Inquiry LearningInquiry Learning

Real LearningReal Learning

OutlineOutline……

Why Inquiry Learning?Why Inquiry Learning?

What is Inquiry ? – SAUCE ModelWhat is Inquiry ? – SAUCE Model

Effective Questioning – Importance, Practical Effective Questioning – Importance, Practical activity, Assessment Rubricactivity, Assessment Rubric

NCS 2009 Curriculum plan – Structure,NCS 2009 Curriculum plan – Structure,children’s exampleschildren’s examples

Bruce Hammonds says…Bruce Hammonds says…

““Children are born with Children are born with an innate an innate disposition to learn….”disposition to learn….”

What happens to this disposition as What happens to this disposition as children get older ?children get older ?

““The answer (to student The answer (to student disengagement) is to build on the disengagement) is to build on the evolutionary dispositions that all evolutionary dispositions that all students are born with and to create students are born with and to create schools as ‘schools as ‘communities of inquirycommunities of inquiry’ ’ to develop the talents and gifts of all to develop the talents and gifts of all students….”. students….”.

(Bruce Hammonds)(Bruce Hammonds)

“ “Schools need to be re-imagined Schools need to be re-imagined as communities of inquiry based as communities of inquiry based on students being actively on students being actively involved in 'seeking, using and involved in 'seeking, using and creating their own knowledge'creating their own knowledge'.”.”

(Bruce Hammonds)(Bruce Hammonds)

Could Inquiry Learning be Could Inquiry Learning be an answer to student an answer to student

disengagement…?disengagement…?

NZ Curriculum identifies…NZ Curriculum identifies…in its vision of what we want for our in its vision of what we want for our

young people….young people….

o confident, confident, o connected, connected, o actively involved, actively involved, o lifelong learners. lifelong learners.

In the document’sIn the document’s Pedagogy Pedagogy section section relating torelating to Teacher Teacher actions actions to promote student to promote student

learninglearningo create a supportive learning environmentcreate a supportive learning environment o encourage encourage reflective thoughtreflective thought and and action action o enhance the enhance the relevance of new learningrelevance of new learning o facilitate facilitate sharedshared learning learning o make make connections to prior learningconnections to prior learning and and

experience experience o provide provide sufficient opportunities to learnsufficient opportunities to learn o inquire into the teaching–learning relationship. inquire into the teaching–learning relationship.

Key skills Key skills for successful for successful life-long learners life-long learners ……

o the development of the development of research skillsresearch skills

o the development and utilisation of the development and utilisation of

higher order thinking skillshigher order thinking skills

o the fostering of the fostering of innate curiosity innate curiosity and a positive and a positive attitude attitude towards towards learninglearning

Inquiry Learning providesInquiry Learning provides….….o Student-centred learningStudent-centred learning

o Thinking and research skillsThinking and research skills

o Worthy problem, question, idea, Worthy problem, question, idea, conflict or issueconflict or issue

o Authentic contextAuthentic context

o and carefully and carefully scaffolded learning scaffolded learning opportunities.opportunities.

Using the “SAUCE” Model…

Briefly…Briefly…

S - Setting the sceneS - Setting the scene …provides …provides

context and involves initial interactioncontext and involves initial interaction

with the task and identification of with the task and identification of

prior knowledge.prior knowledge.

A - AcquireA - Acquire … Acquiring … Acquiring information (& validating it).information (& validating it).

U – UseU – Use … Application of the … Application of the knowledge in the context of the knowledge in the context of the task.task.

C – CommunicateC – Communicate … Presentation of … Presentation of the resultthe result

E – EvaluateE – Evaluate … Evaluation of … Evaluation of process.process.

