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Jan-Marie Kellow. Inquiry in the New Curriculum. “We only think when we are confronted with problems.” John Dewey. “Wisdom begins in wonder.” Socrates. - PowerPoint PPT Presentation
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INQUIRY IN THE NEW CURRICULUMJan-Marie Kellow
“We only think when we are confronted with problems.”John Dewey
“Wisdom begins in wonder.” Socrates
INQUIRY DEFINITION
Inquiry-based learning is a constructivist approach, in which students have
ownership of their learning. It starts with exploration and questioning and leads
to investigation into a worthy question, issue, problem or idea.
It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying
conclusions and taking action.Based partly on definitions from
Sharon Friesen and www.galileo.org/inquiry-what.html
ELEMENTS OF INQUIRY
Student ownership of the learning and clear purpose
Authentic contexts, meaningful learning
An investigation into a question, problem, issue or idea
Students construct meaning Scaffolding to support learning Teacher as guide or facilitator Knowledge creation Action as a result of the inquirywww.inquiringmind.co
.nz
Higher order
thinkingCritical thinking
Problem-solving
Lifelong learning
Information literacy skills
Depth of understandi
ng
Engagement
THE SPIRIT OF CHANGE IN NZC
•Learning how to learn – developing an identity as a ‘lifelong learner’ and a greater emphasis on developing student autonomy
•School-based curriculum design is more explicit
•A more participatory view of learning (just having the knowledge is not enough – you need to be able to do things with your learning)
•A more holistic approach – interconnected nature of knowledge
Dr. Rosemary Hipkins - NZCER “Inquiry and the Key Competencies – Perfect Match or problematic Partners”
THE POTENTIAL MATCH TO INQUIRY
Dr. Rosemary Hipkins - NZCER “Inquiry and the Key Competencies – Perfect Match or problematic Partners”
•Learning to learn
•School-based curriculum design
•A more participatory view of learning
• Inter-connected nature of learning
• Inquiry skills/disposition
•Huge range of potential inquiry contexts
•Students active at all stages of inquiry process
•Fertile questions often span learning areas
FERTILE QUESTIONS
Open - more than one possible answerUndermining - challenge existing beliefsCharged - have an ethical dimensionRich - requires grappling with rich contentConnected - relevant to the life of the learners & to the community
Practical – can be done
“Teaching and Learning in a Community of Thinking” Yoram Harpazwww.learningtolearn.sa.edu.au/Colleagues/pages/default/harpaz/
VISION (p8)
Actively Involved• Taking action
Lifelong Learners• Information
literacy• Thinking skills
& strategies
Confident• Authentic contexts• Ownership • Motivated
Connected• Asking questions • Collaborative
PRINCIPLES P9
Learning to Learn Community Engagement Coherence Future Focus
VALUES P10
Community & participation Ecological Sustainability Integrity Innovation, inquiry and curiosity
FUTURE FOCUS (p39)
Sustainability Citizenship Enterprise Globalisation
KEY COMPETENCIES (p12)
Thinking Using Language Symbols and Texts
Managing Self Relating to Others Participating & Contributing
How might inquiry foster these?
EFFECTIVE PEDAGOGY (p34) Creating a supportive Learning
Environment Encouraging reflective thought and
action Enhancing the relevance of new learning Facilitating shared learning Making connections to prior learning Providing sufficient opportunities to
learn
Summarise in relation to inquiry
LEARNING AREAS
“The learning area statements … rather than the
achievement objectives should be the starting point for
developing programmes of learning suited to students’ needs and interests.” p38)
LEARNING AREAS
English Social Sciences (p 30)
Using a social inquiry approach, students: Ask questions, gather information and
examine relevant social issues Explore and analyse people’s values and
perspectives Consider ways in which people make
decisions and participate in social action Reflect on and evaluate the understandings
they have developed and the responses that may be required
INTEGRATED CURRICULUM
“The values, competencies, knowledge and skills that students
need for addressing real-life situations are rarely confined to
one part of the curriculum. Wherever possible schools should aim to design their curriculum so that learning crosses apparent
boundaries.” (p. 38)
E-LEARNING AND PEDAGOGY (p36)
What are some of the ways that e-learning
can support inquiry-based
learning?
CLUSTER WIKI
wiredwaihi.wikispaces.com/