Reflecting On Inquiry (Outline)
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Transcript of Reflecting On Inquiry (Outline)
Inquiry
Authenticity
Academic Rigor
Assessment
Beyond the School
Appropriate Technology Use
Active Exploration
Connecting with Expertise
Elaborated Communication
These headings come from the Galileo Educational
Network.
ShallowWhat?
DeepHow?
ProfoundWhy?
Means Memorisation Reflection Intuition
Outcomes Information Knowledge Wisdom
Motivation Replication Understanding Meaning
Attitudes Compliance Interpretation Creativity
Relationships Dependence Independence Interdependence
Towards A Definition of Learning - West-Burnham
Inquiry: Active Exploration
Key Conditions of Learning - Brian Cambourne
Inquiry: Active Exploration
Immersion Children need to be surrounded by an environment that is rich in spoken and written language.
Demonstration Children need opportunities to observe models of the way written language is used in daily life.
Engagement Children need opportunities to try reading and writing on their own.
Expectation Children need to be in an environment where adults believe that they will acquire literacy skills.
Use Children must use reading and writing skills throughout their daily lives.
Approximation Children should be free to make attempts at language that move closer and closer to convention.
Response Children need to receive feedback from knowledgeable people on their attempts at reading and writing.
Fertile Questions: Yoram Harpaz
• open
• undermining
• rich
• connected
• charged
• practical
• in principle doesn’t have a definite answer…
• one that casts doubt…
• requires grappling with rich content…
• relevant to lives of pupils, society, curriculum
• an ethical dimension to motivate inquiry…
• can be developed into a research question…
Inquiry: Authenticity
Inquiry: Authenticity
• The Poor Scholar’s Soliloquy (Reading)
“Once you have learned how to ask
relevant and appropriate questions,
you have learned how to learn
and no one can keep you from learning
whatever you want or need to know.”
Teaching As A Subversive Activity - Postman & Weingartner
Fertile Questions: Yoram Harpaz
?INQUIRY
TOPICS?
• not “getting across” but more “what is ‘x’?”
• what’s important about it - has it always been this/that way?
• is it a ‘qwerty’?
• knowledge building, rather than knowledge consumption and knowledge pasting
• Fertile Questions
Inquiry: Academic Rigor
• INPUT - GATHERING and RECALL
• PROCESSING - MAKING SENSE
• OUTPUT - APPLY and EVALUATEThere are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors with no aim beyond their facts are one-story men. Two-story men compare reason and generalise, using labours of the fact collectors as well as their own. Three-story men idealise, imagine, and predict. Their best illuminations come from above through the skylight.
Three Story Intellect: Oliver Wendell Holmes
Brain Compatible Classrooms: Robin Fogarty
INQUIRY
Habits of Mind
Develop pupil ability to ask:
• how do we know this?
• who says so? (viewpoint)
• what causes what? (connections, patterns…)
• mmm? (how might things have been different?)
• so what? (why it matters)
SOLO Taxonomy
Inquiry: Assessment
• for what?
• Angels on a Pin Alexander Callandra
INQUIRY
• reflection requires criteria - leads towards goal setting, next steps, and developing learning strategies
• SOLO Taxonomy
Inquiry: Beyond the School
• Key Competencies
INQUIRY
Inquiry: Appropriate Technology
Use
INQUIRY
• supports your school vision and beliefs
• actively challenges pupils by understanding the difference between surface and deeper features of engagement - as reflected by our cluster ICT engagement frameworkBruce and Levin (1997): the notion of technology as media with 4
different modes:
• for inquiry - databases, spreadsheets, microscopes, hypertext…
• for communication - word processing, email, blog, graphics,
simulations…
• for construction - control, robotics…
• for expression - interactive presentations, animation, music…
“ With new technologies, student-generated collages and reproductions appear more inventive and sophisticated - with impressive displays of sound, video, and typography - but from a cognitive perspective, it is not clear what, if any, knowledge content has been processed by the students.”
Scardamalia & Bereiter (1994)
• 3 waves of ICT
Inquiry: Active Exploration
INQUIRY
Towards A Definition of Learning - West-Burnham
Key Conditions of Learning - Brian Cambourne
Inquiry: Connecting with Expertise
INQUIRY
• My Cousin Vinny
• Reasonable!
Inquiry: Elaborated Communication
INQUIRY
• audience - how varied and how real?
• many opportunities to support, challenge and respond on the way…
• pupils develop a number of forms of expression to choose from in order to express understanding…
• moving away from teacher controlled and selected…
INQUIRY
Our Thoughts
Question
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And in the end/beginning?
• what’s worth knowing?
• why do THIS rather than THAT?
Pupils
CommunitySchool
Inquiry: Authenticity