Deb$Vietri$and$Vanessa$Willis$2015$

There are many different processes people use when they are engaged in an enquiry. Some of these processes include; researching, designing, and conducting a field study, experimenting, and problem solving. These are not the only ways in which people enquire, but they do represent some of the most prevalent ones in inquiry with children. The inquiry process posters are designed as a tool to support teachers in developing their students as enquirers. If teachers make the inquiry process both visible and audible to their students, they are giving them the language and the skills to enable students to conduct independent inquiries. Teachers make the processes visible and audible by modeling the processes, engaging students in a process and using the posters to illustrate how the students are following the steps. Children need to practice skills many times in different contexts over time, before they become embedded. The processes are not always locked in steps, so it is important that teachers show students these can be fluid, sometimes moving backwards and forwards between steps in order to achieve a final goal.$

Deb$Vietri$and$Vanessa$Willis$2015$

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$History,)Civics,)Health,)Humanities)

$Identifying$an$area$of$interest$to$research$$Posing$questions$$

• Developing$questions$to$guide$the$research$

$Selecting$and$using$sources$of$information$

• Finding$appropriate$resources$$• Analyzing$and$synthesizing$

information$including$identifying$points$of$view$

• Recording$key$information$$Reviewing$

• Connecting$information$discovered$to$prior$knowledge$and$questions$posed$

• Posing$further$questions$and$conducting$research$if$necessary$

$Communicating$$

• Selecting$appropriate$methods$for$sharing$findings$

• Communicating$new$knowledge$

!Technologies,)Media,)Arts))

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)Science)

Questioning$• Posing$questions$that$can$be$

answered$by$observing$or$testing$$Hypothesising$$Planning$the$investigation$$Conducting$fair$tests$and$experiments$$Collecting$and$recording$data$and$information$$Analysing$and$evaluating$(and$reposing$question)$$Communicating$findings$

!Environmental,)Earth)and)Health)Sciences,)Geography)

$Observing,$questioning$and$planning$$Collecting,$recording,$evaluating$and$representing$

• By$observing,$interviewing$or$using$a$range$of$sources$$Interpreting,$analyzing$and$concluding$$Communicating$$Reflecting$and$responding$

$Action)Based)Learning)

)Define$the$problem$$Brainstorm$solutions$$Choose$the$best$solution$$Make$a$plan$$Follow$the$plan$$Test$and$analyse$solutions$

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To!inquire!is!to:!actively!engage!in!constructing!and!applying!new!knowledge!by!reflecting!on!prior!knowledge,!posing!questions,!

investigating,!analysing,!synthesizing,!reflecting!and!communicating.!

The!process!used!to!inquire!varies!according!to!the!context!of!the!

question.!$

Deb$Vietri$and$Vanessa$Willis$2015$

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Identify)an)area)of)interest))• What%am%I%really%curious%about?%• What%do%I%already%know%about%this%

topic?%• What%would%I%like%to%investigate%

further?%%

Pose)questions)• What%questions%will%help%guide%my%

research?%))

Select)and)use)sources)of)information)• What%sources%of%information%will%I%

use?%• Are%they%reliable%and%appropriate?%• How%will%I%record%my%findings?%$$

Review)• Have%I%found%the%answers%to%my%

questions?%• Do%I%have%any%further%questions?%• Do%I%need%to%do%any%further%research?%$

Communicate)• Who%will%I%communicate%my%findings%

to?%• What%is%the%best%method%of%sharing%

my%research?%%

I$could:$Brainstorm$Concept$map$$Mind$map$

Discuss$with$a$friend$

I$could$use:$3$storey$intellect$

Q$matrix$Bloom’s$taxonomy$

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Sources$I$could$use:$Books$Internet$Interview$$

Documentary$$

I$could$record:$Data$chart$Journal$Mind$map$

Fishbone$diagram$

Workshop,$imovie,$powerpoint,$model,$

drama,$art,$narrative,$report$

Deb$Vietri$and$Vanessa$Willis$2015$$

Research$process$for$TEACHERS$

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Identify)an)area)of)interest))• What%am%I%really%curious%about?%

• What%do%I%already%know%about%this%

topic?%

• What%would%I%like%to%investigate%

further?%

%

Pose)questions)• What%questions%will%help%guide%my%

research?%

))

