Learning as Inquiry Prt 2 yr1-4

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Transcript of Learning as Inquiry Prt 2 yr1-4

  • 1. When you see someone putting on hisBig Boots, you can be pretty sure that anAdventure is going to happen. A.A. Milne, Winnie-the-Pooh

2. Overview of the stucture for today. Exploring the concept of Inquiry. Developing Thinking skills and disposi>ons Developing Ques>oning abili>es (student and teacher) Use of co-opera>ve learning structures PuFng it all together and playing. Planning for Inquiry 3. Mini Myth Buster Do you stay drier if you run or walk in the rain? Why do you think this?http://wallwisher.com/wall/minimythbuster 4. What ques>ons do you have around Inquiry? Place them on the chart on your table. 5. Why do we need to develop inquiring minds? 6. Our collec)ve vision and call to ac)on... We are here because we all want our students to become: condent, connected, ac+vely involved, life-long learners We want our students to value: excellence, innova+on, inquiry, and curiosity, diversity, equity, community and par+cipa+on, ecological sustainability, integrity, and respect Dont we? 7. What drives inquiry?Learning is the driver not the modelLets hear from Sharon Friesen aboutthis.Dynamic Cohesive Self direc>ng All players 8. If not an Inquiry Model then what? Explore Wonder Create Inves>gate Discover Communicate Share 9. Its about investigating anddiscovering and understanding.. 10. Who drives? The student?The teacher?Partnership? 11. Levels of Inquiry Problem Student generated Procedure student generated and designed. Solu)on not already known/ exis)ng Conrma)on Structured Guided Independent Refer: hRp://edweb.sdsu.edu/wip/four_levels.htm 12. Where does teaching fit in? 13. T TLLT LDemonstration SharedGuided IndependentDemonstration Practice Practice Purest form life long learning 14. Inquiry is a disposition. So what doesthat look like?Compile a list of dispositions forinquiry you consider students need tohave. Eg: curiosityPlace your ideas up for others toview. 15. Inquiry is not about a teacher with aclass of sponges.Inquiry is not about letting go andletting the kids run the inquiry.Inquiry is not just about research andregurgitation by PowerPoint! 16. Inquiry is . . As as you watch the video, place your ideas down about what inquiry is to you (wallwisher or s>ckits) 17. Inquiry is . . . 18. 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 concep>ons. 19. 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 maRer, as it is the students who lead the inquiry. 20. Myths In inquiry-based learning the students must learn everything by themselves Inquiry-based learning means uncontrolled explora>on 21. Myths In inquiry-based learning all student answers and responses are equally valid In inquiry-based learning students must do all learning coopera>vely in groups. 22. Myths Inquiry-based learning means lower standards. Inquiry-based learning de-emphasizes the basics. 23. More true than false, or more false than true? You cant pre plan an inquiry because youneed to involve the students at thebeginning of the process and the unit willmove where the individual student interestlies. 24. More true than false, or more false than true? Students need to be immersed in the topicbefore they write their questions for the inquiry. 25. More true than false, or more false than true? Inquiry learning requires students to research for all the information they need using a variety of sources. 26. Inquiry can start from something as simple as 27. An example of an Inquiry from my own experiences 28. Real inquiry for Real Kids 29. We learn best when we are at the center of our own learning. Inquiry-based learning is a learning process through ques+ons generated from the interests, curiosi+es, and perspec+ves/experiences of the learner. When inves+ga+ons grow from our own ques+ons, curiosi+es, and experiences, learning is an organic and mo+va+ng process that is intrinsically enjoyable. (Paula Sincero 2005) 30. Lets not only push the classroom walls out... .... lets take the walls away 31. Lets not just display the way we think or behave on our walls... ...lets infuse them into our en>re being. 