Il 2015 s3

Inquiry LearningSession 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

Guided Inquiry – Carol Kuhlthau

Analysing the 8 Stages of Guided Inquiry Activity:

Each participant will be given one stage to become an expert on & create a summary resource

Guided Inquiry Learning Journal1. 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?

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

Immerse – Build a background knowledge to connect to content and discover interesting ideas


Exploring, comprehension, selecting, memory, synthesising

Reading, viewing & listening


Wonderment, curiosity, interest, inspiring & a connection


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

Explore - Narrowing the big picture to a specific area of interest


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


Mindset – change in approach to the task

Curriculum content

Information Literacy


Flashcards with words, phrases, terms – students select one that interests them and start sorting through resources to find what is interesting and/or relevant

Identify - This phase is the defining moment for the direction of their inquiry


Pause and ponder - consider

Identify key inquiry question - focus

Decide direction - focus


*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


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)


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.

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.


(What types of thinking and processes will be used?)

Analysing, Evaluating, Comprehending


Clarity. Possible thoughts: This is interesting! This is clearer now.


Information Literacy, Literacy skills.

Summarise this phase in one sentence:


Data gathering, Source evaluation through peer discussion, stepping them through on how to write an annotated bibliography

Create - Creating is understanding, articulating and presenting the most important findings of the task in a creative and engaging way.


(What types of thinking and processes will be used?)

Reflecting on the process, Interpreting and analysing accumulated information


Confident to share their ideas or findings


Mindset, information and literacy (recording results), social skills(awareness of audience/communicating),


PowerPoint, demonstration, oral presentation, drama, written report, film, instructional booklet.

Share - We can learn from one another


Sharing their insights with others

Thinking about the audience and how best to present insights with others eg. Online blog, podcast, forum, rally etc.


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’


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


Classroom Blog, presentation to relevant audience (classmates, parents, community etc), research book, poster, rally.

Evaluate - Damn I’m awesome.


Synthesis, comparing, analysis, judging & understanding


Self-conscious

Apprehensive /performance anxiety

Jubilation and anticipation of end

Confidence (especially at realizing new skills or talents)


Curriculum

Content


Journal entries

Post –it notes

Student feedback

rubrics

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)

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

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

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 myjourney?

How will you assist me to overcome barriers I encounter during my learning journey?

THE ALL IMPORTANT QUESTION!

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 “3rd space”!

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

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 ……

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 Sub-question Sub-question Sub-questionSub-questionSub-questionSub-questionSub-question Sub-questionSub-question Sub-question Sub-questionSub-question Sub-question Sub-question Sub-questionSub-question

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?

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?

How it Might Look

Old task: Outline Adolf Hitler’s rise to popularity and power↓

Old task: Outline Adolf Hitler’s rise to popularity and power↓

Eg.1. Why was Adolf Hitler popular with young Germans? OREg. 2. How was Adolf Hitler different to previous German leaders?

What made Hitler

acharismatic

leader?

What was Hitler’s visionfor Germany?

Were Germans happy prior

to Hitler’srule?

What was unique about

Hitler’s policies ?

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?

Two Ways …..Example A Example 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?

ApplicationTask:

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 26th March

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

Previous Homework…“What could this look like?”

References:

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

Il 2015 s3

Education

Transcript of Il 2015 s3