Everglade inquiry session
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Transcript of Everglade inquiry session
INQUIRY
LEARNING
ALIGNMENT
VisionCompetencies
Specific goals
Learning Model
and Delivery
Monitoring Assessment
Review
What is the school vision?
• Be confident
• Enjoy a positive environment
• Communicate effectively
• Have aspirations to achieve excellence
• Show respect of others
• Embrace life long learning
Inquiry, when it is done well, is not an easy or soft option. It takes work, it brings difficulties, it will challenge our practice and traditional school organisation.
So….
WHY INQUIRY?
Reason/Goal
How does this link to the school vision?
How do you currently address the competencies?
Specific goals: skills attitudes
From your vision what is your success criteria/graduate profile?
• Skills and attitudes
Assessment, tracking, review
Learning model• Question
• Task
• Topic
• Use/Present
Sample inquiries?
Task: We have a number of butterflies that are endemic to New Zealand and our
locality. We would expect to see these butterflies in our school, yet they seem to be absent. Choose one butterfly that we
would expect to see. Design and replant the class garden so that it attracts and supports
your chosen butterfly.
Does your model work?
Does your model work?
Issues and next stepsIssues Next step
Inquiry has been around as a concept for a long time
Roots in library skills 1880 information literacy 19741980’s … Gwen Gawith
2011Got it!
Sorted it!
Many Schools are walking in circles with inquiry.
The Reality in 2011
Inquiry is confusing
Conflicting definitions
Conflicting approaches
Conflicting messages
Conflicting experts (drips under pressure)
The concept of inquiry now carries so much baggage that it is
becoming problematic to sort what makes good inquiry.
“Trying to define inquiry learning is like trying to grab
a bar of soap in the bath.
Every time you think you have grasped its essence it slides away as another piece of
literature or concept challenges your carefully built understanding.”
Inquiry as done in our schools
School ASchool B
School C
Implementing Inquiry learning
Simple it isn’t?
Maybe it is time to change the focus!
INQUIRY
LEARNING
I think many schools are going in circles because…
their focus is inquiry when it should be learning
Some Suggestions
What is good inquiry?
Suggestion 1
What is good learning?
Discuss:What is good
learning
Definitions of Learning.
The cognitive process of acquiring skill or knowledge; ( http://wordnetweb.princeton.edu/perl/webwn)
Learning is acquiring new knowledge, behaviours, skills, values, preferences or understanding, and may involve synthesizing different types of information. (http://en.wikipedia.org/wiki/Learning)
A process of adaptation by which a set of adjustable parameters is automatically modified so that some objective is more readily achieved. (www.agsm.edu.au/bobm/teaching/SimSS/glossary.html)
The process by which experience brings about a relatively permanent change in behavior. (www.socialpolicy.ca/l.htm)
The acquisition of knowledge or skill. It occurs in, and may lead to changes in, the brain.(science.education.nih.gov/supplements/nih4/Self/other/glossary.htm)
All miss
something
At this point in my understanding I believe that learning is change to….
• Knowledge• Understanding• World view• Beliefs• Opinions• Values• Attitudes• Behaviours• Skills
that is retained, able to be
applied and able to be transferred
Good learning is not….
the project type approach, seen in so much inquiry, where students gather and then
present a pile of information.
Powerpoints
Podcasts
Web-pages
Videos
The use of fancy technology does
not turn poor learning into
quality learning
PL +ICT=EPL
Learning is messyLearners are awesome
Postman and Weingartner p41-42
CONFIDENT
CONNECTED
ACTIVELY INVOLVED
LIFELONG LEARNERSProf Nuthall
‘Teaching and learning have little in common in most of
our classrooms”
Prof Nuthall
‘Teaching and learning have little in common in most of
our classrooms”
Nuthall p36
“Students learn what they do.”
If students learn what they do an our goal is to turn them into
learners….
Then surely, to be effective, we have to put them in situations where
they can be learners.
Suggestion 1:
1a.. Clarify what learning is, so you have a common foundation for
further discussion.
1b.. Clarify what good classroom practice is if we are trying to grow
learners.
What are our learning goals?