Questioning…Questioning…

o The success of the process is The success of the process is dependent on efficiently dependent on efficiently acquiring acquiring the necessary information.the necessary information.

o The quality of the questioning is The quality of the questioning is pivotalpivotal

Questioning assessment…Questioning assessment…

o Our aim was to monitor the Our aim was to monitor the development of effective questioning development of effective questioning throughout the school.throughout the school.

o In late 2007 we undertook baseline In late 2007 we undertook baseline assessment of questioning skills assessment of questioning skills usingusing Trevor Bond’s Questioning Trevor Bond’s Questioning Rubric. Rubric.

o This was repeated again in 2008.This was repeated again in 2008.

‘‘Ineffective’ questioners…Ineffective’ questioners…

o Ask non-relevant questions Ask non-relevant questions which do not contain contextual which do not contain contextual key words or phraseskey words or phrases

o Write statements rather than Write statements rather than questions.questions.

o So they do not get the So they do not get the information they are seeking.information they are seeking.

‘‘Effective’ questioners…Effective’ questioners…

o identify what information they need,identify what information they need,o write a range of write a range of relevant relevant questions questions

(3-7),(3-7),o take the questions to a take the questions to a variety of variety of

appropriate sources appropriate sources (and validate it),(and validate it), o edit questions as necessary, edit questions as necessary, o continue until they have the continue until they have the

information they need.information they need.

Task ….Task ….(From Kahikatea’s Term 1 unit on (From Kahikatea’s Term 1 unit on

“Getting Along”)“Getting Along”)

Unit Key ideaUnit Key idea::

““We build systems in order to achieve We build systems in order to achieve harmonious environments.” harmonious environments.”

One of our lines of Inquiry was looking One of our lines of Inquiry was looking at types of at types of conflict.conflict.

““We need to find out about types of We need to find out about types of conflict between groups of people conflict between groups of people in today’s world…”in today’s world…”

What questions can we ask that will What questions can we ask that will help us find the information we help us find the information we need?need?

Questioning RubricQuestioning Rubrichttp://www.ictnz.com/Questioning/http://www.ictnz.com/Questioning/

stagestage http://www.ictnz.com/Questioning/http://www.ictnz.com/Questioning/

77 Used Used multiple question wordsmultiple question words to create a to create a probing question when interviewing an probing question when interviewing an “expert.”“expert.”

66 Used Used relevant synonymsrelevant synonyms to edit questions. to edit questions.

55 Used the Used the Seven Servants and relevant key wordsSeven Servants and relevant key words and and phrasesphrases to create questions. to create questions.

44 Used the Used the Seven ServantsSeven Servants and and key wordskey words to write to write questions ( who, what, when, where, why, how, questions ( who, what, when, where, why, how, which).which).

33 Asked a Asked a relevant yes/no/mayberelevant yes/no/maybe question (is, can, question (is, can, does, could, may etc).does, could, may etc).

22 Any Any non-relevant questionnon-relevant question (does not contain (does not contain

contextual key words or phrases).contextual key words or phrases). 11 Created statementsCreated statements rather than questions. rather than questions.

2007 baseline data…2007 baseline data…

o indicated a high number of children indicated a high number of children writing non-relevant questions or writing non-relevant questions or statements rather than questions. statements rather than questions. (81%)(81%)

o 7% of children asking questions at 7% of children asking questions at stage 5 and 6 stage 5 and 6

2008 data…2008 data…

o still indicated a high number of children still indicated a high number of children writing non-relevant questions or writing non-relevant questions or statements rather than questions! statements rather than questions! WHY?WHY?

o Overall data showed an increase in the Overall data showed an increase in the highest levels of questioning skills used.highest levels of questioning skills used.

o 11% of children asking questions at stage 11% of children asking questions at stage 5 and 6 5 and 6

o Anecdotally teachers knew questioning Anecdotally teachers knew questioning skills had improved!skills had improved!

