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“When you see someone putting on his Big Boots, you can be pretty sure that an
Adventure is going to happen.”
― A.A. Milne, Winnie-the-Pooh
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
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
What ques>ons do you have around Inquiry? Place them on the chart on
your table.
Why do we need to develop inquiring minds?
Our collec)ve vision and call to ac)on...
We are here because we all want our students to become: confident, 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
Don’t we?
What drives inquiry? Learning is the driver – not the model Let’s hear from Sharon Friesen about this….
Dynamic Cohesive
Self direc>ng All players
If not an Inquiry Model… then what?
Explore Create Inves>gate Communicate
Wonder Discover Share
It’s about investigating and discovering and understanding..
Who drives? The student?
The teacher?
Partnership?
Confirma)on Structured Guided Independent
Problem Student generated
Procedure student generated and designed.
Solu)on not already known/exis)ng
Levels of Inquiry
Refer: hRp://edweb.sdsu.edu/wip/four_levels.htm
Where does teaching fit in?
T TL LT L Demonstration Shared Guided Independent
Demonstration Practice Practice
Purest form – life long learning
Inquiry is a disposition. So what does that look like? Compile a list of dispositions for inquiry you consider students need to have. Eg: curiosity Place your ideas up for others to view.
Inquiry is not about a teacher with a class of sponges. Inquiry is not about letting go and letting the kids run the inquiry. Inquiry is not just about research and regurgitation by PowerPoint!
Inquiry is . .
As as you watch the video, place your ideas down about what inquiry is to you (wallwisher or s>ckits)
Inquiry is . . .
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.
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.
Myths
• In inquiry-‐based learning the students must learn everything by themselves
• Inquiry-‐based learning means uncontrolled explora>on
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.
Myths
• Inquiry-‐based learning means lower standards. • Inquiry-‐based learning de-‐emphasizes the ‘basics.’
More true than false, or more false than true?
You can’t pre plan an inquiry because you need to involve the students at the beginning of the process and the unit will move where the individual student interest lies.
Students need to be immersed in the topic before they write their questions for the inquiry.
More true than false, or more false than true?
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.
Inquiry can start from something as simple as …
An example of an Inquiry from my own experiences
Real inquiry for Real Kids
“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)
Lets not only push the classroom walls out...
.... lets take the walls away
Lets not just display the way we think or behave on our walls...
...lets infuse them into our en>re being.
Taking it a step further...
Enter “REAL Inquiry”
So what is “Real” Inquiry and how is it
different from previous forms of inquiry?
What it isn’t ... Research on Steroids
En)rely teacher driven
One or two dimensional
Surface Skimming Going through the mo)ons Learning in a social vacuum
Box )cking
What it is... e & m-‐learning infused and supported, asynchronous
Student led -‐ teacher facilitated with teaching sessions sprinkled throughout Mul)-‐dimensional and mul)-‐faceted
A disposi)on that involves deep, dialogue and metacogni)ve skills Vibrant, crea)ve, responsive and challenging. Seamlessly collabora)ve and inclusive Crea)ng posi)ve change, ie: developing a social, environmental, poli)cal difference.
And who are these “Real” kids?
They are... They are also... The fidgeRers. The children who don’t listen The children that cause trouble The children that don’t join in The children that are highly
emo>onal The children who finish work
quickly The children who struggle to
finish work
Eager to come to school Ques>on-‐posers Self mo>vated and assured Able to see links between
learning Crea>ve problem solvers Able communicators Well-‐rounded in their skills,
knowledge and abili>es
Lets take a look through some examples...
Welcome to Kaihere School
The students worked in groups to explore their place in the school
environment...
And soon found some disconnec)ons between beliefs
and reality...
The “situa)on” they found...
First things first...the children’s ideas were our star)ng point...
This resulted in a mul)-‐faceted vision
Our vision
Video for website
Gardens and
Garden fencing
Deal with pest
problem
Visually appealing signage
Shade
ARract birdlife
We then needed a mul)-‐dimensional approach...
Each class adopted an area of the school to focus
on and we arranged for our recycling to be dropped into a recycling plant
We u)lised exper)se from
Ken of Mish Mash TV for our website
video
We u)lised banked staffing
and staff exper)se to create new
signage for the school
Capture Kaihere Compe))on
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.
