Mini InquiryWhat is it? Why do it?

A mini- inquiry is a shorter time frame Inquiry that can:

be part of a bigger Inquiry be a response to the teachable moment motivate, inspire and encourage Inquiry learning focus learning on a particular Inquiry skill focus learning on a particular key concept or understanding be used at any point within the bigger Inquiry process – to gauge initial understanding, to assess, to motivate, to focus learning on a particular Key Concept, to apply skills learnt etc enable children to see the whole Inquiry process in a short time frame thereby providing meaning and understanding enable you to assess how your children might go with full independent inquiry enable you to identify where further teaching of inquiry skills is needed enable you to assess children’s understanding of concepts taught be teacher or student led, directed or independent be a great opportunity to put HoM, Key Competencies and values into action in a meaningful way provide a real-life context for the practice of skills and knowledge gained be curriculum area focused

Our Learning Landscape and Inquiry

States:

At least 3 Inquiries are to be completed each year, additional to Term 1 Learning to Learn. Science, Social Science and Technology are the curriculum areas emphasised through Inquiry

(Learning Landscape – Planning Guide for Inquiry) We have generally interpreted this as being one per term – certainly in terms of Our

Big Question Inquiries – can lead to a lack of understanding of whole process simply due to time frame

We are now further down the path with Inquiry Learning. Shorter, focused Inquiries as part of the bigger Inquiry can help with understanding and learning within the term’s overall big question, particularly in terms of understanding of some of the key concepts and understandings. Each key concept could be taught as a mini inquiry in its own right

As chn move through the school and gain Inquiry skills, mini-inquiry may be useful for teachers in moving chn from teacher led/directed to full independent inquiry

Inquiry, used as part of our daily teaching and learning programmes across the curriculum will also help embed concepts and understandings in real-life practical situations. Our Learning Landscape states Science, Social Science and Technology but it can be used within other curriculum areas as well

Curriculum Specific Inquiry - Maths

Problem solving and investigating in Maths is essentially Inquiry. So, therefore:

you are doing it already!

You start with a question(problem) and find ways to answer it.

– open ended, may or may not be one answer, requires practical investigation and hands on exploration, FUN, meaningful and relevant!

A deeper understanding of Key Concepts can be gained through a practical inquiry where you apply what you’ve learnt

The emphasis is on HOW you gain your answer. Supporting your answer to the question with evidence you have collected

Can be used to introduce concepts, practice what’s been learnt or to assess understanding

Uses real-life, practical hands on motivators to inspire Context provides meaning. Can come from a variety of sources – art, picture

books, shared book, items of interest Encourages collaboration between learners

Curriculum Specific Inquiry - Maths

How does Inquiry link to Maths?

Number

Use Graphic Organisers/ Thinking Tools within a maths inquiry – web for varying solutions, cause and effect: evidence leading to conclusion, Venn to compare

Etc!

Number based problem solving is Inquiry – a question to find out answer(s) to.

To answer the question, chn need to think about: what they know, what they need to know, how they

can find out, how to share what they’ve learnt

Can use thinking tools to organise information gained and to present the problem: eg, Tony Ryan’s Question Thinker’s Key, eg:

The answer is 10. What is the question?We tend to think in terms of searching on the internet or

in books to gain information – but using other skills learnt (in this case computation skills) is another way

to gain information

www.nzmaths.co.nz has heaps of number based (and strand) problems that could be used for an inquiry

Maths Strands- Problem Solving

Practical exploration where chn have to apply their understanding to draw conclusions. Understandings develop in a meaningful way.

An Inquiry in maths can integrate a range of concepts from all strands and other curriculum areas

Statistics – process of collecting information to answer a question and then displaying results is the Inquiry process in summary

Geometry – quilts, nets, enviro walks, shapes with straws, Treasure hunt directions, string to fill up shapes

Algebra – finding connections and patterns – could link with previous number example

Measurement Inquiry

Big Question: What could be in the box?

What do we know?What do we need to know?How can we find out?How will we show what we have found out?

How does Inquiry link to Maths?

