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Session 3: Analysing the 8 Stages of Guided Inquiry Activity:
Each participant will be given one stage to become an expert on & create a summary resource
Guided Inquiry Learning Journal1. Open
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
Open - To provide a hook to engage students
Cognitive Processes Employed
Questioning; prior knowledge; discussion; recall; connectedness
Affective Domain Elements
Confused; excited; overwhelmed; disengaged; engaged
Which of the 5 Key Competencies will be developed?
Social skills; mindset
What could this look like as a classroom activity?
Role play; video; hands on; noise
Guided Inquiry Learning Journal2. Immerse
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
Immerse – Build a background knowledge to connect to content and discover interesting ideas
Cognitive Processes Employed
Exploring, comprehension, selecting, memory, synthesising
Reading, viewing & listening
Affective Domain Elements
Wonderment, curiosity, interest, inspiring & a connection
Which of the 5 Key Competencies will be developed?
Social Skills- group brainstorming, idea generation, conversations with specialists
Curriculum content- find parameters of content focus
Literacy- Reading, listening, viewing
Information Literacy- accessing stimulus and accessing information, using WIKI as a process diary
Learning how to learn- explicitly explaining the feelings associated with this phase of learning, personally connecting to content.
What could this look like as a classroom activity? Viewing a video
Guest speaker, story, focus article, picture, TV/Song, museum
Guided Inquiry Learning Journal3. Explore
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
Explore - Narrowing the big picture to a specific area of interest
Cognitive Processes Employed
They build background knowledge
Often skipped over, explore for different ideas that they are interested in rather than for collecting detailed info – browsing a variety of texts
Affective Domain Elements (What might students be feeling?)
Confusion – ideas don’t seem to fit together
Need to skim but can easily get bogged down in details
Overwhelmed
Which of the 5 Key Competencies will be developed?
Mindset – change in approach to the task
Curriculum content
Information Literacy
What could this look like as a classroom activity?
Flashcards with words, phrases, terms – students select one that interests them and start sorting through resources to find what is interesting and/or relevant
Guided Inquiry Learning Journal4. Identify
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
Identify - This phase is the defining moment for the direction of their inquiry
Cognitive Processes Employed
Pause and ponder - consider
Identify key inquiry question - focus
Decide direction - focus
Affective Domain Elements (What might students be feeling?)
*Beginning of the phase they will be “unsure and uncertain” – they may not know the direction they want to take.
*At the turning point they will be “excited, confident and determined” – they now know where they are heading
Which of the 5 Key Competencies will be developed?
Literacy skills and information literacy (they will have been researching and note taking)
Mindset (going through the experience of change between the beginning phase and the turning point they will develop a desire for learning to learn)
Social skills (if it is a group project they will be communicating, cooperating and coordinating their understanding)
What could this look like as a classroom activity?
This is not a zone of intervention phase so the activity would involve each student reviewing the research they have gathered in the Open, Immerse and Explore phase. It may require some type of graphic organiser to be identified for use.
The teacher explains to student that students will be making a decision about the direction they are going to take. Guide students to the fact that it is important to make a decision as they need to direct their time and effort towards something focused.
All students will get here at a different stage.
Guided Inquiry Learning Journal5. Gather
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
GATHER - The students choose and find a broad range of sources and then deeply comprehend and reflect on this knowledge to construct their own understanding of the topic.
Cognitive Processes Employed
(What types of thinking and processes will be used?)
Analysing, Evaluating, Comprehending
Affective Domain Elements (What might students be feeling?)
Clarity. Possible thoughts: This is interesting! This is clearer now.
Which of the 5 Key Competencies will be developed?
Information Literacy, Literacy skills.
Summarise this phase in one sentence:
What could this look like as a classroom activity?
Data gathering, Source evaluation through peer discussion, stepping them through on how to write an annotated bibliography
Guided Inquiry Learning Journal6. Create
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
Create - Creating is understanding, articulating and presenting the most important findings of the task in a creative and engaging way.
Cognitive Processes Employed
(What types of thinking and processes will be used?)
Reflecting on the process, Interpreting and analysing accumulated information
Affective Domain Elements (What might students be feeling?)
Confident to share their ideas or findings
Which of the 5 Key Competencies will be developed?
Mindset, information and literacy (recording results), social skills(awareness of audience/communicating),
What could this look like as a classroom activity?
PowerPoint, demonstration, oral presentation, drama, written report, film, instructional booklet.
Guided Inquiry Learning Journal7. Share
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
Share - We can learn from one another
Cognitive Processes Employed
Sharing their insights with others
Thinking about the audience and how best to present insights with others eg. Online blog, podcast, forum, rally etc.
Affective Domain Elements (What might students be feeling?)
Excited about the opportunity to share newfound knowledge
Pride: reaching the top of the ‘GI’ mountain ‘this was worth it!’
Nervous about putting their research/learning ‘out there’
Which of the 5 Key Competencies will be developed?
Social skills: if presentation is collaborative
Mindset: sharing the process the students have been through to reach ‘sharing’ point of GI
Curriculum Content: sharing research/knowledge/learning with relevant audience
What could this look like as a classroom activity?
Classroom Blog, presentation to relevant audience (classmates, parents, community etc), research book, poster, rally.
Guided Inquiry Learning Journal8. Evaluate
What activities/strategies could you use in this phase for your unit?
What could the learners be doing?
What could the inquiry team be doing?
Evaluate – Damn, I’m awesome.
Cognitive Processes Employed
Synthesis, comparing, analysis, judging & understanding
Affective Domain Elements
Self-conscious
Apprehensive /performance anxiety
Jubilation and anticipation of end
Confidence (especially at realizing new skills or talents)
Which of the 5 Key Competencies will be developed?
Curriculum
Content
What could this look like as a classroom activity?
Journal entries
Post –it notes
Student feedback
rubrics