Suggestion 2
Good inquiry is that which ultimately delivers your goals
Good learning is that which ultimately delivers your goals
This goal is surely about developing, skills and attitudes.
CONFIDENT
CONNECTED
ACTIVELY INVOLVED
LIFELONG LEARNERS
Some questions for consideration:
• What are your primary skill goals that will enable your students as connected engaged learners?
• What are your primary attitudinal goals that will enable your students as connected engaged learners?
• What criteria will you use to identify when these goals are being achieved?
One approach
Attitudes of a life long learner?
• Curiosity: The driving force of learning.• Open-mindedness: Willing to review their own
opinions, beliefs, thoughts and attitudes based on further information, and experiences.
• Persistence: Pursues questions, goals, ideas and learning towards a conclusion despite difficulties and obstructions.
• Empathy: Willingness and ability to consider the needs, views, beliefs and situations of others
•Identify need or problem
•Identify, understand and use contextual vocabulary appropriately.
•Ability to create and use relevant questions to guide thinking, and gain information. (Refers to the QuESTioning Matrix)
•Ability to acquire and validate needed information
•Creating and critiquing information, argument, belief or theory
•Ability to make informed decisions with due consideration of possible options, consequences and the impact on others
6 suggested cross competency skills
appearance
taste flavour
texture
aroma
Identify, understand and use contextual vocabulary appropriately.
1• I attempt to use vocabulary correctly for the context
but sometimes use them incorrectly.
2• I can ask questions to clarify definitions.• I can, with support, seek to understand the meaning
of words in context.
3• I can independently use a range of strategies to seek
understanding of the meaning of words in context.• I use words appropriately to the context.
4
• I can independently use a range of strategies to seek understanding of the meaning of words in context.
• I use words appropriately to the context. • I attempt to ensure that those around share a
common understanding.
Suggestion 2: 2a.. Identify the skills and attitudes you see as being core to being an effective learner.
2b.. Develop rubrics showing depths of the skill.
2c.. Tie all this to the competencies so we are not just adding more stuff.
What are the elements of good
learning?
Suggestion 3
Real life learning is task driven.
• I want to catch a Tuna – self set task
• I want to learn to play golf well – self set task
• I want to plant a rose garden – self set task
• Can you find out our options for pd on the competencies – externally set task
Task: look at the issue of graffiti in our town, the differing viewpoints
and establish a course of action that could be taken to reduce the negative
impacts of graffiti in our town.
What are the learning elements/steps that will enable anyone to complete this task?
Surely these will be the key elements in your learning model.
identify prior knowledge
identify needed information
identify relevant vocabulary
formulate relevant questions
locate appropriate sources
extract relevant information
apply and use information
We want to catch a Tuna
• identify prior knowledge
• identify needed information ccs
• identify relevant vocabulary css
• formulate relevant questions css
• locate appropriate sources css
• extract relevant information css
• apply and use information css•Creating and critiquing information, argument, belief or theory css
•Ability to make informed decisions with due consideration of possible options, consequences and the impact on others css
TASKS
• identify prior knowledge
• identify needed information ccs
• identify relevant vocabulary css
• formulate relevant questions css
• locate appropriate sources css
• extract relevant information css
• apply and use information css•Creating and critiquing information, argument, belief or theory css
•Ability to make informed decisions with due consideration of possible options, consequences and the impact on others css
TASKSI want to learn to play golf well
• identify prior knowledge
• identify needed information ccs
• identify relevant vocabulary css
• formulate relevant questions css
• locate appropriate sources css
• extract relevant information css
• apply and use information css•Creating and critiquing information, argument, belief or theory css
•Ability to make informed decisions with due consideration of possible options, consequences and the impact on others css
TASKSI want to improve my photography
• identify prior knowledge
• identify needed information ccs
• identify relevant vocabulary css
• formulate relevant questions css
• locate appropriate sources css
• extract relevant information css
• apply and use information css•Creating and critiquing information, argument, belief or theory css
•Ability to make informed decisions with due consideration of possible options, consequences and the impact on others css
TASKSI want to learn to play golf well
Task: look at the issue of graffiti in our town, the differing viewpoints and
establish a course of action that could be taken to reduce
the negative impacts of graffiti in our town.
