Inquiry Model 2

8/14/2019 Inquiry Model 2

1/11


2/11

Tasks Thinking Tools

et

ocus /

uestio

s /

vesti

ation

recti

n /

ritiqui

g

Big Idea / issue

Wonderwall

Graphic Organisers: mind map, flow charts, sequencing, tournament

thinking, fact vs. opinion, Brainstorm, Alphabet key, KWL, 6Ws, mnemonics

Question Skills - fat and skinny, open closed, Question matrix, keywords

Hats: White Hat, Red Hat

Prior

knowledge

Knowledge /

immersion

Choose

subsidiaryquestions

nding

ut/

etting

ore

uestio

s/refl

cting /

efinin

recti

n/

valuat

g

Evaluating the

knowledge

Graphic Organisers: Venn diagrams, OPV, Cause and Effect, tournament

thinking, Reverse key, PMI, tournament thinking, SWOT, compare and

contrast, prioritising, What if? BAR key,

Question Skills Relevant / irrelevant, reliable / unreliable

Hats: Green Hat, Yellow Hat, Black Hat

SCAMPER,

Zooming in on

the knowledge

Researching

the answers

Summarise /

report,

evaluate

resen

ng/

cting/

oing Action

Graphic Organisers: BAR key,

Hats: Green Hat

terati

ns/How

d we

o?

Now

hat?

Evaluation

Graphic Organisers: PMI, tournament thinking, SWOT

Hats: Blue Hat, Red Hat


3/11

Revised Blooms Taxonomy Verbs, Materials/situations that require this level of

thinking, Potential activities and products

REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATIVERBS

Tell, List, Describe,Relate, Locate, Write,Find, State, Name,Identify, Label, Recall,Define, Recognise,Match, Reproduce,Memorise, Draw,Select, Write, Recite

Explain, Interpret,Outline, Discuss,Distinguish, Predict,Restate, Translate,Compare, Describe,Relate, Generalise,Summarise, Put intoyour own words,Paraphrase, Convert,Demonstrate, Visualise,Find out moreinformation about

Solve, Show, Use,Illustrate, ConstructComplete, ExamineClassify, ChooseInterpret, MakePut together, Change,Apply, Produce,

Translate, Calculate,Manipulate, Modify,put into practice

Analyse, Distinguish,Examine, CompareContrast, InvestigateCategorise, IdentifyExplain, SeparateAdvertise, Take apartDifferentiate,Subdivide, deduce,

Judge, SelecDecide,

Justify, DebaVerify, ArguRecommendDiscuss, RatPrioritise, DeCritique, EvaCriticise, Weiestimate, de

Ow

airakaScho

olInquiryMo

del


4/11

MATERAILSSITUATIONS

Events, people,newspapers, magazinearticles, definitions,videos, dramas,textbooks, films,television programs,recordings, mediapresentations

Speech, stories, drama,cartoons, diagrams,graphs, summaries,outlines, analogies,posters, bulletinboards.

Diagrams, sculptures,illustrations,dramatisations,forecasts, problems,puzzles, organisations,classifications, rules,systems, routines.

Surveys,questionnaires,arguments, models,displays,demonstrations,diagrams, systems,conclusions, reports,graphed information

Recommendself-evaluatidiscussions,court trials,editorials, va

POT

ENTIALACTIVITIES &PRODUC

TS

Make a list of the main

events.Make a timeline ofevents.Make a facts chart.Write a list of anypieces of informationyou can remember.List all the in thestory.Make a chartshowing...Make an acrostic.Recite a poem

Cut out or draw

pictures to show aparticular event.Illustrate what youthink the main ideawas.Make a cartoon stripshowing the sequenceof events.Retell the story in yourown words.Paint a picture of someaspect you like.Write a summaryreport of an event.

Prepare a flow chart toillustrate the sequenceof events.Make a colouring book.

Construct a model to

demonstrate how itwill work.Make a diorama toillustrate an importantevent.Make a scrapbookabout the areas ofstudy.Make a papier-mchmap to includerelevant informationabout an event.

Take a collection ofphotographs to

demonstrate aparticular point.Make up a puzzlegame showing theideas from an area ofstudy.Make a clay model ofan item in the area.Design a marketstrategy for yourproduct.Dress a doll incostume.Paint a mural.

Write a textbookoutline.

Design a questionnaire

to gather information.Write a commercial tosell a new product.Conduct aninvestigation toproduce information tosupport a point ofview.Construct a graph toillustrate selectedinformation.Make a jigsaw puzzle.Make a family treeshowing relationships.

Put on a play about thestudy area.Write a biography ofthe study person.Prepare a report.Arrange a party andrecord as a procedure.Review a piece of artincluding form, colourand texture

Prepare a lis

to judge a Remember tpriorities anConduct a dabout a specMake a bookrules you seimportant toothers.Form a panediscuss viewWrite a letteadvising onneeded at

Write a halfreport.Present yourview.


5/11

Owairaka Primary School Information & ICT Literacy Skills

DEFIN

ING

Defini

ng

Infor

matio

n

Needs

Junior M

INFORMATION LITERACY

The students suggest

questions for investigation

with teacher assistance , in

response to a topic/discussion

Select from a range of well-

defined topics, participates in

T-lead brainstorming,

clustering of ideas, focus-

question development &

completion of a group search

strategy

Selects from w

topic area & n

topic, given gu

assistance wh

independently

clusters ideas

questions & d

strategy


6/11

Brainstorming with T intervention

Class sorts ideas with T support

With T guidance formulate key

questions on topic

Class & T identify key words &

concepts

T & class decide how to present

information

Groups brainstorm independently

or with a T.

