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The Inquiry Learning
Process
Ponsonby Primary
School
Created 2011, Inquiry Team: Barbara Henderson (Leader), Olivia Benge, Gail Brooke, Amber Taylor, Linda Hawkey.
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The Inquiry Learning Process: CONTENTS
Page 3
Ponsonby Primary School’s Inquiry Learning
Model- introduction
Page 4
Student Teacher Inquiry Process
Page 5
Planning Guide (to assist planning in
syndicates.
Page 6
PPS Inquiry Process Model
Page 7
Inquiry Learning in the Education Context
Page 8
Examples from our 3 syndicates (photos)
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The Inquiry Learning Process: CONTENTS
Page 3
Ponsonby Primary School’s Inquiry Learning
Model- introduction
Page 4
Student Teacher Inquiry Process
Page 5
Planning Guide (to assist planning in
syndicates.
Page 6
PPS Inquiry Process Model
Page 7
Inquiry Learning in the Education Context
Page 8
Examples from our 3 syndicates (photos)
4
Teachers began to integrate inquiry learning into our teaching practice by examining effective pedagogy, current research and considering the principles of The New Zealand Curriculum. (2010/2011). Ponsonby Primary has developed an inquiry model which our school community calls ‘PPS Inquiry Process’. The model was created by the Inquiry Team as a result of a series of QLC sessions in syndicate teams Term 1 & 2 2011. Session 1: Professional readings and articles on the topic EFFECTIVE INQUIRY TEACHING AND LEARNING. Staff compiled and shared key points from the research and articles. (See Inquiry Learning Folder, Teachers Shared). Session 2: Each team developed a flow chart describing the inquiry learning process for Kakariki/Puriri/Kowhai students. The Curriculum Team used this base to develop our inquiry model - ‘PPS Inquiry Process’. This model was first trialled in classrooms in Term 4, 2011. To support the inquiry learning process:
Reflective thinking is an integral part of the inquiry process. Increasingly, students at Ponsonby Primary School co-construct their
learning with the teacher. All learners will have different needs in the inquiry process. Provide
model and scaffold learners for all students (Second language learners and those with special needs.)
Visual thinking maps are increasingly becoming embedded into the inquiry process.
Student Teacher Inquiry Process
Ponsonby Primary School’s Inquiry Model
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STAGES IN THE INQUIRY PROCESS What the students say/think/ask What teachers say/think/ ask
BIG IDEA HOOK, BIG PICTURE, IMMERSION, SPRINGBOARD, DECIDING DIRECTION, PURPOSE Experiential, news article, journal, story, scenario, issue, situation, images, video, recording artefacts, photos, wonderments, happenings, events, sparks Observation as a springboard
I will participate, listen and contribute
How can we motivate/introduce this idea/issue to the children? (hook)
Which resources will best support the children in this inquiry?
I will model effective listening and questioning strategies.
What are we going to assess in this inquiry? (child/peers/teacher/parent)
PRIOR KNOWLEDGE Quiz, brainstorm – What do we know?, record of sharing, information, misinformation
What do I know about this? How do I know?
Which visual maps for thinking will we use to record our knowledge?
How can we share what we already know?
What thinking maps can we use?
What visual maps will I need to introduce and teach?
What gaps in knowledge do my children have?
What direct acts of teaching do I need to plan?
QUESTION & FOCUS Open and closed questions, crafting of questions, undermining, rich, connected. Good questions are at the heart of good inquiry
What if?
I wonder why?
How does this work?
Who can I choose to talk to about this?
What do I want to know?
How do I effectively teach open and closed questions?
How will I expose children to different questioning techniques?
How will I model how to form rich and connected questions? The right ones at the right time.
I am guiding/modelling the inquiry process.
RESEARCH FIND, SELECT, GATHER INFORMATION Brainstorm places to find information, teacher discuss how to form and locate key words
How do I find this out?
Does this information help with my inquiry?
How will I organise and record my findings and information?
I will identify key words to do with my/our topic.
I will explain my findings in my own words.
How can I support/scaffold the children’s research? (note taking, paraphrasing, key words, skinny notes, writing up in own words, etc)
Take a brainstorming session – How to identify and use key words in research.
I am modelling and guiding the inquiry process.
ORGANISE AND INTERPRET Select or reject, summarise, generalise, and support new ideas with evidence Make new connections – cause and effect Conference with students on their presentation ideas.
How can I demonstrate the new knowledge and inform others?
How can I scaffold children to make connections with this new knowledge?
I am guiding and modelling the inquiry process.
SHARING Impact, communicate, share, what format, performances, plays, power points, displays, web pages, etc….
How will I share my findings?
Who will I share these findings with?
How will I manage and support their sharing?
LIFT OFF – REFLECT ON LEARNING Learning journals, further inquiry, implications and evaluation Possible further inquiry – where to next?