Task driven learning is a powerful medium because it provides clear contexts within
which learners can …
identify prior knowledgeidentify needed informationidentify relevant vocabularyformulate relevant questionslocate appropriate sources
extract relevant informationapply and use information
Suggestion 3: 3a.. Identify the key elements of learning
3b.. Use them to outline your learning model
3c.. Implement a task based learning approach
How do we cater for developing
independence?
Suggestion 4
Identify, understand and use contextual vocabulary appropriately.
1• I attempt to use vocabulary correctly for the context
but sometimes use them incorrectly.
2• I can ask questions to clarify definitions.• I can, with support, seek to understand the meaning
of words in context.
3• I can independently use a range of strategies to seek
understanding of the meaning of words in context.• I use words appropriately to the context.
4
• I can independently use a range of strategies to seek understanding of the meaning of words in context.
• I use words appropriately to the context. • I attempt to ensure that those around share a
common understanding.
Skill rubrics
wonderings• Peripheral questions
• Musings
• Irrelevant questions
Celebration of the found
Celebration of the understood
Celebration of the found
Celebration of the understood
How to tell the difference..What information does the learner need to find out?
What does the learner have to do with that information?
Celebration of the found
Celebration of the understood
TeacherDirected
Negotiated LearnerDirected
‘Celebration of the found’
‘Celebration of the understood’
TeacherDirected
Negotiated LearnerDirected
‘Celebration of the found’
‘Celebration of the understood’
TeacherDirected
Negotiated LearnerDirected
Create a poster that explains the 7
decorative themes of Art Deco. Share
your poster with the class.
The topic is Art Deco. Spend some time looking at the Art Deco resources and decide what you want to find out
about Art Deco design, research your chosen aspect and present this in a poster.
Create a poster utilising 5 of the 7 the decorative themes of Art
Deco, advertising the upcoming Art Deco Weekend.
Use at least 3 major advertising techniques in your poster. Share your poster with
the class explaining your decisions
A 4 -13 year Journey
Inquiry learning is about learning to
learn
‘Celebration of the found’
‘Celebration of the understood’
TeacherDirected
Negotiated LearnerDirected
Good inquiry happens here!
‘Celebration of the found’
‘Celebration of the understood’
TeacherDirected
Negotiated LearnerDirected
Good inquiry moves students towards
independence
‘Celebration of the found’
‘Celebration of the understood’
TeacherDirected
Negotiated LearnerDirected
Good inquiry scaffolds students
to success
‘Celebration of the found’
‘Celebration of the understood’
TeacherDirected
Negotiated LearnerDirected
Good inquiry forces students to use and apply information
Good inquiry is a4 – 14 yr journey
Where the student moves toward independence on a growing foundation of literacy
Learning to read
Reading to learn
Celebration of the found
Celebration of the understood
TeacherDirected
Negotiated LearnerDirected
Nice in theory, but let’s get real!
Nice in theory, but let’s get real!
This generally doesn’t happen
TeacherDirected
Negotiated
Some of the best negotiated
Some of the best negotiated
learning I have seen comes out of
learning I have seen comes out of
engaging teacher directed tasks.
engaging teacher directed tasks.
wanderings• Captivating
• Engaging
• Consuming
NEGOTIATENEGOTIATE
School Barriers
• Resources
• Timetabling
Suggestion 4:
4a.. Create a wonderings wall
4b.. Identify opportunities and be willing to negotiate
4c.. Build matrixes that incorporate growing independence
4d.. Re-structure school aspects that obstruct developing independence
SUMMARY
To avoid the circlesFocus on learning
Define your learning goalsIdentify the skills and attitudesDefine the elements of learningEstablish your learning model
Understand that learning is messyBe ready to negotiate
Be a learner and model good learningShow the attitudes
Create the environment where your learners can flourish. Postman 43
Owairoa Primary
Postman 43
Inquiry in action
• Key understanding
• Engaging context
• Resources
• Create task that fits resources
• Scaffold
• Be ready for messy learning
Plan sheet
scaffold
assessment
Next Session
• Doing it - A mini inquiry