Groups of students sort

independently.

Groups confidently formulate a

question using starter words.

Groups work independently of

teacher to identify key words and

concepts.

Groups decide their research

process.

Attempt individu

fully participate i

work and clarify

Students begin t

independence fr

Students indepe

and closed ques

Students work in

identifying key

concepts.

Individuals decid

research proces

ICT LITERACY

The students is involved in

teacher lead development of

questions in graphic and word

processing formats

In graphical format students

will contribute questions &

search strategy with T

assistance

Devise researc

word processo

spreadsheets

LOCA

TING

&

SELEC

TING

INFOR

MATION

(findi

ng/so

urcing

)

Junior M


Locating-The studentsidentifies and locates

resources following a search

strategy with T assistance.

Uses library search strategies.

With assistance data is

gathered. Appropriate

resources are selected using

simple scanning techniques.

Selecting class selects main

ideas and supporting keywords from more than 1

source. Categories information

which shows relationship of

ideas to each other and the

focus questions.

The students identify andlocate a range of resources

independently following

search strategies and using

key words. Acknowledge

value of different viewpoints

and differences in purpose

and coverage.

Selecting selects and records

information from a variety of

sources. Use appropriatescanning techniques and

suitable note making

strategies are used with T

assistance.

The students iresources rep

different view

different pers

independentl

of search stra

Selections ar

refined scanni

Selecting sel

relevant infor

range of scanAssess the cr

information.

General text - Students are

supported to choose books on the

topic and reminded of the layout

of the library and differencebetween fiction and non-fiction.

Electronic resources T exposes

children to electronic resources

General text in groups students

use search tool to find books that

relate to keywords. Students can

find books using Dewey system.

Electronic resources students

search a variety of T directed

electronic resources to find related

General text s

independently i

information. Th

find informatione.g. newspaper

Electronic Reso

use website lin


7/11

and their uses.

People T to initiate sourcing and

visiting of experts.

information.

People with T guidance students

identify and contact experts for

possible visits.

locate further i

People - with T

identify and co

possible visits.

ICT LITERACY

Locating - With T assistance

students access electronic

resources. With T assistance

students contact experts. Uses

topic-specific multimedia

programs to locate T-directed

information

Selecting - With T assistance

students use graphic and/or

electronic links to develop

relationship of ideas.

Locating - Students access T-

directed electronic and web-

related resources.

Selecting - With T assistance

students selects information

from electronic indexes, full

text sources and onlineservices, including web-based

information.

Locating - Ind

locates and u

available in a

Selecting - St

independentl

information u

electronic forto the inform

OR

GA

NI

Junior Mid



8/11

SI

N

G/

RE

CO

RD

IN

G

IN

With T assistance process

information gathered by

comparing, selecting and

combining what is relevant.

Record findings.

Process and organize

information with assistance

determining what is relevant

and make decisions on what

and how it is to be used and

then record.

Evaluate infor

in order to ma

generalization

opinions. Mak

record what is

T and students recordcooperatively. Students begin to

record their own ideas using a pool

of information.

Groups record informationbeginning to use modelled

techniques to suit the purpose of

the inquiry.

Students select atechniques effec

purpose of the in

ICT LITERACY

Students use simple multimedia

to organize information with T

assistance.

Students use simple multimedia

to organize information in

groups/buddies.

Students use a

multimedia an

software.

PR

ES

EN

TI

N

G

Junior Mid


Students, directed by T,

present findings to an audiencewith conveys understanding of

the inquiry topic.

With T assistance students

present findings to an audiencewith conveys understanding of

the inquiry topic.

Students prese

the inquiry topdemonstrates

and interpreta

information.

ICT LITERACY

Students, directed by the T,

presents information using

simple multimedia resources.

With T assistance students,

present findings using

multimedia resources.

Using a variety

resources stud

their findings c

audience.


9/11

EV

AL

UA

TI

N

G

Junior Mid


Directed by T the children

assess the completed inquiry

topic with the key question:

Did we answer the question

and present the information

appropriately?

Then evaluate research task

and the information process at

each stage.

Class assess, with T assistance,

the completed inquiry topic

with the key question: Did we

answer the question and

present the information

appropriately?

Then evaluate research task

and the information process at

each stage.

Students asse

inquiry topic w

question: Did

question and p

information ap

Then evaluate

and the inform

each stage and

for future impr

ICT LITERACY

Teacher lead evaluation of ICT

skills used.

With T assistance evaluates ICT

skills used.

Students evalu

used.


10/11

Questions...Student generated questions ??? Questi

Thinking Strategies For ExplicitTeaching

At Each Level

Six thinking Hats

Rimu Team

6 hats introduced one at a time.

Thinkers Keys

Puriri Team

Explore a range of uses for Ryans Thinkers Keys to promote creative thinking strategies.


11/11

Tools For Complex Thinking

Kauri Team

Blooms Taxonomy

Graphic Organisers

ear 3 /4

uririear 5/6

auri

ear 1/2

mu

Inquiry Model 2

Documents

Transcript of Inquiry Model 2