And had a “Mucking In” day
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 finished off around gardens . Funds for shadesails raised and quota>ons gained.
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.
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
Does this type of learning sound familiar???
Been there; done that??
And then it rocketed into another stratosphere!
Our learning then took us to...
So what were their specific problems?
• They needed pest traps for stoats, rats and rabbits
• They needed animal feeders for specific animals.
• They needed play enhancement toys for the monkeys.
How it all )ed together
Our School Enviro-‐ vision
Video for website
Gardens and
Garden fencing
Deal with pest
problem
Visually appealing signage
Shade
ARract birdlife
Bird and animal feeders
Pest traps
Enhance-‐ment toys
We put the proposal to the children
And they said... TOTALLY!
Class Inquiry foci
Seniors: Pest eradica>on and pest traps Middle school: Animal and Bird feeders Juniors: Monkey play-‐things/enhancement toys
So let’s take closer look at Room 3’s journey (Years 3-‐5)
The Process involved...
Researching into their animal
Design and modelling of their animal feeders
Making their animal feeders
Feedback from the Zookeepers and use at the zoo.
Ø Informa>on Literacy skills to develop a fact-‐file on their animal Ø Construc>on of key and subsidiary ques>ons in a natural flow throughout the en>re process. Ø Understanding and applica>on of the design process Ø Use of tools and materials to create animal feeders. Ø Curriculum areas: Numeracy, Literacy, Informa>on Literacy, ICT, Technology, Science, Social Science, Visual Art, Careers educa>on
Visi>ng the Zoo
Visit from zookeeper
Project managers, Builder input
Parental help
Teaching approaches and points that underpinned the learning
• Ques>oning skills • Use of Graphic organisers for thought processing • Vocabulary deriva>on, defini>ons and applica>ons
• Communica>on skills • Informa>on Literacy and ICT skills • Design Technology • Numeracy and Literacy • Key Competency development • Assessment for Learning Prac>ces
A mix of “Struct
ured” and “
Just
in )me” tea
ching
which inclu
ded...
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 flipcams
• Digital cameras
Franklin Zoo snippets
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...
Made them!!!
We then took the animal feeders to the zoo for their feedback
and use.
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 difference.
AND REAL!
“If I could go through this experience again, I would. I loved the challenge. The cool thing was that sometimes no one knew the answer so we had to fight hard together to get one. Then when we got the answer it was our own, and we had discovered it. So why not go through the experience when you love what you do and feel like it is your very own?”
(Student)
Back to our Mini Myth Buster
Do you stay drier if you run or walk in
the rain? Why do you think
this?
Thinking
Its not only what you know, but how you learn that will set you apart in tomorrows world. Because what you know today will be out of date sooner than you think” Thomas Freidman, The World is Flat, 2006.
Inquiring Minds
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 reflect 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
How does thinking happen?
Major parts of the brain
Major parts of the brain.
Cortex: Upper part of brain. Thinking, logic, reasoning, cause and effect.
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.
Crea)ng neural pathways Neurons in cerebral cortex of a newborn
Neurons in cerebral cortex of a two year old
Teen brains
At about 10 in girls (11 in boys), the exuberance/flourish 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
How are neural pathways created?
What does/would an effec)ve thinker look, sound and behave like within your
class?
Characteris>cs and aFtudes of an effec>ve thinker Characteristics of an effective thinker
Name: Date:
Copyright ©2012 WorksheetWorks.com
Look
Sound Behave
Characteris)cs
What are the aitudes of an effec)ve 21st century thinker?
Aitude: a se=led way of thinking or feeling, typically reflected in a person’s behaviour.
AFtudes
Humility
Open-‐mindedness
Integrity
Courage
Confidence
Characteris>cs and aFtudes of an effec>ve 21st century thinker Characteristics of an effective thinker
Name: Date:
Copyright ©2012 WorksheetWorks.com
Look
Sound Behave
Characteris>cs
Aitudes Aitudes
There are different types of thinking
How do we foster each of these?
Hamburger approach to facilita)ng thinking skills
Thinking rich learning environment
Thinking Skills
Thinking Tools/Maps
Rich learning task/inquiry
Co-‐opera)ve learning structures
Thinking Frameworks
What thinking skills do effec>ve thinkers employ?
