INQUIRY LEARNING A Presentation to Auckland University Pathway

INQUIRY LEARNING A Presentation to Auckland University Pathway Grad Students Mark Webster 2007

THE STARTING POINT • Students benefit from increased opportunities to be involved in their own learning. These opportunities should include being involved in planning the direction of their learning and in determining the criteria against which they will be assessed. Teachers should vary their teaching approaches to account for students’ diverse strengths, interests and individual learning styles. Teachers should consider how their teaching approaches increase levels of student motivation and engagement in lessons. Modified from recent ERO report for Meadowbank School

The Focus

Key Competencies • • • Managing Self Relating to Others Participating and Contributing Thinking Using language, symbols and text

Learning Areas

Effective Pedagogy • • • Encourage reflective thought and action; Make connections; Provide multiple opportunities to learn; Facilitate shared learning; Enhance the relevance of new learning; Create a supportive learning environment;

Integrating I. C. T. • • Interactive Smartboards Computers 1: 3 Pod casting Blogs Websites Teachertube DIGISTORE (online learning objects)

Meadowbank’s Inquiry • Professional Development • Professional Learning Circles (PLC) • Team Planning • Trying things out • Modifying • Assessment

Professional Development • Michael Pohl on Teacher only Day at the beginning of the year. Thinking to Learn/Learning to Think • Mark Tredwell for staff meeting to discuss The 2 nd Education Paradigm • Courses Attended: Future Thinking Conference, Philosophy for • Children, Inquiry & Key Competencies, Bloom’s Taxonomy & Questioning, Switching Cildren into Learning, Personalised Learning (attended by various staff who then take a staff meeting on what they have learnt. ) • U-Learn Conference

Professional Learning Circles • Staff meet in small groups regularly to do professional research & reading, share ideas and trial initiatives. The Integration of ICT in the Development of the Inquiry Process at Meadowbank Defining the Meadowbank Inquiry Process and Smarter Assessment and Abandonment Teachers as Questioners / Teachers as Facilitators Developing Students as Questioners

Team Planning • Planning is based around the inquiry model. • Michael Pohl worked with teams • Sample of planning. H 2 GO!!

Trying things out/Modifying • • • Plan of development through the school De Bono’s Hats Bloom’s Revised Taxonomy Ryan’s Thinking Keys Gardner’s Multiple Intelligences

ROOM 12 • • • Developing Thinking Skills/Questioning Promoting Independent Learning Developing ICT skills and Integration Formative Assessment/Feedback Summative Assessment

Developing Thinking Skills • • Start small and build skills Developing Ideas Graphic Organisers Rich Questions (model first)

Independent Learning • • Be a facilitator rather than a teacher Give students ownership of the process Ask 3 before me! Students ask the questions and find the answers. • Immersion is key. Prior Knowledge. • Buddy System for special needs students

Developing ICT Skills and Integration • • Graphic Organisers (Inspiration) Google (focusing searches) Audacity (sound recording) Film Making Slideshow Presentation Blogging/Website construction Students can be experts-USE THEM!!

RESOURCES • Googling will provide a plethora of resources. Bloom’s Book Review Bloom’s Revised Taxonomy Ryan’s Thinking Keys Gardners Multiple Intelligences

Formative Assessment/Feedback • • • Relevant and in real time Peer Parents Teacher BLOGS

SUMMATIVE ASSESSMENT

Summary Inquiry Learning • Promotes Independence • Self Motivated Students • Is gender inclusive • Relevant to students