How did I go with my inquiry?
Reflect on the learning with my peers. (PMI chart or other reflection sheets)
Where to next?
I will reflect on my learning
How effective has this inquiry been for the learners?
What has worked?
What hasn’t?
Where to next?
How can we share this knowledge with others? (other classes, assembly, parents, community, etc)
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PLANNING GUIDE (to assist planning in syndicates)
Big Idea (Topic): Achievement Objectives: Learning Intentions: Success Criteria: Assessment Self Peer Teacher
Big Idea news article, journal, story, scenario, issue, situation, images, video, recording artefacts, photos, wonderments, happenings, events, sparks Observation as a springboard Prior Knowledge to record what we think we know about the topic Quiz, brainstorm, record of sharing, information, misinformation, KWL, circle map Question and Focus Open and closed questions, crafting of questions, rich, connected. Good questions are at the heart of good inquiry Research- where will I find the information I need Brainstorm places to find information, teacher discuss how to form and locate key words Teacher models how to form and use key words Interpret and Organise Skimming and scanning for information Using contents pages, index and headings Select or reject Summarise or generalise Support with evidence Make new connections Cause and effect Visual Maps – (write what you are teaching and using) Sharing Before children begin presentations take time to talk to each one/group about purpose, audience and best format for presentation of ideas. Help children choose format Conference with students on their presentation ideas Discuss how to structure presentation Discuss purpose and audience Lift Off – Reflect on Learning Self reflect and peer reflect Where to next?
Select from the following Visual/Thinking Maps Circle map Flow maps Bubble Map (Venn diagram) Double Bubble Maps Brace KWL De Bono hats T chart (looks like sounds like) Y chart Skinny and Fat notes PMI SWOT – strengths, weaknesses, opportunities and Threats Brainstorm SOLO BLOOMS TAXONOMY Refer Thinking Skills folder on Teachers Share
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INQUIRY LEARNING IN THE EDUCATION CONTEXT
Effective Practice in Education: Developing a vision for learning Pg3 Team Solutions
Inquiry in the education context
Teaching as inquiry Inquiry learning
Where teachers inquire into their own practice and use evidence to make decisions about ways to change that practice for the benefit of the students
A process where students can co-construct their learning in an authentic context
Brings about effective teaching and learning
Is an integrated process for examining issues, ideas and themes
Is a continuous, reflective, iterative and cyclical process
May be used in a particular context for a clearly identified outcome
Is about evidence-based pedagogy
Could be part of the Teaching as Inquiry process
The model in the New Zealand Curriculum (p35) includes three phases of inquiry:
1. Focusing inquiry: What is the most important and therefore worth spending time on? 2. Teaching inquiry: What might work best? What could we try? 3. Learning inquiry: What happened? Why did it happen? What might happen next?
Many explanations and definitions exist. Some useful resources are: The New Zealand Curriculum (social sciences), http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas/Social-sciences Galileo Educational Network, http://www.galileo.org/inquiry-what.html The Conceptual Age and the Revolution School v 2.0, Mark Treadwell,2008
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Amber (Year 1 and 2) Context: The Rugby World Cup meets the Kiwis. This year New Zealand is the host country to the Rugby World Cup 2011. There are many people from around the world visiting New Zealand for this special event. Year 1 and 2 wondered what makes a good host? (Big Idea) and what are the cultural symbols of New Zealand and other countries? We used a visual thinking map to check our prior knowledge (circle map) of what makes a good host and a KWL chart to show our Rugby World Cup knowledge and what they would like to find out (Focus). This photo shows the key learning areas the children have been researching and they have finished their Inquiry by sharing their findings about the importance of the Rugby World Cup and being a good host with their teachers, family and peers.
Examples of Inquiry Learning in Classrooms
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Olivia Benge (Year 3 and 4))
Context: Local Heroes Students brainstormed ideas about local heroes. They discussed what they thought made someone a true hero (attributes, definitions, who we thought were local heroes etc). Thinking maps were used to develop higher order thinking. Students researched their ideas around what makes somebody a hero, and examples of some local heroes in our community. The students then asked questions about these local heroes, and pondered how they have met community needs and made a significant contribution to our community. Students wrote about local heroes of their choice, articulating what makes these people a hero and the contributions they have made to the community.
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Barbara Henderson (Year 5 and 6) Context:
The Kaipara Tide Turbines – In 2011 the NZ government approved the installation of 3 power generating tide turbines in the seabed of the Kaipara Harbour. Year 5 and 6 Gifted and Talented learners wondered how the installation could affect marine life in the area. (Big Idea) Following the Term 1 Marine Life Focus in Kowhai syndicate, we wondered how the turbines would impact on the Kaipara. The photo shows the research and recorded findings of the 16 Year 5 and 6 students. (Questioning and Research) Following reflection on the findings, the students will decide on a course of action (Where to next?)
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