Inquiry Model 2

Tasks Set focus / questio ns / investi gation / directi on / critiqui ng

Thinking Tools Wonderwall

Big Idea / issue

Prior knowledge Knowledge / immersion

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

Choose subsidiary questions

Finding out/ setting more questio ns/refl ecting / refinin g directi on/ evaluat ing Presen ting/ Acting/ doing

Alterati ons/ “How did we do?” “Now what?”

Evaluating the knowledge Zooming in on the knowledge Researching the answers

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,

Summarise / report, evaluate

Graphic Organisers: BAR key, Hats: Green Hat Action

Graphic Organisers: PMI, tournament thinking, SWOT Hats: Blue Hat, Red Hat Evaluation

Owairaka School Inquiry Model Revised Blooms Taxonomy – Verbs, Materials/situations that require this level of thinking, Potential activities and products VER BS

REMEMBERING

UNDERSTANDING

APPLYING

ANALYSING

EVALUATIN

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 into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information about

Solve, Show, Use, Illustrate, Construct Complete, Examine Classify, Choose Interpret, Make Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, put into practice

Analyse, Distinguish, Examine, Compare Contrast, Investigate Categorise, Identify Explain, Separate Advertise, Take apart Differentiate, Subdivide, deduce,

Judge, Select Decide, Justify, Debat Verify, Argue Recommend, Discuss, Rate Prioritise, Det Critique, Eval Criticise, Wei estimate, def

MATE RAILS SITU ATIO NS

Events, people, newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations

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

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

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

Recommenda self-evaluatio discussions, d court trials, s editorials, va

POT ENTI AL ACTI VITI ES & PRO DUC TS

Make a list of the main events. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the …in the story. Make a chart showing... Make an acrostic. Recite a poem

Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Retell the story in your own words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.

Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a papier-mâché map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game showing the ideas from an area of study. Make a clay model of an item in the area. Design a market strategy for your product. Dress a doll in costume. Paint a mural. Write a textbook outline.

Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a point of view. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report. Arrange a party and record as a procedure. Review a piece of art including form, colour and texture

Prepare a list to judge a …… Remember to priorities and Conduct a de about a spec Make a bookl rules you see important to others. Form a panel discuss views Write a letter advising on c needed at … Write a half y report. Present your view.

Owairaka Primary School Information & ICT Literacy Skills Junior DEFIN ING Defini ng Infor matio n Needs

Middle INFORMATION LITERACY

The students suggest questions for investigation with teacher assistance , in response to a topic/discussion

Select from a range of welldefined topics, participates in T-lead brainstorming, clustering of ideas, focusquestion development & completion of a group search strategy

Selects from w topic area & na topic, given gu assistance whe independently clusters ideas t questions & de strategy

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 s

Students begin to independence fro

Students indepen and closed quest

Students work in identifying key w concepts.

Individuals decid research process

ICT LITERACY The students is involved in teacher lead development of questions in graphic and word processing formats

Junior

In graphical format students will contribute questions & search strategy with T assistance

Devise research word processor spreadsheets a

Middle INFORMATION LITERACY

LOCA TING & SELEC TING INFOR MATI ON (findi ng/so urcing )

Locating-The students identifies 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 key words from more than 1 source. Categories information which shows relationship of ideas to each other and the focus questions. General text - Students are supported to choose books on the topic and reminded of the layout of the library and difference between fiction and non-fiction. Electronic resources – T exposes children to electronic resources

The students identify and locate a range of resources independently following search strategies and using key words. Acknowledge value of different viewpoints and differences in purpose and coverage.

The students i resources repr different viewp different persp independently of search strat Selections are refined scanni

Selecting – selects and records information from a variety of sources. Use appropriate scanning techniques and suitable note making strategies are used with T assistance.

Selecting – sel relevant inform range of scann Assess the cre information.

General text – in groups students use search tool to find books that relate to keywords. Students can find books using Dewey system.

General text – st independently id information. Th find information e.g. newspapers

Electronic resources – students search a variety of T directed electronic resources to find related

Electronic Resou use website link

and their uses.

information.

locate further in

People – T to initiate sourcing and visiting of experts.

People – with T guidance students identify and contact experts for possible visits.

People - with T g identify and con 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.

OR GA NI

Junior

Locating - Students access Tdirected electronic and webrelated resources.

Locating - Inde locates and us available in a v

Selecting - With T assistance students selects information from electronic indexes, full text sources and online services, including web-based information.

Selecting - Stu independently information us electronic form to the informa

Middle INFORMATION LITERACY

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 inform in order to mak generalizations opinions. Make record what is t

T and students record cooperatively. Students begin to record their own ideas using a pool of information.

Groups record information beginning to use modelled techniques to suit the purpose of the inquiry.

Students select a techniques effect purpose of the inq

ICT LITERACY Students use simple multimedia to organize information with T assistance.

Junior

Students use simple multimedia to organize information in groups/buddies.

Students use a multimedia and software.

Middle INFORMATION LITERACY

PR ES EN TI N G

Students, directed by T, present findings to an audience with conveys understanding of the inquiry topic.

With T assistance students present findings to an audience with conveys understanding of the inquiry topic.

Students prese the inquiry topi demonstrates u and interpretat 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 stude their findings co audience.

Junior

Middle INFORMATION LITERACY

EV AL UA TI N G

Directed by T the children assess the completed inquiry topic with the key question: ‘Did we answer the question and present the information appropriately?’

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.

Then evaluate research task and the information process at each stage.

Students asses inquiry topic wi question: ‘Did question and pr information app

Then evaluate r and the informa each stage and for future impro

ICT LITERACY Teacher lead evaluation of ICT skills used.

With T assistance evaluates ICT skills used.

Students evalua used.

e Questions...Student generated questions

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Questio

Thinking Strategies For Explicit Teaching At Each Level Six thinking Hats

Rimu Team

6 hats introduced one at a time.

Thinker’s Keys

Puriri Team

Explore a range of uses for Ryan’s Thinker’s Keys to promote creative thinking strategies.

Tools For Complex Thinking

Kauri Team

Blooms Taxonomy

Graphic Organisers

Year 1/2 Rimu Year Team3 /4 Year 5/6 Puriri Kauri Team Team