Inquiry Learning Power Point

Inquiry Learning Nelson Central School

What is it ? 

Student-centred approach to learning.

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Features investigation of a worthy problem, question, idea, conflict or issue.

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Development of thinking and research skills in an authentic context.

Why ... 

Knowledge is being created constantly. It is no longer possible or desirable to focus on information collection, learners need to be able to use it to solve authentic problems.

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Successful life-long learners need to develop research skills and to develop and utilise higher order thinking skills through carefully scaffolded learning opportunities.

Models of Inquiry  There are many models of Inquiry

learning.  Trevor Bond’s model is known as the SAUCE model.  Trevor Bond provides ongoing support with planning and training as part of ICT PD.  Many schools in our area are working with the SAUCE model.

Elements of model S - Setting the scene …It provides a context for the learning, and involves initial interaction with the task and identification of prior knowledge. A - Acquire … Acquiring the knowledge (and validating it). U – Use … Application of the knowledge in the context of the task. C – Communicate … Presentation. E – Evaluate … Evaluation of process.

Tasks  The success of the learning is dependent

on the way the set task is written.  Key words and phrases are embedded in the task to provide the focus for research.  The task requires some application of information rather than a simple presentation of information (a project).

What will it mean for us… This year…  

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Baseline questioning survey in Week 3 this Term. Trevor Bond to attend staff meeting on Nov 6 to assist with moderation and assessment of questioning. Initial attempts to mark before this in accordance with questioning rubric would be useful.

2008…  Trevor at Teacher-only days to begin staff

professional development in this and plan Term 1 Inquiry with syndicates.  Trevor will assist with planning and finetuning each term’s units the term before implementation.

From our investigations at other schools ….       

Topics use different balance of hard-copy, ICT and human resources. Reorganisation and new management systems of school resources might be necessary. It is a difficult process which takes teachers well out of their comfort zone. Collegial support, patience, respect for everyone’s efforts will minimise expected stress. Requires on going staff commitment. Planning time is largely up front. Units are assembled cooperatively. Syndicate wide tasks.

Here are some examples of some of the important features of Inquiry learning we saw…  Cooperative groups (usually 3) with

assigned roles.  These may differ depending on

requirements of tasks.

Collector, checker and reporter…

Organiser, Writer, ‘Arty” person…

Organiser…

Task identifies key words and phrases…

Setting the scene…

Acquiring the information…

Using the information…

Communicating …

Evaluating…  At the end

of the unit.  Formal assessment is still being developed at the schools we visited.

Scaffolding the process….

Questioning….

Junior school….

Middle school….