32. Taking it a step further... Enter REAL Inquiry 33. So what is Real Inquiry and how is it dierent from previous forms of inquiry? 34. What it isnt ... What it is... Research on Steroids e & m-learning infused and supported, asynchronous En)rely teacher driven Student led - teacher facilitated with teaching sessions sprinkled throughout One or two dimensional Mul)-dimensional and mul)-faceted Surface Skimming A disposi)on that involves deep, dialogue and metacogni)ve skills Going through the mo)ons Vibrant, crea)ve, responsive and challenging. Learning in a social vacuum Seamlessly collabora)ve and inclusive Box )cking Crea)ng posi)ve change, ie: developing a social, environmental, poli)cal dierence. 35. And who are these Real kids? They are... They are also... Eager to come to school The dgeRers. Ques>on-posers The children who dont listen Self mo>vated and assured The children that cause trouble Able to see links between The children that dont join in learning The children that are highly emo>onal Crea>ve problem solvers The children who nish work Able communicators quickly Well-rounded in their skills, The children who struggle to knowledge and abili>es nish work 36. Lets take a look through some examples... 37. Welcome to Kaihere School 38. The students worked in groups to explore their place in the school environment... And soon found some disconnec)ons between beliefs and reality... 39. The situa)on they found... 40. First things rst...the childrens ideas were our star)ng point... 41. This resulted in a mul)-faceted vision Video for website Gardens ARract and birdlife Garden Our fencing Shade vision Deal with pest problem Visually appealing signage 42. We then needed a mul)-dimensional approach... Each class We u)lised adopted an area of We u)lised banked stang the school to focus exper)se from and sta on and we Ken of exper)se to arranged for our Mish Mash TV recycling to be create new for our website signage for the dropped into a recycling plant video school 43. Capture Kaihere Compe))on 44. We then enlisted help from our community Enviro-Schools Facilitator DOC for pest eradica>on ideas Local people for community history ideas for signage (Capture Kaihere Compe>>on) Ken from Mish Mash TV for website video Companies for shade sail designs and cos>ngs. (students measured up) Parents and people from our community! gardeners, graphic designers, engineers, farmers, historians, etc, etc. 45. And had a Mucking In day 46. Where did all that lead us? Art works created and displayed around the school Design for major entrance artwork created. Video created for website Gardens revamped, rabbits eradicated, fences in process of being nished o around gardens . Funds for shadesails raised and quota>ons gained. 47. So what did the students learn? Ques>oning skills Use of technologies and ICTs for informa>on gathering and communica>on. Key Competency development Design Technology Literacy and Numeracy skills. Informa>on literacy skills. 48. What are some of the e-learning resources we used? Createagraph graph maker for kids Boolify online searching website for kids Photovisi photo collage-maker EPIC resource bank Wallwisher online notes One Mo>on drawing tool Glogster - posters 49. Does this type of learning sound familiar??? Been there; done that?? 50. And then it rocketed into another stratosphere! 51. Our learning then took us to... 52. So what were their specic problems? They needed pest traps for stoats, rats and rabbits They needed animal feeders for specic animals. They needed play enhancement toys for the monkeys. 53. How it all )ed together Bird and animal Video for feeders website Gardens ARract and birdlife Our Garden fencing Enhance School -ment toys Enviro- Shade vision Deal with pest problem Visually Pest appealing traps signage 54. We put the proposal to the children And they said... TOTALLY! 