2015-16 Middle Years Collaborative Inquiry (MYCI) Project Session #3
Inquiry in the Middle School
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Transcript of Inquiry in the Middle School
![Page 1: Inquiry in the Middle School](https://reader036.fdocuments.in/reader036/viewer/2022082808/555a0354d8b42aa8098b502f/html5/thumbnails/1.jpg)
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Big con
cept
Big con
cept
Big con
cept
Big con
cept
Fertile question
Learning Intentions
Success Criteria
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Big con
cept
Big con
cept
Big con
cept
Big con
cept
Risk Taking
Rights and Responsibilities
Leadership
Citizenship
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Brainstorming
Prior knowledge - past and present
Questions
Books, internet, video resources
Drawing, sketching, making models
Plays, dramas, timelines
Read, watch, listen, discuss, view, think about, wonder, review, experience, mind map
Kn
owled
geK
now
ledge
Satu
rationS
aturation
Kn
owled
geK
now
ledge
Satu
rationS
aturation
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Student’s own questions
Student’s own focus
Student choice
Essen
tial E
ssential
Qu
estions
Qu
estions
Essen
tial E
ssential
Qu
estions
Qu
estions
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Based on present knowledge after research
Future speculation
Hyp
othesise
Hyp
othesise
Hyp
othesise
Hyp
othesise
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Research
Key words
Notetaking
Sift and sort
Synthesise
Analyse
Success Criteria
Investigate
Investigate
Investigate
Investigate
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Revisit hypothesis
Revisit original questions
Create new knowledge
Th
ink
ing
Th
ink
ing
Deep
erD
eeper
Th
ink
ing
Th
ink
ing
Deep
erD
eeper
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Celebrate the learning
Share new knowledge
Student choice
ICT rich
Presen
tP
resent
Presen
tP
resent
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Critical Thinking
Feedback Feedforward
Developing new ideas
Other issues that arise
Further questions
Success criteria
ReflectionsR
eflect R
eflect E
valuate
Evalu
ateC
ritiqu
eC
ritiqu
e
Reflect
Reflect
Evalu
ateE
valuate
Critiq
ue
Critiq
ue
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Changing things as a result of new learning
Social Action
New goal setting
So W
hat!
So W
hat!
So W
hat!
So W
hat!
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•What's this unit really about? •Why are we doing this? Is there a real issue or problem that might give the unit an authentic purpose? •How can we help students make connections between learning areas?•Are there opportunities for choice and negotiation in this unit? •Are we taking the students beyond the known? How challenging is this inquiry?•How will we help students (and ourselves) reflect on their learning?
What makes a good inquiry
unit?
What makes a good inquiry
unit?
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We never stop investigating. We are never satisfied that we know enough to get by. Every question we answer leads on to another question. This has become the greatest survival trick of our species.
Desmond Morris