Possible reasons …Possible reasons …o A large portion of questioning during the A large portion of questioning during the

year for many topics involved interviewing year for many topics involved interviewing where context of question is already where context of question is already established.established.

o Inadequacies in the wording of the Inadequacies in the wording of the ScenarioScenario chosen for the assessment. chosen for the assessment.

o The way the scenario was marked The way the scenario was marked required teachers to rate questions as required teachers to rate questions as stage 2 or less if contextual vocab wasn’t stage 2 or less if contextual vocab wasn’t included in EACH question!included in EACH question!

Lessons learnt …Lessons learnt …o Provide more robust scenario Provide more robust scenario

o Throughout topics allow for a wider variety Throughout topics allow for a wider variety of sources of information –intelligent of sources of information –intelligent (human) and non intelligent (human) and non intelligent (computers/books). (computers/books).

o Reinforce need for validation of Reinforce need for validation of information from a variety of sources.information from a variety of sources.

Curriculum plan 2009Curriculum plan 2009o School wide plan School wide plan o Covers 6 areasCovers 6 areaso Transdisciplinary planning – which can Transdisciplinary planning – which can

incorporate related ideas and concepts incorporate related ideas and concepts from different curriculum areas. (E.g. from different curriculum areas. (E.g. Social sciences/health/literacy) Social sciences/health/literacy)

o Still incorporates a theme -“Citizenship is Still incorporates a theme -“Citizenship is Everyone’s Business”Everyone’s Business”

o Incorporating a Human Rights focus to all Incorporating a Human Rights focus to all unitsunits

2009 Programme of Inquiry Learning2009 Programme of Inquiry Learning Kahikatea Syndicate -Term 1Kahikatea Syndicate -Term 1

Who we areWho we are How we organise ourselvesHow we organise ourselves

An inquiry into the nature of An inquiry into the nature of self beliefs and values: self beliefs and values: personal physical, mental, personal physical, mental, social and spiritual health: social and spiritual health: human relationships including human relationships including families, friends, communities families, friends, communities and cultures; rights and and cultures; rights and responsibilities; what it means responsibilities; what it means to be human to be human

An inquiry into the An inquiry into the interconnectedness of human-interconnectedness of human-made systems and communities; made systems and communities; the structure and functions of the structure and functions of organisations; societal decision organisations; societal decision making; economic activities and making; economic activities and their impact on humankind and the their impact on humankind and the environment.environment.

““Rights respect and Rights respect and responsibilities” responsibilities”

Key idea:Key idea: Our lives are Our lives are enhanced by actively enhanced by actively respecting everyone’s respecting everyone’s rights and accepting our rights and accepting our own responsibilitiesown responsibilities

““Getting Along”Getting Along”

Key ideaKey idea: : We build systems in We build systems in order to achieve harmonious order to achieve harmonious environments.environments.

Kahikatea Syndicate -Term 1 continuedKahikatea Syndicate -Term 1 continued

Who we areWho we are

Key CompetenciesKey Competencies Using language, symbols and Using language, symbols and

text, Thinking, Participating text, Thinking, Participating

and contributing. Relating to and contributing. Relating to

others, Managing Selfothers, Managing Self

Rich TaskRich Task

Create a presentation that reflects Create a presentation that reflects

an understanding of Rights and an understanding of Rights and

Responsibilities from the class Responsibilities from the class

charter and show how these are charter and show how these are

related to UNCROC .related to UNCROC .

Lines of InquiryLines of Inquiryo Human Rights and Responsibility Human Rights and Responsibility reflect needs not wantsreflect needs not wantsoWe all have rights and related We all have rights and related responsibilities in all situations in our responsibilities in all situations in our liveslives

Term 2 (and part Term 3)Term 2 (and part Term 3)

Sharing the PlanetSharing the Planet Where we are in time and placeWhere we are in time and place

An inquiry into the rights An inquiry into the rights and responsibilities in the and responsibilities in the struggle to share finite struggle to share finite resources with other people resources with other people and with other living things; and with other living things; communities and the communities and the relationships within and relationships within and between them; access to between them; access to equal opportunities; peace equal opportunities; peace and conflict resolution.and conflict resolution.