55. Class Inquiry foci Seniors: Pest eradica>on and pest traps Middle school: Animal and Bird feeders Juniors: Monkey play-things/ enhancement toys 56. So lets take closer look at Room 3s journey (Years 3-5) 57. The Process Project Parental involved... managers, help Builder input Informa>on Literacy skills to develop a fact-le on their animal Visi>ng Construc>on of key and the Zoo subsidiary ques>ons in a natural ow throughout the en>re Visit from Feedback process. zookeeper Making from the their animal Zookeepers Understanding and applica>on feeders and use at Design and the zoo. of the design process modelling of their animal Use of tools and materials to feeders create animal feeders. Researching into their Curriculum areas: Numeracy, animal Literacy, Informa>on Literacy, ICT, Technology, Science, Social Science, Visual Art, Careers educa>on 58. Teaching approaches and points that underpinned the learning ust pJrocessing Ques>oning skills Use of Graphic organisers for an d thought ctu hinred g nd Vocabulary deriva>on, deni>ons a applica>ons tru of m S skills teac Communica>on e m ix) edA Informa>on Literacy and lIudskills ... in inc CT h ich Design Technology wnd Literacy Numeracy a Key Competency development Assessment for Learning Prac>ces 59. ICTs that supported the learning LMS KnowledgeNET Skype Gmail Movie-making Boolify for online searching Google SketchUp for model-making of their designs Video and voice recordings via cellphones and ipcams Digital cameras 60. Franklin Zoo snippets 61. Back at school, the students then... 1) Reviewed the informa>on collated from their zoo trip 2) Designed their animal feeders 3) Drew up plans and created models from cardboard 4) Redesigned where necessary ajer feedback. 5) And then... 62. Made them!!! 63. We then took the animal feeders to the zoo for their feedback and use. 64. So our Inquiry was... e & m-learning infused and supported; asynchronous Student led - teacher facilitated with teaching sessions sprinkled throughout Mul)-dimensional and mul)-faceted Deep, dialogic, metacogni)ve Vibrant, crea)ve, responsive and challenging. Seamlessly collabora)ve and inclusive Crea)ng posi)ve change, ie: developing a social, emo)onal and environmental dierence. AND REAL! 65. If I could go through this experience again, Iwould. I loved the challenge. The cool thing wasthat sometimes no one knew the answer so wehad to fight hard together to get one. Then whenwe got the answer it was our own, and we haddiscovered it. So why not go through theexperience when you love what you do and feellike it is your very own? (Student) 66. Back to our Mini MythBusterDo you stay drier ifyou run or walk inthe rain?Why do you thinkthis? 67. Thinking 68. Inquiring MindsIts not only what you know, buthow you learn that will set youapart in tomorrows world.Because what you know todaywill be out of date sooner thanyou thinkThomas Freidman, The World is Flat, 2006. 69. Thinking: a Key Competency Thinking is about using crea)ve, cri)cal and metacogni)ve processes to make sense of informa.on, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping ac>ons, or construc>ng knowledge. Intellectual curiosity is at the heart of this competency. Students who are competent thinkers and problem solvers ac.vely seek, use and create knowledge. They reect on their own learning, draw on personal knowledge and intui.ons, ask ques.ons, and challenge the basis of assump.ons and percep.ons. Pg 12 NZC 70. How does thinking happen? 71. Major parts of the brain 72. Major parts of the brain. Cortex: Upper part of brain. Thinking, logic, reasoning, cause and eect. Limbic System: Primi+ve brain. Source of emo+ons and mo+va+ons such as fear, anger, pleasure and sexuality. Brainstem: Connects brain and spinal cord. Basic func+ons such as heart-rate, ea+ng, breathing and sleeping Cerebellum: Back of brain. Balance, posture, movement. 73. Crea)ng neural pathways Neurons in Neurons in cerebral cortex cerebral cortex of a newborn of a two year old 74. Teen brains At about 10 in girls (11 in boys), the exuberance/ourish of neural pathway connec>ons gives way to pruning. Neural connec>ons that are used remain intact and strengthen, whilst those connec>ons that are not used are pruned. The phrase use it- or lose it is par>cularly applicable to the adolescent brain. hRp://www.aea267.k12.ia.us/r4/index.php?page=r4-adolescent-brain 75. How are neural pathways created? 76. What does/would an eec)ve thinker look, sound and behave like within your class? 77. Characteris>cs and aFtudes of an eec>ve thinker Characteristics of an effective thinker Name:Date:Look Characteris)cs So eun havd Be 78. What are the aitudes of an eec)ve 21st century thinker? Aitude: a se=led way of thinking or feeling, typically reected in a persons behaviour. 