Success Presentation For Teacher Only Day 2009

Our Journey So Far…

In the Beginning…

• Why Inquiry? (ICT Contract)

• 3 Musketeers

• Working with Nicki (Blooms-what?)

Inquiry Learning

Term 3

Step 1 - What do we want to know?

All sorts of questions….

• If the games signify unity, then why are we hosting the games in a communist country?

• Should all substances be illegal at the Olympics?• When did the first Olympic Games take place?• Who was the first New Zealander to win a Gold medal?• In what Olympics did tragedy take place? (Timeline)• How much money do athletes get now compared to the early

1950’s?• How old do you have to be in order to be involved in the Olympics?• Should you be discriminated because you are too young or too old?• What do the rings signify?• How many countries are competing in the Olympic Games?• Who invented the Modern Olympic Games and Why?

Step 2 - Categorising Questions

Environment

Is the Pollution in China going to affect the athletes performance?

EthicsWhat drugs are/aren’t illegal?

Should any type of drug be illegal in the Olympics?

PoliticsWhy are we hosting a game that

unifies people in a communist country?How much money do you get from being an athlete?

OlympicsBig Issue?

Took each question and categorised it under an issue we thought it related well to.

Step 3 – The Big Issue

• What was our Big Issue?

• Are we competing for Money or for Pride?

Step 4 – Bloom’s Taxonomy

• Knowledge: (exhibiting previously learned material by recalling facts, terms, basic concepts and answers.) - Who, When, What, Why, Label, Tell?

• Comprehension: (demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.) - Illustrate, Outline, Explain?

• Application: (Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.) - Apply, Build, Interview?

• Analysis: (Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations) Analyse, Dissect, Compare?

• Synthesis: (Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions) Compose, Develop, Modify?

• Evaluation: (Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria) Criticise, Evaluate, Conclude?

Step 5 - Categorise Questions according to Bloom’s

Step 6 - Attach Thinking Tools, Graphic Organisers & ICT to Bloom’s

2008 Experiences in the Classroom

Natalie (Year 7) & Phila (Year 8)

PMI

Plus Minus Interesting

•Trialled an Inquiry Model•Realised the importance of Inquiry.•Good to work with a Professional.

•Confusing•Too Long•Too much at once•Didn’t answer our Big Question

•Trialled Thinking Tools. Some were good others were……

BRICK WALL!

• What are we really assessing? Skills, What Skills?

• Are we doing WAY TOO MUCH?

• Do I really understand BLOOMS?

• Do I really understand INQUIRY LEARNING?

Why SUCCESS?

• Weymouth Intermediate U-Learn08 Betty Cooper

• School Visit by Management

• Discreet Steps

• Easy to Understand and Follow

Planning for SUCCESS• Martha’s Presentation – Management and then Whole

Staff• Core Group – Planning• Some Ideas about our concept• SUCCESS – Term 2 ENTERTAINMENT• Scenario/problem-based• Graphic Organisers• Activboards – Nicholas Hennephof (ICT Focus)• Colour Scheme – (Waikowhai Primary)• School wide planning/homework/sharing• Timetable changes, resources etc• Only during ‘Topic’ time

Implementing• More teacher-directed inquiry. (staff and students are

learning the process at the same time) Lots of Teacher Modelling/Thinking out Aloud.

• Focus is on learning the whole process – weekly mini inquiries

• It’s all about learning the steps of inquiry and the skills involved

• Repetition is important for our students• Each week we focus on developing a different skill• Students only focus on one question. (group/individual)• School wide graphic organisers are allocated to each

step of SUCCESS• Homework is school wide and linked to inquiry work in

class.

How does it look in writing?Concept Entertainment: Science Focus (How things work?)

Week 1 Set the Scene (Total Immersion) Chinese Acrobats, Guest Speakers, Hands on Activities.

Week 2

Sound

Mini Inquiry Using all 7 Steps of SUCCESS.

Week 3

Film

Mini Inquiry Using all 7 Steps of SUCCESS.

Week 4

Television

Mini Inquiry Using all 7 Steps of SUCCESS.

Week 5

Computers

Mini Inquiry Using all 7 Steps of SUCCESS.

Week 6 Scenario:

Students are given a Problem that they need to solve based on our Concept for the Term.

They do an in-depth inquiry based on one of the mini inquiries we have already done.

Week 7

Week 8

Week 9

Week 10 Celebrate our SUCCESS – Showcase Evening (Wesley’s Got Talent)

What it looks like in the Classroom

ncover the Question

et the Scene

ollect Resources

ollate and Record

dit and Examine

hare and Present

Elf-reflect and Celebrate

Set the SceneLearning Intentions• To expose students to the topic with varied experiences and information. • To promote students interests and engage them in the topic.

Success Criteria• Use a variety of resources (e.g., books, websites, interviews…).• Activate prior knowledge.• Expose students to many varied experiences.• Listen to visiting experts.

Setting the Scene

Uncover the QuestionLearning Intentions• Write a meaningful, powerful research question that will promote higher level thinking

skills and broaden knowledge. • Learn the difference between open and closed questions.

Success Criteria• Create a mind map and sort my ideas into what I know and what I would like to know.• Contribute and ask a question using the 5 W’s and the H.

Uncover the Question

Collect ResourcesLearning Intention• Access, locate, collect any resources I need for my inquiry.

Success Criteria• Can use the Triangulation Chart to locate 3 pieces of information from 3 different

sources.

Collect Resources

Collate and RecordLearning Intention• Organise my resources in order to help answer my inquiry question.

Success Criteria• Take notes and rewrite paragraphs in my own words. Use my relevant/irrelevant

organiser to help me sort my information.

Collate

and

Record

Edit and ExamineLearning Intentions• Sequence, edit and analyse my information and resources.• Use the relevant/irrelevant graphic organiser.

Success Criteria• Put my sentences into a structured sequence.• Write my findings into my own words. • Use my relevant/irrelevant graphic

organiser to help me sort my information.

Edit and Examine

Share and PresentLearning Intentions• Present my information in order to answer the inquiry question.• Share my findings through different types of presentation.

Success Criteria• Use a variety of presentation styles and techniques – oral, written, visual or multimedia.

Sound, Film and Digital Cameras

Share

and

Present

Self-reflect and Celebrate

Learning Intentions• Evaluate the entire inquiry process. • To ensure that learning has taken place and to celebrate that learning. • To critically reflect on what has taken place.

Success Criteria• Able to use self-evaluation and peer-evaluation sheet.• Use PMI Chart (plus, minus, interesting) to evaluate own process. • Celebration day at end of term to share their SUCCESS

PMI ChartsSelf-reflect

and Celebrate

Students explaining their SUCCESS of a one-week inquiry…

So far so good?Plus Minus Interesting

-SUCCESS is easier to follow

-Graphic Organisers

-Student’s are wanting to learn

-Learning is relevant and exciting

-Questioning - prior experience from feeding schools (knowing the difference between fat and skinny questions)

-Transferring skills into other subjects (reading)

-Confidence is higher due to presentation skills and working in groups

-Practical experiments based on what they were learning

-Focus on one question

-Resources (Creating an appropriate environment for SUCCESS)

-Time (One week is a squeeze)

-Graphic Organisers

-Students getting upset when work is not complete

-Students missing their lunch and commitments because they want to stay and finish their work.

-Wall Displays

-Assessment

-Structured Inquiry

Where to next?

• Change the length of mini inquiry’s (2 weeks)

• Resources – better prepared

• Timetables – do we have enough time?

• Assessment – rubrics

• Temporary 2-year plan

• Inquiry during reading

Questions…

?