An inquiry into our orientation in An inquiry into our orientation in place and time; personal place and time; personal histories; homes and journeys; histories; homes and journeys; the discoveries, explorations the discoveries, explorations and migrations of humankind; and migrations of humankind; the relationships between the the relationships between the interconnectedness of interconnectedness of individuals and civilizations from individuals and civilizations from local and global perspectives.local and global perspectives.

“ “Endangered species”Endangered species”

Key ideasKey ideas: Humans impact on : Humans impact on

their environment.their environment.

Living things have Living things have

requirements in order to requirements in order to

thrive.thrive.

““Children’s rights”Children’s rights”

Key idea: Key idea: We can identify and We can identify and apply our knowledge of apply our knowledge of children’s rights to NCS.children’s rights to NCS.

Term 3Term 3 Term 4Term 4

How we express ourselvesHow we express ourselves How the world worksHow the world works

An inquiry into the ways in An inquiry into the ways in which we discover and which we discover and express our ideas, express our ideas, feelings, nature, culture, feelings, nature, culture, beliefs and values; the beliefs and values; the ways in which we reflect ways in which we reflect on, extend and enjoy our on, extend and enjoy our creativity; our creativity; our appreciation of the appreciation of the aesthetic.aesthetic.

An inquiry into the natural world An inquiry into the natural world and its laws; the interaction and its laws; the interaction between the natural world between the natural world (physical and biological) and (physical and biological) and human societies; how humans use human societies; how humans use their understanding of scientific their understanding of scientific principles; the impact of scientific principles; the impact of scientific and technological advances on and technological advances on society and the environment.society and the environment.

““Express yourself”Express yourself”

Key ideasKey ideas: People : People

express ideas and express ideas and

opinions in many opinions in many

different waysdifferent ways

““A Clean Stream”A Clean Stream”

Key idea: Key idea: We can use the We can use the Sciences to help us protect Sciences to help us protect and improve our environment.and improve our environment.

Totara Syndicate -Term 1Totara Syndicate -Term 1

How we organise ourselvesHow we organise ourselves

An inquiry into the interconnectedness of human-made systems and An inquiry into the interconnectedness of human-made systems and communities; the structure and functions of organisations; societal communities; the structure and functions of organisations; societal decision making; economic activities and their impact on decision making; economic activities and their impact on humankind and the environment.humankind and the environment.

““It’s our voice”It’s our voice”

Key Idea:Key Idea: As a member of a community we all have the right As a member of a community we all have the right

to be involved in the decision making process.to be involved in the decision making process.

Key CompetenciesKey Competencies

Using language, symbols and text, Thinking, Participating and Using language, symbols and text, Thinking, Participating and contributing. Relating to others, Managing Selfcontributing. Relating to others, Managing Self

Rich Task:Rich Task: As a group create a proposal for how our student As a group create a proposal for how our student

council should be structured and elected so that it represents council should be structured and elected so that it represents

all children at NCS. From the proposals presented the children at all children at NCS. From the proposals presented the children at

NCS will be involved in a democratic process to decide on our new NCS will be involved in a democratic process to decide on our new

student council structure and election process.student council structure and election process.

Totara Syndicate -Term 1 continuedTotara Syndicate -Term 1 continued

How we organise ourselves/ “It’s our voice”How we organise ourselves/ “It’s our voice”

Lines of Inquiry:Lines of Inquiry:oThe Student Council should represent all children at NCS.The Student Council should represent all children at NCS.oThe International Bill of Human Rights has influenced and The International Bill of Human Rights has influenced and ochanged how communities work.changed how communities work.oOrganisations are structured in different ways.Organisations are structured in different ways.oChildren have the right to have their opinions heard. Children have the right to have their opinions heard.

oCommunities need people to make decisions.Communities need people to make decisions.