1. Inquiry Learning Session 3: Outcomes: Unpacked the eight phases of Guided Inquiry Design Process (Kuhlthau, Maniotes & Caspari, 2012) Understand the importance of the inquiry team Recognise the critical importance of an overarching question during an inquiry

2. Guided Inquiry – Carol Kuhlthau

3. Analysing the 8 Stages of Guided Inquiry Activity: Each participant will be given one stage to become an expert on & create a summary resource

5. Guided Inquiry Learning Journal 1. Open What activities/strategies could you use in this phase for your unit? What could the learners be doing? What could the inquiry team be doing?

6. Open - To provide a hook to engage students  Cognitive Processes Employed Questioning; prior knowledge; discussion; recall; connectedness  Affective Domain Elements Confused; excited; overwhelmed; disengaged; engaged  Which of the 5 Key Competencies will be developed? Social skills; mindset  What could this look like as a classroom activity? Role play; video; hands on; noise

8. Immerse – Build a background knowledge to connect to content and discover interesting ideas  Cognitive Processes Employed Exploring, comprehension, selecting, memory, synthesising Reading, viewing & listening  Affective Domain Elements Wonderment, curiosity, interest, inspiring & a connection  Which of the 5 Key Competencies will be developed? Social Skills- group brainstorming, idea generation, conversations with specialists Curriculum content- find parameters of content focus Literacy- Reading, listening, viewing Information Literacy- accessing stimulus and accessing information, using WIKI as a process diary Learning how to learn- explicitly explaining the feelings associated with this phase of learning, personally connecting to content.  What could this look like as a classroom activity? Viewing a video Guest speaker, story, focus article, picture, TV/Song, museum

10. Explore - Narrowing the big picture to a specific area of interest  Cognitive Processes Employed They build background knowledge Often skipped over, explore for different ideas that they are interested in rather than for collecting detailed info – browsing a variety of texts  Affective Domain Elements (What might students be feeling?) Confusion – ideas don’t seem to fit together Need to skim but can easily get bogged down in details Overwhelmed  Which of the 5 Key Competencies will be developed? Mindset – change in approach to the task Curriculum content Information Literacy  What could this look like as a classroom activity? Flashcards with words, phrases, terms – students select one that interests them and start sorting through resources to find what is interesting and/or relevant

12. Identify - This phase is the defining moment for the direction of their inquiry  Cognitive Processes Employed Pause and ponder - consider Identify key inquiry question - focus Decide direction - focus  Affective Domain Elements (What might students be feeling?) *Beginning of the phase they will be “unsure and uncertain” – they may not know the direction they want to take. *At the turning point they will be “excited, confident and determined” – they now know where they are heading  Which of the 5 Key Competencies will be developed? Literacy skills and information literacy (they will have been researching and note taking) Mindset (going through the experience of change between the beginning phase and the turning point they will develop a desire for learning to learn) Social skills (if it is a group project they will be communicating, cooperating and coordinating their understanding)  What could this look like as a classroom activity? This is not a zone of intervention phase so the activity would involve each student reviewing the research they have gathered in the Open, Immerse and Explore phase. It may require some type of graphic organiser to be identified for use. The teacher explains to student that students will be making a decision about the direction they are going to take. Guide students to the fact that it is important to make a decision as they need to direct their time and effort towards something focused. All students will get here at a different stage.

14. GATHER - The students choose and find a broad range of sources and then deeply comprehend and reflect on this knowledge to construct their own understanding of the topic.  Cognitive Processes Employed (What types of thinking and processes will be used?) Analysing, Evaluating, Comprehending  Affective Domain Elements (What might students be feeling?) Clarity. Possible thoughts: This is interesting! This is clearer now. Which of the 5 Key Competencies will be developed? Information Literacy, Literacy skills.  Summarise this phase in one sentence: What could this look like as a classroom activity? Data gathering, Source evaluation through peer discussion, stepping them through on how to write an annotated bibliography

16. Create - Creating is understanding, articulating and presenting the most important findings of the task in a creative and engaging way.  Cognitive Processes Employed (What types of thinking and processes will be used?) Reflecting on the process, Interpreting and analysing accumulated information  Affective Domain Elements (What might students be feeling?) Confident to share their ideas or findings  Which of the 5 Key Competencies will be developed? Mindset, information and literacy (recording results), social skills(awareness of audience/communicating),  What could this look like as a classroom activity? PowerPoint, demonstration, oral presentation, drama, written report, film, instructional booklet.

18. Share - We can learn from one another  Cognitive Processes Employed Sharing their insights with others Thinking about the audience and how best to present insights with others eg. Online blog, podcast, forum, rally etc.  Affective Domain Elements (What might students be feeling?) Excited about the opportunity to share newfound knowledge Pride: reaching the top of the ‘GI’ mountain ‘this was worth it!’ Nervous about putting their research/learning ‘out there’  Which of the 5 Key Competencies will be developed? Social skills: if presentation is collaborative Mindset: sharing the process the students have been through to reach ‘sharing’ point of GI Curriculum Content: sharing research/knowledge/learning with relevant audience  What could this look like as a classroom activity? Classroom Blog, presentation to relevant audience (classmates, parents, community etc), research book, poster, rally.

