1. "What I hear, I forget. What I see, I remember. What I do, I understand." Confucius

2. Goals of presentation… Explore Inquiry theory. Present case study. Putting it into practice! So And hang on for the ride!

3. “Instead of learning for the sole purpose of ‘knowing it’ just in case…teachers plan how learners can take newly acquired information and use it to make a difference in their own life and in the lives of others today. They consider and challenge what the learners know now: So you know it…so what?!” Lane Clark The Essence of Inquiry…

4. Inquiry: The process in a nutshell Problem or question Hypothesis Data collection and analysis Drawing conclusions Making generalisations and reflecting Authentic action

5. Common Characteristics of Inquiry They: are student centered and directed emphasise process and skill development require students to ask questions are conceptual based rather than factual usually involve some negotiation with students encourage learner interaction build upon prior knowledge utilise and consider students interests include direct experiences integrate reflection and metacognition involve the application of ideas explore affective aspects of learning raise different perspectives and tackle values

6. Constructivism… Traditional Classroom Learning is based on repetition. Teachers disseminate information to students; students are recipients of knowledge. Assessment is through testing, correct answers. Students work primarily alone. Constructivist Classroom  Learning is interactive, building on what the student already knows.  Teachers have a dialogue with students, helping students construct their own knowledge.  Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.  Students work primarily in groups.

7. Learning, using the inquiry approach… Implements learning in many ways. Involves students forming their own questions about a topic. Allows time to explore the answers. Students are both problem posers and problem solvers. Encourages learners to examine ‘real life’ issues, and form concepts and generalizations instead of being told.

8. Teachers of Inquiry need to multi task…

9. Winton School Inquiry as a Process Term 1 2008.

10. School overview Situated on the main Invercargill/Queenstown Rd-busy traffic flow. Full primary, 250 roll. Opposite is ‘industrial’ area. 3 streets surrounding school. Many students walk or bike using unsafe practices. Cars create chaos on side street. Two bus runs. Several reported near miss incidents. Parents surveyed in Snap shot 40% return rate. Parents gave strong mandate for teaching RS in school.

11. The Issue… Two recent near misses Unsafe cycling practices Students observed running across busy roads Chaos at the gate

12. Inquiry can be chaotic!! So it is critical that the planning is done with the end in mind.

13. Staff Meeting… Thinking about the thinking: As a staff they needed to think and select an issue or focus that would generate and facilitate the exploration of significant content across all year groups. The issue needed to broaden the students’ understanding of the world, and able to cater for their interests and learning styles. 4-2-1 Consensus. Before team planning sessions, staff needed to become ‘learners’ by: Building up knowledge in and around the issue-websites, observations etc. Collecting and critically appraising a range of resources (printed, visual, electronic and multi- modal). Beginning to think of specific outcomes for their level.

14. Team Planning sessions… Junior, Senior and Middle Teams were released for 1.5 hours to plan. Staff had explored the Kath Murdoch approach, and planned within this framework. Senior team were new, and not familiar with the Inquiry process.

15. Focus role for teachers… Teacher One: “What The Learning will be within the Inquiry” · What do you want the students to learn, (essential and worthwhile content)? · What content will best suit the context? · What do the students already know? · Why does this learning matter? · What are you going to get the students to do (or to produce)? Teacher Two: “How or what the Teaching will look like” · How will you sequence and organise the learning? · How will the unit of work meet the learning needs of all students (including those who need extending and the students with learning difficulties)? · How will you ensure that the learning opportunities have value and meaning for all students in and beyond the classroom and school? · How will you plan the learning to ensure it has intellectual quality/rigour?

16. Focus role for teachers… Teacher Three: “How will you know? The Assessment” · Are classroom teaching and learning plans firmly based on the whole school curriculum plan? · How will you assess for learning and of learning? · How well do you expect the students to do or to produce the work?

17. Staff took this time to… and focus…

18. Step 1 - Plan Aims To decide on the focus and scope of the inquiry. To develop some ‘rich’ questions. Questions What will be our focus? When will we do it? When will it be finished? What do we want to achieve? Who will our audience be? What are some key words? What information do we already have? What information do we need? What questions should we ask? (Use 3-5 open-ended questions.)

19. Step 2 - Explore Aims To gather information and resources from a number of sources. Questions Who can we ask for help? How much information do we need? What level of information do we need? Where can we explore for information? Who can we ask about the focus? Will we use photos, recordings other primary/secondary sources of info? Who will be our audience? Will we need special equipment or skills?

20. Step 3 - Use and choose Aims To use the information and choose what to record. Questions How can we organise the material? Do we need permission to use it? Do we understand the information? What does it say about the issue? How could we use the information? Does it answer our rich/generative question? Do we need more information? Which information is not needed?

21. Step 5 - Share Aims To synthesise the learning and use it to “make a difference in their own life and in the lives of others today.” Questions How will information information be displayed? How will we make sure people see and use it? How can we make it appealing and purposeful to others? Which formats will we use? What do we want the end product to look like? Do we need help to put it together? Which computer skills will be used?

22. Step 6 - Review Aims To assess and reflect on - the process, - the skills of the students, and - the work. To decide if the inquiry needs more work. Questions Did we achieve what we wanted to? Were a range of resources used? What would I do differently next time? What do other people think of the inquiry? Do we need to alter or shift any aspect? Did we address our rich questions? What have I learnt from this project? What do I need to learn now? Was it worthwhile and enjoyable?

23. Evidence..

25. Rubrics… Graphic Organisers

27. Your journey awaits…

28. Contexts for an Inquiry are everywhere…