79. AFtudes Humility Condence Co u rage Integ rity en-mindedness Op 80. Characteris>cs and aFtudes of an eec>ve 21st century thinker Characteristics of an effective thinkerName:Date: LookCharacteris>cs So e un hav d BeAitudes Aitudes 81. There are dierent types of thinking 82. How do we foster each of these? 83. Hamburger approach to facilita)ng thinking skills Thinking rich learning environment Thinking Frameworks Thinking Skills Thinking Tools/Maps Co-opera)ve learning structures Rich learning task/inquiry 84. What thinking skills do eec>ve thinkers employ? Eg: reasoning, able to cri>que Discuss & use a bubble map to record your thinking. 85. Thinking Frameworks 86. Habits of Mind 87. SOLO Taxonomy 88. Thinking Hats 89. Blooms Taxonomy/Andersons Revised 90. Blooms demonstration verbsKnowledge Comprehension Application AnalysisSynthesis EvaluationOutcomesOutcomes involve theOutcomes deal Outcomes involveOutcomes relate Outcomes askdeal with the ability to manipulate with the ability to separating, to creative students toability topreviously learnedapply rules,revealing thinking, make andrecognize,material. principles, and structure, causes production of supportrecall andconcepts to new and supporting or original works, reasonedremembersituations. refutingclassifying orjudgements.positions.planning.DescribeClarify Translate Apply CategorizeAdd toAssessDefineConcludeCalculate ClassifyAlter VaryConcludeDiscoverConnect CodeCompare Compose CritiqueIdentifyConvert Collect ContrastCreateDebateLabel DescribeCompute DeduceDesignDecideListDistinguish Construct Determine Dramatize DefendLocateExplain Demonstrate Dissect EstimateDetectMatch Express DiscoverDistinguish ExtendDetermineNameGeneralizeManipulateDivideHypothesise EditorializeObserve Give examples Model Isolate Infer EvaluateOutline IllustrateOperate Order InventInterpretRecallInterpret Order ReducePredict JudgeRecognize Match OrganizeRelateReconstruct JustifyReproduce ParaphraseRelateRole Play RenameRecommendSelectRestate ReportSeparateReorganisesolveState Rewrite ShowSimplifyReviseTellSelectSurveySubstituteUncover ShowTranslate 91. Deconstruc>ng Andersons Revised Taxonomy 92. Blooms for eLearning 93. Thinking Skills Framework Blooms 94. Thinking Tools for fostering thinking 95. Michael Pohls Thinkers Keys 96. Tony Ryans Thinkers Keys 97. Lets take a look at these in more detail 98. Have a go yourselves in your groups using the context you are given. 99. Colla>ng and Synthesising our thinking using thinking maps 100. Hyerle 101. Thinking Map examples Circle Map Mul> Flow Map Bubble Map Tree Map Double Bubble Map Brace Map Flow Map Bridge Map 102. Lets put two thinking tools together in an exercise thinking hats and bubble maps 1. At your tables, delegate a thinking hat to each person (dont worry about double-ups). Your task is to listen to the story and be ready to give informa>on in rela>on to your hat. 2. Listen to the story of The Flood hRp://www.oxfordowl.co.uk/EBooks/Flood/index.html Note your informa>on into a bubble map (for those capable of wri>ng independently). 3. Share your informa>on with your group so you get a full understanding of the text . 103. Thinking Hats 104. Reec>on on this ac>vity How could you use this approach within other inquiry contexts? 105. There are two skills that are founda>onal to thinking 106. Clarify relevant language 107. If we want our students to be eec>ve thinkers, we need to be providing models of the language that underpins and supports this. 108. Developing vocabulary 109. Word Walls 110. Using a word documentthesaurus to extend vocabulary 111. Ques)oning 112. Once you have learned how to askrelevant and appropriate questions,you have learned how to learn and noone can keep you from learningwhatever you want or need to know.Neil PostmanTeaching as a subversive activity 113. Teacher:Student QuestioningStudent as QuestionerTeacher as QuestionerHow might you like this to look? 114. What are the attributes of an effective questioner? Is aware of a need for information. Able to clarify what information is needed. Has a base set of vocabulary that is relevant to the context or