INQUIRY LEARNINGA Presentation to
Auckland University Pathway Grad Students
Mark Webster 2007
THE STARTING POINT• Students benefit from increased opportunities to be
involved in their own learning. These opportunities should include being involved in planning the direction of their learning and in determining the criteria against which they will be assessed. Teachers should vary their teaching approaches to account for students’ diverse strengths, interests and individual learning styles. Teachers should consider how their teaching approaches increase levels of student motivation and engagement in lessons.
Modified from recent ERO report for Meadowbank School
The Focus
Key Competencies
• Managing Self
• Relating to Others
• Participating and Contributing
• Thinking
• Using language, symbols and text
Learning Areas
Effective Pedagogy
• Encourage reflective thought and action;
• Make connections;
• Provide multiple opportunities to learn;
• Facilitate shared learning;
• Enhance the relevance of new learning;
• Create a supportive learning environment;
Integrating I.C.T.• Interactive Smartboards• Computers 1:3• Pod casting• Blogs• Websites• Teachertube• DIGISTORE (online
learning objects)
Meadowbank’s Inquiry • Professional
Development
• Professional Learning Circles (PLC)
• Team Planning
• Trying things out
• Modifying
• Assessment
Professional Development• Michael Pohl on Teacher only Day at the
beginning of the year. Thinking to Learn/Learning to Think
• Mark Tredwell for staff meeting to discuss The 2nd Education Paradigm
• Courses Attended: Future Thinking Conference, Philosophy for Children, Inquiry & Key Competencies, Bloom’s Taxonomy & Questioning,
• Switching Cildren into Learning, Personalised Learning (attended by various staff who then take a staff meeting on what they have learnt.)
• U-Learn Conference
Professional Learning Circles
• Staff meet in small groups regularly to do professional research & reading, share ideas and trial initiatives.
The Integration of ICT in the Development of the Inquiry Process at Meadowbank
Defining the Meadowbank Inquiry Process and Smarter Assessment and Abandonment
Teachers as Questioners / Teachers as Facilitators
Developing Students as Questioners
Team Planning
• Planning is based around the inquiry model.
• Michael Pohl worked with teams
• Sample of planning. H2GO!!
Trying things out/Modifying
• Plan of development through the school
• De Bono’s Hats
• Bloom’s Revised Taxonomy
• Ryan’s Thinking Keys
• Gardner’s Multiple Intelligences
ROOM 12
• Developing Thinking Skills/Questioning
• Promoting Independent Learning
• Developing ICT skills and Integration
• Formative Assessment/Feedback
• Summative Assessment
Developing Thinking Skills
• Start small and build skills
• Developing Ideas
• Graphic Organisers
• Rich Questions (model first)
Independent Learning• Be a facilitator rather than a teacher• Give students ownership of the process• Ask 3 before me!• Students ask the questions and find the
answers. • Immersion is key. Prior Knowledge.• Buddy System for special needs students
Developing ICT Skills and Integration• Graphic Organisers (Inspiration)• Google (focusing searches)• Audacity (sound recording)• Film Making• Slideshow Presentation• Blogging/Website construction• Students can be experts-USE THEM!!
RESOURCES
• Googling will provide a plethora of resources.
Bloom’s Book Review
Bloom’s Revised Taxonomy
Ryan’s Thinking Keys
Gardners Multiple Intelligences
Formative Assessment/Feedback• Relevant and in real time
• Peer
• Parents
• Teacher
• BLOGS
SUMMATIVE ASSESSMENT
SummaryInquiry Learning• Promotes
Independence• Self Motivated
Students• Is gender inclusive• Relevant to students
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