2. Many schools have simplified "Inquiry" to make it easier and more manageable. In doing so they have lost the essence and the purpose. Inquiry should lead kids out of the box not into one. It should reach new ground for the learner and capture the heart and the mind. It might not have a neat and tidy conclusion, but something inside the individual should change. They should emerge with new skills, new ideas, new understandings and new knowledge. The teacher should also remain at least as sane as when the unit started because its not about chaos. Empowerment of learners is about clear processes and direction that they can apply in future learning. This workshop will utilise the ideas contained in SOLO taxonomy to focus direction and destination, and some of Sharon Friesen's work to focus approach and planning. The mixer is teacher and student creativity and application to all learning, for inquiry is a disposition not a model. Come with a context for learning this term, and let's make the learning come alive.

3. Using SOLO Taxonomy to raise the quality of learning to “out of this world.”

4. http://www.learningandteaching.info/learning/solo.htm Structure of Observed Learning Outcomes It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area.

5. 2 Unistructural: simple and obvious connections are made, but their significance is not grasped. 1 Pre-structural: here students are simply acquiring bits of unconnected information, which have no organisation and make no sense.

6. 3 Multistructural: a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole. 4 Relational level: the student is now able to appreciate the significance of the parts in relation to the whole.

7. 5 At the extended abstract level, the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance. This pictorial representation implies that it is just a matter of assembling the pieces. In inquiry we are also looking for new knowledge, new ideas and new ways of working. Our picture needs to allow for a much more open development - out of the box!

8. Unistructural Multistructural Prestructural RelationalExtended Abstract When a tree grows, the roots grow down into the soil, and a trunk begins growing above. From this trunk grow branches, twigs and leaves. The roots of a tree anchor it firmly in the ground and absorb nutrients and water from the soil. Plant leaves absorb carbon dioxide, pull water up through their roots and use light to make sugar (photosynthesis). Plants use the sugar to grow. Plants give off oxygen as a by-product. The green parts of the plant make the sugar and oxygen. In winter some trees lose their leaves as the nutrients move down into the root systems as light and warmth diminish. A tree has a trunk, leaves and fruit. This is a Tree Activity: In pairs discuss what your focus for this term would like like at each of these stages The tree has an important role to play in the survival of the planet. If, for example, we cut down rainforests or clear native bush to develop an exotic forestry industry, we risk irreversible damage to our planet. How will our planet renew its atmosphere if we remove most of the trees? What effect will it have on birds and insects, and how will that in turn affect us? What do we need to think about here?

9. So what is inquiry? How do we manage it? Where do we start? http://intoinquiry.wikispaces.com

10. A baby exploring A problem needing a solution A question demanding an answer What would you do? A Pathway yet untried A doorway to be opened An unassembled jigsaw A photo without a caption A hypothesis to be investigated A trial to be judged A clue as yet unsolved

11. Inquiry can be random, cyclic, requiring of perseverance, not easy to answer, unanswerable today and maybe even tomorrow, complex, infinite,not always achievable, invigorating and engaging,self sustaining, global, local, messy, multi-layered, collaborative, personalised, student enabling, building on previous work,

12.  linear  filling the boxes  painting by numbers  roaming only in the known  rigid in structure  one school term in duration NO MATTER WHAT!  just what you do in the afternoons,  confined to one learning area nor outside of learning areas  simply a display in a powerpoint, a movie or a wiki  totally teacher orchestrated  totally up to the kids to direct and control  a research project  unleashed chaos... x 31 or 27  every child an island  devoid of specific teaching  concluded by a SO WHAT?!?  something you only do sometimes because you need more than that to balance the curriculum

13. INQUIRY IS ABOUT GETTING KIDS OUT OF THE BOX - NOT INTO ONE!

14. Inquiry models are ways that have been developed to 'manage' inquiry. They may be helpful to the teacher, and the student, but they should not confine and limit what is achieved. They should grow beyond what they start out to be as we become more conversant with inquiry, and gain confidence to explore further, wider, deeper. Success is measured only in what new ground is explored or achieved - knowledge, new skills, new processes, new applications. Inquiry leads to change in the students, in the class and beyond. Inquiry is regularly reflective, self assessing, seeking feedback, new goal setting and monitoring, inquisitive Assessed - sometimes summatively but always formatively Inquiry leads to further inquiry. It may start with a problem, a big question or a little question. It's where it goes that counts. What happens when you turn on the tap? It requires deliberate acts of teaching in a classroom to further enable and empower students to take on more of the ownership and control. Students need help to enrich their questions, extend their boundaries, challenge their thinking, require them to justify and validate their stand. It requires deep thinking - critical, analysis, compare and contrast.