issue. Is able to ask a range of relevant questions. Takes that range of relevant questions to a range of appropriate resources. Persists in their search for the answer/s. Edits their questions as necessaryhttp://ictnz.com/Questioningskills.htm 115. What are thecomponents of agood question?Discuss in pairs, then share your ideas with another pair. 116. Questioning Rubric for creating and evaluatingEffective QuestionsTrevor Bond, 2008Stage Question Type Used multiple question words to create a probing question when7interviewing an expert. Used relevant synonyms to edit questions.6 Used the seven servants and relevant key words and phrases to create5questions. (Which, could, might, can, will) Used the seven servants to write/ask open thick questions (who, when,4what, where, how, which, why) Asked a relevant yes/no/maybe question. Closed / Open, thin (is, can, does,3could, may) Any non-relevant question (does not contain contextual key words, or2phrases) Created statements, rather than questions1 117. Without strong questioning skills, youare just a passenger on someone elses bus tour. You may be on the highway, but someone is doing thedriving.Jamie Mc KenzieBut how do we get our students there??? 118. Questioning within an InquirymodelMark Treadwell. Whatever Next? 2009 119. Trevor Bond, 2008. 120. Question MatrixIsDid Can Would Will MightWhoWhatWhereWhenHowWhy 121. Questioning types and examplesSource: L. Watchcorn & Gail Cochrane, NZNL service.Type of questionType of thinking Type of response ExampleClosed ConvergentSingle answer or How old are you? limited number ofWhat is 6 X 6? answersHow did you travel to Eg: Yes/No school? (Factual answers)How high is Mt Cook?Open Divergent Many possibleHow would the story be answers. Not only onedifferent if it was set in correct answer.the future? (Creative and Critical thinking)Skinny Simple response Little explanation What is the name our required. Requires Prime Minister? recall, knowledge, comprehensionFatComplex responseRequires a degree of What would you do to explanation andconserve the wetlands? interpretation. 122. Lets put all this into a context using a miniinquiry 123. Experiment time!Concept: ChangeConcepetual understanding: Things canchange from one state to another whencombined.Context: Kitchen Mythbusters. 124. Mini Myth BusterFree Powerpoint TemplatesPage 139 125. Before we start What do you predict will happen when we drop a mentos into the coke? (Prediction Key & Red Hat (gut/hunch) What could go wrong? (Black hat & Brick Wall Key) What questions do you have? What information/do you know already from your past experiences? (White Hat & Brainstorming Key)Record your ideas on the handout 126. Record Key words to build aword wall.Either the teacher can list these, or thestudents, or a mix of the two approaches.In your groups, create a word wall of keywords that relate to your discussions on thetopic. Start to add some now. Eg: investigate 127. Record student questions on a Wonder WallEither the teacher can list these, or thestudents, or a mix of the two approaches. 128. ReflectionsLets now consider the following thinkerskeys to expand your thinkingu What if?u The variations?u The picture?u The interpretations?u The forced relationships 129. Record further key words on the word wall 130. What further questions do youhave? 131. How might we go about usingour key words or questions to help search on the internet? 132. Boolify Visual search engine that helps students understand the concept of Boolean searching 133. Search words in your ques>ons Underline the key words (nouns & verbs), in two of your ques>ons. Write synonyms for each of these words (or as many as possible). Another technique: The ques>on is the answer Eg: What is causing Arc>c ice to melt? Arc>c ice is mel>ng because 134. Revisi>ng ques>ons Learners will re-visit this step for 3 differentpossible reasons: To compose new search questions using newly acquired key words or phrases. To re-write search questions using synonyms of key words (nouns and verbs) or phrases earlier. To alter or modify search questions which mayhave been poorly phrased. 135. So what was the answer??? 