Get It! What could be in the box?Prior Knowledge, Unpacking, Key Concepts and Understandings

Habits of Mind:

Gathering Data through all Senses

Thinking Interdependently

Communicating with Clarity and precision

Listening with Understanding and Empathy

Responding with Wonderment and Awe

Prior Knowledge: What do you know already?Investigate your boxBrainstorm what you know already about the box – write each fact on

a post-it note

Unpacking: What do we need to know?Give the scenario for this InquiryWhat could be in the box? Your task is to collect information that will help you work out what

could be in the box. Use the measuring equipment (and anything else)in the room to find out more information about your box and what could be inside.

You will be presenting your findings at the end of the session (and opening your box!). Think about how you will present what you learn – use the resources here to help.

Key Concepts and Understandings: How can we find out?Immersion in activities that relate to the big question – in this case:Measurement principles – length, weight, volume, area etc

Prior KnowledgeUnpacking

Key concepts

and understandi

ngs

Reflect

Sort It! What could be in the box? Essential Questions, Key Ideas and Information, Organise Information

Habits of Mind:

Questioning and Problem Posing

Applying Past Knowledge to New Situations

Striving for Accuracy

Creating, Imagining and Innovating

Persisting

Essential Questions: developing questions to help you gain the information you need

Chn will be formulating questions as they use different measurement equipment.

Teacher can ask and encourage questioning as groups work

Key Ideas and Information: How can we find out?

Searching and finding relevant information to help answer the big question. Using Key Concept and Understanding knowledge in the Inquiry

Investigate and Inquire! Please write any information you learn on a post-it

Organise Information: sorting the information you gain

Using thinking tools to record information found out

Sort your post-it note information onto the organiser. Useful information for working out what could be in the box is treasure. The information that does not actually help you answer the question is trash.

Essential questions

Key ideas and informationOrganise

informationReflect

Use It! What could be in the box?Social Action

Social Action

Habits of Mind:

Thinking Interdependently

Communicating with Clarity and Precision

Responding with Wonderment and Awe

Creating, Imagining and innovating

Thinking Flexibly

Social Action: present your findings This can be as simple as presenting your findings

and drawing conclusions. A range of presentations are possible – oral, visual, ICT, the Arts etc

Present your findings – what do you think is in the box and how does the evidence you collected support that?

Open your box.

Reflect on how well you worked out what was in the box.

Social action

Reflect

Variations on the theme – endless!

Use to introduce measurement concepts Have available a wide range of items that could be in the

box (including repeats of what is in them). Alllows for comparison

Boxes could all be: the same size/different sizes/ same contents

Encourage comparisons between boxes/teams Chn could set this up themselves, using items from the

classroom for others to inquire into Use to focus on one particular Inquiry stage or Key

Concept eg, Year 0/1 – does a big box mean big contents? Spread the mini inquiry over several sessions Use online Inquiry resources at different stages through

the Inquiry – eg, wordle to show prior knowledge Adaptable to different levels within school Link with other learning, eg, a story about presents

Using HoM – Gathering data through all senses

Comparing lengths using different non-standard units

Working Interdependently

Using the same unit to measure

Trash or treasure – what information is important to help answer the question

What works/fits to accurately measure

Summary

Inquiry in Maths is essentially problem solving Deeper understanding is gained through practical exploration Just as with our BIG question Inquiries: questioning and doing something with the information gained is crucial Consider the teaching purpose for the Inquiry. What understandings do you want the children to gain? What skills/knowledge do you want them to use? Ensure has a practical motivating element Use other learning as context – integration and links Key Ideas and Information - not only about searching on the net Link in our concept wherever possible for deeper understanding What do I know, what do I need to know, how can I find out, how will I share what I have learnt?????

Some links:www.tki.org.nzwww.nzmaths.co.nzwww.ct4me.net/math_projects.htmwww.ixl.comwww.math-and-reading-help-for-kids.org/math_inquiry_lessons.html

www.proteacher.com.100021.shtml

Maths and Inquiry

Have a go - use Inquiry in your Maths teaching before week 6.Please come to the next PL prepared to share what you have done - it will be used for us to learn from each other. Any experiences can also be posted on Our Professional Learning Space on the Inquiry wiki:http://inquirykkps.wikispaces.com/

Next Session – Week 6