Eg: reasoning, able to cri>que
Discuss & use a bubble map to record
your thinking.
Thinking Frameworks
Habits of Mind
SOLO Taxonomy
Thinking Hats
Blooms Taxonomy/Andersons Revised
Blooms demonstration verbs
Knowledge Outcomes deal with the ability to recognize, recall and remember
Comprehension Outcomes involve the ability to manipulate previously learned material.
Application Outcomes deal with the ability to apply rules, principles, and concepts to new situations.
Analysis Outcomes involve separating, revealing structure, causes and supporting or refuting positions.
Synthesis Outcomes relate to creative thinking, production of original works, classifying or planning.
Evaluation Outcomes ask students to make and support reasoned judgements.
Describe Define Discover Identify Label List Locate Match Name Observe Outline Recall Recognize Reproduce Select State Tell Uncover
Clarify Translate Conclude Connect Convert Describe Distinguish Explain Express Generalize Give examples Illustrate Interpret Match Paraphrase Restate Rewrite Select Show
Apply Calculate Code Collect Compute Construct Demonstrate Discover Manipulate Model Operate Order Organize Relate Report Show
Categorize Classify Compare Contrast Deduce Determine Dissect Distinguish Divide Isolate Order Reduce Relate Role Play Separate Simplify Survey
Add to Alter Vary Compose Create Design Dramatize Estimate Extend Hypothesise Infer Invent Predict Reconstruct Rename Reorganise Revise Substitute Translate
Assess Conclude Critique Debate Decide Defend Detect Determine Editorialize Evaluate Interpret Judge Justify Recommend solve
Deconstruc>ng Anderson’s Revised Taxonomy
Blooms for eLearning
Thinking Skills Framework
Blooms
Thinking Tools for fostering thinking
Michael Pohl’s Thinker’s Keys
Tony Ryan’s Thinkers Keys
Lets take a look at these in more detail…
Have a go yourselves in your groups using the context you are given.
Colla>ng and Synthesising our thinking using thinking maps
Hyerle
Thinking Map examples
Circle Map Bubble Map Double Bubble Map Flow Map
Mul> Flow Map Tree Map Brace Map Bridge Map
Let’s put two thinking tools together in an exercise –thinking hats and bubble maps… 1. At your tables, delegate a thinking hat to each person (don’t 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 .
Thinking Hats
Reflec>on on this ac>vity
How could you use this approach within other inquiry contexts?
There are two skills that are founda>onal to thinking…
Clarify relevant language
If we want our students to be effec>ve thinkers, we need to be providing
models of the language that underpins and supports this.
Developing vocabulary
Word Walls
Using a word document thesaurus to extend vocabulary
Ques)oning
“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”.
Neil Postman Teaching as a subversive activity
Teacher:Student Questioning
Teacher as Questioner
Student as Questioner
How might you like this to look?
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 necessary
http://ictnz.com/Questioningskills.htm
What are the components of a “good” question?
Discuss in pairs, then share your ideas with another pair.
Questioning Rubric for creating and evaluating “Effective Questions”
Trevor Bond, 2008
Stage Question Type 7 Used multiple question words to create a probing question when
interviewing an “expert”.
6 Used relevant synonyms to edit questions.
5 Used the seven servants and relevant key words and phrases to create questions. (Which, could, might, can, will)
4 Used the seven servants to write/ask open thick questions (who, when, what, where, how, which, why)
3 Asked a relevant yes/no/maybe question. Closed / Open, thin (is, can, does, could, may)
2 Any non-relevant question (does not contain contextual key words, or phrases)
1 Created statements, rather than questions
Without strong questioning skills, you are just a passenger on someone else’s bus tour. You may be on the highway, but someone is doing the
driving. Jamie Mc Kenzie
But how do we get our students
there???
Questioning within an Inquiry model
Mark Treadwell. “Whatever Next?” 2009
Trevor Bond, 2008.
Question Matrix Is Did Can Would Will Might
Who
What
Where
When
How
Why
Type of question Type of thinking Type of response Example
Closed Convergent Single answer or limited number of answers Eg: Yes/No (Factual answers)
How old are you? What is 6 X 6? How did you travel to school? How high is Mt Cook?