15. Sharon Friesen from Galileo Foundation in Canada presented a workshop for Waikato teachers following the ULearn Conference in 2007. She kindly provided us with a link to a wealth of resources during that workshop. Check out in particular her inquiry presentation where she dispels some myths about inquiry, and her inquiry rubric that will clarify where you are at with inquiry and where to next. Resources for developing understanding of and facility with inquiry http://www.ucalgary.ca/~sfriesen/nz/pirongia/index.html

16. INQUIRY: HOW KNOWLEDGE IS CREATED Sharon Friesen Galileo Educational Network

17. Inquiry in Two Parts Professionalism: Teaching is a practice that we practice upon Teachers inquire into their own practice. They critique, question, interrogate and improve their own practice through Action Research. In the classroom Teachers design inquiry-focused studies and learning environments.

18. History of Inquiry  Socrates believed that knowledge was vital and could only survive in a dynamic environment of human inquiry.  The legacy of Socrates would be continued by Plato who set up the Academy in 387 B.C. in order to continue the Socratic method of inquiry.

19.  “ By doubt we are led to inquiry and from inquiry we perceive the truth. ” - Pierre Abelard 1079 - 1142 “ All truths are easy to understand once they are discovered; the point is to discover them. ” Galileo

20.  "Knowledge," in the sense of information, means the working capital, the indispensable resources, of [for] further inquiry; of finding out, or learning, more things. Frequently it is treated as an end in itself, and then the goal becomes to heap it up and display it when called for. - Dewey

21. Defining Inquiry Inquiry is the investigation into an idea, question, problem or issue. It involves gathering information, building knowledge and developing deep understanding. Inquiry-based learning encompasses the processes of posing problems, gathering information, thinking creatively about possibilities, making decisions and justifying conclusions.

22. Myths About Inquiry  The teacher must never tell the students what they know.  Inquiry-based teaching absolves the teacher of any responsibility to act on students’ incorrect conceptions.

23. Myths  In inquiry-based teaching, the teacher is only the facilitator.  In inquiry-based teaching the teacher does not need to know anything about the subject matter, as it is the students who lead the inquiry.

24. Myths  In inquiry-based learning the students must learn everything by themselves  Inquiry-based learning means uncontrolled exploration

25. Myths  In inquiry-based learning all student answers and responses are equally valid  In inquiry-based learning students must do all learning cooperatively in groups.

26. Myths  Inquiry-based learning means lower standards.  Inquiry-based learning de-emphasizes the ‘basics.’

28. Key Features of Inquiry  Creating Knowledge  using or manipulating knowledge as in analysis, interpretation, synthesis, and evaluation, rather than only reproducing knowledge in previously stated forms. It involves idea improvement and ongoing feedback.  Disciplined Inquiry  gaining in-depth understanding of limited topics, rather than superficial acquaintance with many, and using elaborated forms of communication to learn and to express one's conclusions.  Value Beyond School  the production of discourse, products, and performances that have personal, aesthetic, or social significance beyond demonstration of success to a teacher.

29. Designing For Inquiry

31. Inquiry begins with the desire to understand. a question an issue a problem an idea a puzzlement a wondering “All men by nature desire to know.” - Aristotle

32. Beginning: What Matters?  Inquiry needs a topic  It begins with a meaningful (real) question, problem or issue.  This question, problem or issue can be initiated by the teacher or by students.  It requires a strong mapping to the appropriate curricula

33. Designing Tasks and Assessment  “ The tasks that are assigned to students are one of the few variables under the control of educators that directly affect student engagement. ” Phillip C. Schlechty

34. Creating Engaging Tasks

35. Hard Fun “If I could go through this experience again, I would. I loved the challenge. The cool thing was that sometimes no one knew the answer so we had to fight hard together to get one. Then when we got the answer it was our own, and we had discovered it. So why not go through the experience when you love what you do and feel like it is your very own?” (Student)

36. The Inquiry Rubric

37. http://intoinquiry.wikispaces.com