Select)and)use)sources)of)information)• What%sources%of%information%will%I%

use?%

• Are%they%reliable%and%appropriate?%

• How%will%I%record%my%findings?%$$

Review)• Have%I%found%the%answers%to%my%

questions?%

• Do%I%have%any%further%questions?%

• Do%I%need%to%do%any%further%research?%

$

Communicate)• Who%will%I%communicate%my%findings%

to?%

• What%is%the%best%method%of%sharing%

my%research?%

%

Questioning%criteria:%! Is%this%question%of%interest%to%me%and%

others?%

! Is%this%question%able%to%be%

researched?%

! Is%the%question%too%big%or%too%small?%

! Will%the%question%help%me%to%discover%

something%I%didn’t%know%before?%

Researching%skills:%! Using%search%engines%

! Using%contents%and%index%pages%

! Identifying%appropriateness%and%

relevance%of%sources%

! Interviewing%techniques%

! Skimming%and%scanning%

! Locating%information%

! Identifying%different%points%of%view%

! NoteHtaking%

! Paraphrasing%%

! Reviewing%

! Revising%

! Editing%%

! Citing%sources%

Presentation%skills:%! Using%Powerpoint%

! Using%Prezi%

! Writing%a%report%

! Writing%a%narrative%

! Creating%a%model%

! Oral%speaking%

! Creating%a%movie%

! Creating%a%dramatic%performance%

! Creating%an%artwork%

! Persuasive%techniques%

! Creating%a%visual%display%

! Explaining%

! Evaluating%

In#order#to#support#students#with#the#research#process#teachers#will#need#to#conference#regularly#with#students#and#explicitly#teach#skills#individual#students#need.#

Problem(solving(process.(Deb(Vietri(2014(

((

!Define!the!problem!

!Brainstorm!possible!solutions!

!Choose!the!best!solution!

!Make!a!plan!

!Follow!the!plan!

!Test!and!analyse!solutions!

DRAFT&ONLY&Deb&Vietri&and&Vanessa&Willis&2015&Year.396.Field.Study.Inquiry.Process.

&&

Questioning.&.Observing&We&wonder...&

What%am%I%curious%about?%

Collecting.Data&I&look...&I&listen...&I&touch...&I&smell...&

How%will%we%collect%our%information?%I%can%use%photos,%sketches,%interviews,%

surveys,%videos%

Representing.Data&I&draw&and&write...&

I&create...&What%new%information%have%I%found?%

I%can%create%maps,%tables,%graphs,%charts%and%plans%

Interpreting,.Analysing.&.Concluding.I&discuss&and&share...&

What%ideas%do%other%students%in%my%class%have?%What%do%I%know%now?%

I%can%answer%questions%and%sort%information%

Communicating.I&demonstrate&what&I've&learnt...&

What%important%messages%do%I%need%to%give%my%audience?%

I%can%use%a%variety%of%communciation%forms%

Re5lecting&I&think...&&&I&can...&

What%new%ideas%do%I%have%or%actions%can%I%take?%I%can%make%suggestions%based%on%my%>indings%

Design process Year 3-4. Deb Vietri 2014

What is the purpose? Why are we designing this product? Consider the aspects of similar products and look at some examples. • What are the features? • What materials can we use? • How does it work or move? With your group create a design brief to help you plan your product.

INVESTIGATING

Imagine possible solutions. Brainstorm, discuss, draw, and play around with ideas. Select the best possible idea. Create a plan showing what the finished product will look like. Consider what it will look like, how it will work, what materials will be used, how you will make it, what it will cost, how long it will take.

DESIGNING

PRODUCING EVALUATING

Use your skills to create the product. You may need to learn new skills and techniques along the way. Consider safety aspects at all times. If something is not working as you had imagined you might have to modify and problem solve as you go.

Test your product to make sure it works and achieves the purpose. You may need to change (modify) it for it to work effectively. Does your product meet the criteria in the design brief?

Design Process Year 5-6. Deb Vietri 2014

Identify a problem, or a need, or a

want that leads to a decision to

create a design. Designs also occur in response to an

opportunity, a request or

particular interest.

Create a design brief.

A design brief is an explanation of

the design situation.

It outlines what is required and

criteria for success.

It tells you about: who, what, why,

when, where, how and with what.

Investigate the problem Why is it a need or

problem? Who would use it?

What do they want or need?

What other products are like this?

Can you build on any existing ideas/products?

DEFINING

INVESTIGATING

PLANNING

IMAGINING

Imagine possible solutions.

Brainstorm, discuss, draw, and play around with

ideas.

DESIGNING

Select the best possible idea. Create a plan

showing what the finished product will look like.

Consider what it will look like, how it will work, what

materials will be used, how you will make it, what it will cost, how long it will take.

CREATING AND PRODUCING

ANALYSING AND EVALUATING

Use your skills to create the product. You may need to learn new skills and techniques along the way. Consider safety aspects at all

times.

Measure the performance of your product against the criteria in the design

brief. Is it effective? Has it

achieved its purpose? Does it meet the need or solve the problem?

Try out your product to see if it works or meets the

purpose or the needs of the

intended user. Does it need to be modified in

any way?

TESTING