19. Evaluate - Damn I’m awesome.  Cognitive Processes Employed Synthesis, comparing, analysis, judging & understanding  Affective Domain Elements Self-conscious Apprehensive /performance anxiety Jubilation and anticipation of end Confidence (especially at realizing new skills or talents)  Which of the 5 Key Competencies will be developed? Curriculum Content  What could this look like as a classroom activity? Journal entries Post –it notes Student feedback rubrics

20. THE INQUIRY TEAM  Optimal number : 3  Should always include the teacher-librarian  May change through the course of the inquiry (different areas of expertise)  Critical importance of COLLABORATIVE PLANNING (so that the 5 key competencies can be taught / assessed)

21. Who could be part of the team?  Year 6 History unit on immigration to Australia  Year 10 PE unit on the health of Australians  Year 12 Chemistry unit on wine making  Year 7 English unit on bush poetry  Year 2 unit on astronomy  Year 4 unit on money and budgeting

22. Different at each stage? Remember: the team may change over the course of the Inquiry. 1.Eg a …………… who has migrated to Australia may be part of the team at the Open phase 2.A ………………..may be invited to speak about Australia’s immigration policy at Immerse 3.…………………..may help with drafting in one of their Flex lessons during Create

23. Four key components to Inquiry Learning How will you develop my ability to ask brilliant questions? How does my learning relate to me and my personal experiences? How can you assist me to understand, and reflect upon the role and power of the cognitive and affective domain during my journey? How will you assist me to overcome barriers I encounter during my learning journey?

24. THE ALL IMPORTANT QUESTION!

25. 1.The Framing/Overarching Question!  Crucial to the success of a GI unit!  Should be “real-world”, intriguing, relevant, multi-dimensional, “unanswerable”? And most of all “un cut-and-pasteable”!  Seek that “3 rd space”!

26. 2.Their Specific Inquiry / Focus Question  After being intrigued by the “Open” phase, given broad, general information by the “Immerse” phase and delving deeper into some topics / areas of interest during “Explore”, students should be ready to: IDENTIFY a meaningful Inquiry / Focus question which will form a personal focus for their research Focus question

27. The most important slide of the session…….. A meaningful, well-framed, focussed, researchable, probing question will allow students to have a focus upon which to base their research and response. Without it ……

28. And then …..  Students will need to be guided in the formulation of “sub-questions”…. “smaller” questions that they will research, then synthesise to form the response to their Inquiry question. Focus Question Sub-question

29. Composing Better Questions ….  Activity: Think / Pair / Share The topics below are “typical” examples of student assessment tasks. Attempt to re-state them so that they offer a more interesting and challenging Essential question for research. 1. Describe the events which lead to Nelson Mandela’s imprisonment. 2. What are the main ideas behind Galileo’s heliocentric model of the universe? 3. Outline Adolf Hitler’s rise to popularity and power 4. Describe the features of terrorism 5. What is electricity?

30. Same…… but “Bigger”! (requiring higher order thinking skills)  1.Was Mandela a freedom fighter or a terrorist?  2.When and why do people change their minds?  3. Why did the Germans support Hitler?  4.Has terrorism made World Wars obsolete?  5.Why is electricity important to us?

31. How it Might Look Old task:Outline Adolf Hitler’s rise to popularity and power ↓ ↓ Eg.1. Why was Adolf Hitler popular with young Germans? OR Eg. 2. How was Adolf Hitler different to previous German leaders? What made Hitler a charismatic leader? What was Hitler’s vision for Germany? Were Germans happy prior to Hitler’s rule? What was unique about Hitler’s policies ?

32. Some of your examples… Year 7 Science (Physics Unit) Overarching Question: How are Forces Important in our Lives? Inquiry question: How does (specific force) assist a basketball player? Sub-questions: 1.What skills in basketball rely on …….? 2. Could you play basketball without ………..? 3. Is it possible to change the force of …………. to assist or hamper players? 4. Do improvements in technology alter the effect of ……… on basketball players?

33. Two Ways ….. Example AExample B Overarching: Why is Brisbane’s population unevenly distributed? Focus Question: Why is Sandgate a popular place to live? Sub-Questions: 1.What recreational activities / facilities are offered? 2. What community facilities are offered for all ages? 3. What types of public transport are available? 4. Are commercial businesses satisfactory to fulfil community needs? Overarching: Why is Sandgate a popular place to live? Focus Question: What is the quality of Sandgate’s recreational facilities? Sub-Questions: 1. What % of land is allocated to recreational use? 2. Does Sandgate cater for both water and land recreation? 3. Are there recreational opportunities for people of all ages? 4. Are activities free or cost for use?

34. Application Task: Select an unit of work / assessment task that you are teaching this year which could lend itself to be taught through inquiry. identify examples or opportunities of the following 4 key components in the planning/task Identify where the some of Guided Inquiry phases would fit in to your unit, by simply digitally annotating the unit plan with the stage names/phases. Consider (don’t actually plan and develop) what activities are/could be included that inline with this phase and possible key competencies that could be developed. 1. Digitally highlight, add notes via the review mode 2. Bring to our next session on Thursday 26 th March

35. Homework – Application: “What could this look like?”

36. Previous Homework… “What could this look like?”

37. References:  Kuhlthau, C, Maniotes, L & Caspari, A 2012, Guided Inquiry Design: A Framework for Inquiry in Your School, Libraries Unlimited, Santa Barbra, CA.