Inquiry LearningSession 1: What is Inquiry Learning?

SESSION 1 OUTCOMES:

•HAVE A CLEARER UNDERSTANDING OF THE TERM INQUIRY LEARNING AND ITS INTERPRETATIONS

•DEVELOP AN UNDERSTANDING OF THE KEY COMPONENTS AND ALSO THE RESEARCH BEHIND C. KUHLTHAU'S GUIDED INQUIRY

•REFLECT ON SOME OF THE OBSTACLES FACED WHEN ADOPTING AN INQUIRY APPROACH WHILE MAINTAINING A SOLUTION-FOCUSED MINDSET

What do we mean by Inquiry Learning?

Sorting Activity:

You will receive a pack with the particular stages of an inquiry model commonly utilised at St Paul’s. You should attempt to:Put the cognitive skills in the sequential order that they would appear in the HOTS (Higher Order Thinking Skills) hierarchyDiscuss in your group/pairs on what each stage/cognitive skill involves and any possible examples you might have come across in your teaching area.

What is Inquiry Learning?

Inquiry Teaching vs. Inquiry Learning

What is inquiry Learning?

Post-It Note Activity:

“Why may some teachers be reluctant to implement a student-centred approach?”

Four key components to Inquiry Learning 

 How  

How will you develop my

ability to ask brilliant

questions?

How does my learning relate to me and my

personal experiences?

How can you assist me to understand, and

reflect upon the role and

power of the cognitive and affective domain

during myjourney?

How will you assist me to overcome barriers I encounter during my learning journey?

Guided Inquiry – Carol Kuhlthau

Guided Inquiry "Guided inquiry is carefully planned, closely

supervised, targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning." (C. Kuhlthau, 2012)

Inquiry Learning in Action…

Observation Activity:“What key competencies are displayed or developed during the activity?”

https://www.youtube.com/watch?v=9pyrhtVnwbk

Key Competencies….

Curriculum ContentLiteracy Skills

Information LiteracySocial Skills (Collaboration)Mindset (Learning to learn)

Reflection

Post-It Activity:

"What are some possible solutions to the problems of resistance that were raised in the earlier activity?"

Homework - ApplicationFocus Area

 

Career Stage Actions Evidence

1.2 Understand how students learn

 

Graduate Be informed about Learning Realms pedagogy and strategies and how these relate to student learning and educational practice

Proficient Use research and collaborative support to enhance understandings of how students learn when employing Learning Realm frameworks to knowledge construction and innovation

Teachers will have undertaken the Inquiry Learning PD and will have explicitly identified on unit plans where they will have trialled new strategies relating to the key components of IL; evocative questioning, learner-initiated, zones of intervention or metacognitive-affective domain.

 

Highly Accomplished

Expand understandings of how students learn, particularly metacognition, by using research, and working with DDH & JAB to create opportunities for learners to work with disciplinary knowledge in diverse ways

Teachers will be working with a flexible team of teachers, collaborating beyond the learning area offering specialised skills and knowledge at relevant points. This work will be evidenced in meeting logs, annotations on unit planning.

Teachers will not only have trialled new strategies that are explicitly linked to IL realm’s key components, but also evaluated their effectiveness by gathering quantitative (e.g. student achievement/outcomes) and qualitative data (e.g. student perception/engagement surveys, student reflections, evidence of personalisation).

Teachers share their understanding and experiences of using transformational inquiry with colleagues through the CRIFD, blogging or cross-curricular resources.

Homework - ApplicationTask: Select an unit of work / assessment task that you are teaching this year which could lend itself to be taught through inquiry.

Use the following questions to help you identify examples or opportunities of the following key components

How can this unit of work/assessment piece develop students’ ability to ask brilliant questions?

How can this unit of work/assessment piece relate to students and their personal experiences?

How can this unit plan /assessment piece assist students to understand, and reflect upon the role and power of the cognitive and affective domain during their learning journey?

How can this unit/assessment piece assist students to overcome barriers they encounter during their learning journey?

1. Digitally highlight, add notes via the review mode

2. Upload onto the Wikispace site before our next session

Homework – Application: “What could this look like?”