136. Our role as facilitators of ques>oning 137. What makes ques>oning eec>ve? 1. Prepare key ques)ons to ask 2.Ask fewer and beler ques)ons 3.Use appropriate language and content 4. Distribute ques)ons around the class 5. Thinking )me and pauses between ques)ons 6. Use ques)ons to make progressive cogni)ve demands 7. Prompt pupils, give clues 8. Use pupils responses, even incorrect ones 9. Encourage pupils to ask ques)ons 10. Listen and acknowledge pupils responses posi)vely 138. Exploring your handout Get into 10 home groups. Assign one aspect per person. Divide into 10 Expert groups Make meaning of your reading. Go back to your home group and explain to them the concept of your reading. 139. Prepare key ques)ons I Iden>fy the key ques>ons in rela>on to the learning inten>ons. D Decide on the level and order (>ming) of the ques>ons. E Extend the key ques>ons with subsidiary ques>ons to ask. A Analyse the answers you are given and decide on follow upresponses. 140. Distribute ques)ons around the class 141. Pausing to wait for an answer provides vital )me in which thoughts ow and get processed. Studies indicate that increasing this wait )me (from around 3 7secs), can result in signicant changes for the beler. For example: v pupils give extended answers; v more pupils are likely to oer an answer; v the number of I dont know responses decreases v the responses that are given are more thoughvul and crea>ve; v the number of hypothe>cal answers increases signicantly; v the frequency of ques>ons raised by the pupils increases; v the frequency of responses from less able pupils increases. 142. Lower Order Higher Order 1.Recall/Knowledge 4. Analysis Who was What evidence can you nd? What is? What are the features of? Where is? What informaiton will you need? When is.. What might this mean? How would you describe? What conclusions can you draw? 2. Comprehension 5. Synthesis What do we mean by? Could you design something to? Can you explain what is happening? How could we solve? Can you think of? What do you think is likely? What can you say about? How ould you test? Suppose you could what would you do? 3. Applica)on 6. Evalua)on How could we use? What do you think about? What other examples can you nd to/? How else was that? What would happen if? Which is beRer and why? What other wayy could you plan to? What is your opinion of? What facts would you select to show? Why do you think? 143. Exploring 3 level ques>oning technique 144. 3 level ques>oning Costa & Kallick 145. 1. Gathering/Recall: What were Cinderellas slippers made of? How did Cinderella get to the ball? 2. Processing:/Analysis/Inference: Why does Cinderellas stepmother care whether or not she goes to the ball? Why did everything turn back the way it was except the glass slipper? Why dont the step sisters like Cinderella? 3. Applying/Synthesis: Does good always overcome evil? 146. Take a look at question starters in the handout 147. Take a look at 3 level questioning in action Consider the Mythbuster experiment we did. In your groups, write 2 questions for each of the three levels. Place your questions up for display 148. Co-operative Learning tosupport Inquiry 149. Why co-opera)ve learning? The primary architects of knowledge and learning are the knowers and learners themselves. Stephen Downes Designing Learning Objects 2003 150. Linking to the Key Competencies Opportuni)es to develop the competencies occur in social contexts. Pg 12 NZC Thinking Using Language, symbols and texts Managing Self Rela>ng to others Par>cipa>ng and Contribu>ng 151. At your tables, take a look through the co-opera)ve strategies in your handouts. Clarify then consider which would be workable within your own situa)ons. 152. Inquiry in other curriculum areas. 153. Inquiry in mathematics . . . 154. Inquiring into maths problemshRp://voicethread.com/?#q.b163901.i873468 155. Inquiry in literacy . . . 156. ebooks and book reviews 157. Book reviews 158. Linking with QR - CodesPlacing QR codes onto Library books 159. iPad Apps 160. Planning for Inquiry 161. So if not the model . . .How do we plan and structure inquiry 162. Take some >me to plan your next inquiry 163. In conclusion U>lise thinking frameworks, tools and maps. Facilitate ques>oning and encourage the students to ques>on. Remember Learning is the driver of inquiry; not the model 164.