Empowering professional practice SECONDARY CPD DAY- MAY 23 RD 2014 South Island School.
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Transcript of Empowering professional practice SECONDARY CPD DAY- MAY 23 RD 2014 South Island School.
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Empowering professional practice
SECONDARY CPD DAY- MAY 23RD2014South Island School
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INQUIRY- EMERGING
Samantha Rodgers
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Learning IntentionsKnow: the components of an inquiry cycle and the common myths associated with inquiry Do: learn through a guided inquiry model in this workshop so you have both knowledge and process to build understanding on Be: a more confident user of inquiry
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Workshop timings
Session 1: 8.30-10.15• Break: 10.15-10.40Session 2: 10.45- 12.30 • Lunch: 12.30-1.05Session 3: 1.10- 2.10• Short break: 2.10-2.25Session 4: 2.30- 3.30
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Framework
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TUNING IN
Connecting real life experiences to new
learningSense of purpose
What do I know about this
topic?What do I need to know?What are some possible
topics I am interested in?
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Your own learning
• Think of a time where you learned something new.
• What was it?• Why did you learn it?• What factors were involved in the learning
process?
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Share and Compare
Share this to look for the common elements/ areas that were different• What elements make for memorable learning?
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Circles of viewpointI am thinking about ……‘What is the purpose of using inquiry in the classroom?’From the viewpoint of a) a teacher b) a studenta) I think my role as a teacher would be to…b) As a student I think I would be able to …A question from this viewpoint is……
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FINDING OUT
Gathering information from a range of sources
What kind of resources
might help?Where do I find them?
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What do the experts say…
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What do you think?
• Word • Phrase • Sentence
• Implications• Questions
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The Learning- Teaching Continuum
Discovery Learning
Unguided Inquiry
Guided Inquiry
Didactic Teaching
Children discover that
butterflies can’t fly
when their wings are damaged.
The teacher asks the
students to hypothesise
the question – does a
butterfly need wings to fly?
The teacher draws attention to the size of a
butterfly’s wings and uses
questions to help students
develop an explanation.
The teacher tells the
student that butterflies need wings
to fly.
From: Babin and Rhoades- IB workshop
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Learning according to inquiry characteristics
High Teacher Control
Low studentInitiative
STRUCTURED LEARNING
GUIDED INQUIRY High
Student Initiative
LAISSEZ-FAIRE/ ANYTHING GOES
OPEN INQUIRY/ FREE INQUIRY
Low Teacher Control
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Comparing models
Using the 8 models, list the common features and differences.• What makes up ‘inquiry’?
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Myths about Inquiry: Kath Murdoch
• Misconception 1: Inquiry is all about ‘the cycle’. We DO the cycle….therefore, we DO inquiry
• Misconception 2: The cycle is a recipe. We need to follow the stages in sequence for it to ‘work out’ in the end.
• Misconception 3: All inquiries go through the same phases over a similar time frame.
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• Misconception 4: Using a ‘cycle’ as a guide, we can plan a complete unit of inquiry for students
• Misconception 5: The cycle is for teachers.• Misconception 6: The cycle only applies to
‘units of inquiry’ in disciplines like science and social studies.
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What do you need to do now to be able to create an inquiry?
• Questioning techniques• Deeper knowledge of an inquiry cycle• Template to create an inquiry• How to monitor student learning during an
inquiry• ??
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SORTING OUT
Reviewing thinking,making meaning,
analysing information
What information is relevant to my inquiry?
GOING FURTHER
Personalising information,
Taking learning further
How might I organise my information?
What is important to know about the
presentation format I am using?
MAKING
CONCLUSIONS
Synthesising and reflecting
What is the main point I
want to make? How does it connect to what
we are studying?
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Your student’s inquiry
What is the area/ topic you want your
students to learn about?
How can you tune them in?
What do you want them to know as a
starting point?How will you structure
it?
What scaffolding will they need to have to sort the information they need?
How will you monitor their deeper research?
How will they work: class,individually,
groups?
How do you want them to share their
learning?To all, to a few, to
you?What presentational
constraints are there?
Will any action take place because of the inquiry? What can it
lead to, in your subject and others?
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TAKING ACTION
What did I learn from my inquiry?
What can I apply to other areas?
What were the highlights of the inquiry?
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Reflections
• I used to think, now I think…