it’s too hard, stresses them out and damages confidence! If there plenaries / consolidation elements are left out or are too spaced out, EBL can be LESS EFFECTIVE than ‘instructional’ (didactic) methods of teaching as misconceptions are not picked up on The teacher is MORE than a FACILITATOR…

23. There are 3 ‘resource packs’ with traditional ‘learning objectives ‘ for an ENGLISH lesson, SCIENCE lesson and a MATHS lesson. Pick ONE subject pack then: 1.Come up with a BIG QUESTION round which to FRAME the ENQUIRY 2.Try to think of a good INITIAL STIMULUS MATERIAL to put students in ‘the pit’ 3.Look at the resource packs and come up with ways to INPUT the information in ways which enable students to CONSTRUCT their own understanding and which facilitate higher-order thinking 4.Suggest ways to check and consolidate learning.

24. Lets look at your pits…