Open Divergent Many possible answers. Not only one correct answer. (Creative and Critical thinking)
How would the story be different if it was set in the future?
Skinny Simple response Little explanation required. Requires recall, knowledge, comprehension
What is the name our Prime Minister?
Fat Complex response Requires a degree of explanation and interpretation.
What would you do to conserve the wetlands?
Questioning types and examples Source: L. Watchcorn & Gail Cochrane, NZNL service.
Lets put all this into a context using a mini
inquiry…
Experiment time!
Concept: Change Concepetual understanding: Things can change from one state to another when combined. Context: Kitchen Mythbusters.
Free Powerpoint Templates Page 139
Mini Myth Buster…
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
Record Key words to build a “word wall”.
Either the teacher can list these, or the students, or a mix of the two approaches. In your groups, create a “word wall” of key words that relate to your discussions on the topic. Start to add some now. Eg: investigate
Record student questions on a “Wonder Wall”
Either the teacher can list these, or the students, or a mix of the two approaches.
Reflections
Lets now consider the following thinkers keys to expand your thinking… u What if? u The variations? u The picture? u The interpretations? u The forced relationships
Record further key words on the “word wall”
What further questions do you have?
How might we go about using our key words or questions to help search on the internet?
Boolify Visual search engine that helps students understand the concept of Boolean searching
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…”
Revisi>ng ques>ons…
Learners will re-visit this step for 3 different possible 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 may have been poorly phrased.
So what was the answer???
Our role as facilitators of ques>oning
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
What makes ques>oning effec>ve?
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.
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 – up’responses.
Distribute ques)ons around the class
Pausing to wait for an answer provides vital )me in which thoughts flow and get processed. Studies indicate that increasing this ‘wait )me’ (from around 3 – 7secs), can result in significant changes for the beler. For example: v pupils give extended answers; v more pupils are likely to offer an answer; v the number of ‘I don’t know’ responses decreases v the responses that are given are more thoughvul and crea>ve; v the number of hypothe>cal answers increases significantly; v the frequency of ques>ons raised by the pupils increases; v the frequency of responses from less able pupils increases.
Lower Order Higher Order
1.Recall/Knowledge “Who was…” “What is…?” “Where is?” When is..” “How would you describe?”
4. Analysis “What evidence can you find?” “What are the features of?” “What informaiton will you need? “What might this mean?” “What conclusions can you draw?
2. Comprehension “What do we mean by…? “Can you explain what is happening?” “Can you think of…?” What can you say about?”
5. Synthesis “Could you design something to…?” “How could we solve…?” “What do you think is likely?” “How ould you test?” “Suppose you could… what would you do?
3. Applica)on “How could we use…?” “What other examples can you find to/…?” “What would happen if…?” “What other wayy could you plan to…?” “What facts would you select to show…?”
6. Evalua)on “What do you think about…?” “How else was that…?” “Which is beRer and why? “What is your opinion of…?” “Why do you think…?”
Exploring 3 level ques>oning technique
3 level ques>oning – Costa & Kallick
1. Gathering/Recall: • What were Cinderella’s slippers made of? • How did Cinderella get to the ball? 2. Processing:/Analysis/Inference: • Why does Cinderella’s stepmother care whether or not she goes to the ball?
• Why did everything turn back the way it was except the glass slipper?
• Why don’t the step sisters like Cinderella? 3. Applying/Synthesis: • Does good always overcome evil?
Take a look at question starters in the handout
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
Co-operative Learning to support Inquiry
Why co-‐opera)ve learning?
The primary architects of knowledge and learning are the knowers and
learners themselves. Stephen Downes “Designing Learning Objects” 2003
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
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.
Inquiry in other curriculum areas.
Inquiry in mathematics . . .
Inquiring into maths problems
hRp://voicethread.com/?#q.b163901.i873468
Inquiry in literacy . . .
ebooks and book reviews
Book reviews
«
Linking with QR - Codes
Placing QR codes onto Library books
iPad Apps
Planning for Inquiry
So if not the model . . . How do we plan and structure inquiry
Take some >me to plan your next inquiry
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
«
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