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Inquiry Learning and FOSIL

Inquiry Learning and FOSIL. What? Why? How? (Why not?). What do we mean by Inquiry?.

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Inquiry Learning and FOSIL

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  1. Inquiry Learning and FOSIL What? Why? How? (Why not?)

  2. What do we mean by Inquiry? “Inquiry is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue. It requires more of them than simply answering questions or getting a right answer” (Kuhlthau, 2007, p. 2, emphasis added)

  3. [What do we mean by Conceptual Learning?]

  4. Sage on the stage Guide by the side

  5. Why Inquiry Learning? Prepares students to live and work in an unpredictable, rapidly changing, information-rich technological environment Students learn to use tools, strategies and resources to enable them to learn for themselves Prepares students to think for themselves Students learn to connect, collaborate, create and contribute “Google makes us all dumber” (Leslie, 2014) Fundamental to learning in the IB Continuum

  6. All very noble, but how does it benefit my subject? Motivation and interest Sense of ownership and accomplishment Engages all students, not just the brightest Encourages investigation, exploration, search and deep study Engages and challenges students to connect their world with the curriculum Requires them to work hard and persist to deeper learning

  7. What is FOSIL?

  8. Staff Students

  9. Why FOSIL? • Why we chose this model: • Clear, memorable and simple model of the process • Based on Barbara Stripling’s Cycle of Inquiry • Has underlying framework of skills from Kindergarten to Grade 12 • Developed for the New York City education department so in use in the largest Public School District in the United States • Why it would help you to use it: • Familiar to all students in the school (except a few who came in at unusual points) • Encourages student confidence in own competence

  10. When does Inquiry go wrong? Generic ‘Google me’ question Find 10 facts about… Haven’t considered resources What, where, how can they find it? Insufficient time Muddled understanding of the process, so key phases are left out or rushed Product focussed Students left to their own devices

  11. What makes an effective Inquiry? Clear understanding of the process Effective and engaging (‘essential’) question Process not product focussed Properly resourced Clear guidance and support at every stage

  12. Example: English, F1 • Science fictional writing inquiry based within an MYP unit on “Imagining futures” • Linked to and built on the Computer Science “Computer brain” inquiry earlier in the term • Statement of inquiry:By the end of this unit, the students will be able to explore the connection between text and context, and the real and imagined world • Debatable questions: • What could our future look like? • Would the planet be better without humans? • Will the future be better or worse than the present?

  13. The Robots are Coming Going Places The Stuff of Life

  14. Example: English, F1

  15. It helped me a lot because the articles explained all the discoveries well and clearly and gave different opinions so I could understand what my characters’ perspective on my world would be. You could see what real authors do and use that to help you They found errors I couldn’t find and that helped me to improve my writing Because you can see what other people think because you write books for other people It made sure I really considered what I was doing It helped because it is not good to have your own opinion always for your work and usually you are bias (sic) and ignore your mistakes so it’s good to have a buddy to help… I would have charged straight in with no information whatsoever It helped me to write to a brief and not get carried away It helped a lot because it made you write and create your story step by step, making you think it threw (sic) very carefully and slowly…

  16. Example: Economics, F6 • Wanted to teach Behavioural Economics through Inquiry spanning 9 lessons • Original working question: Are humans rational? • Very easy to Google • Much easier to argue one side than the other (from a Behavioural Economics perspective)

  17. Original working question: Are humans rational? • Revised question: Does knowing that we are irrational help us to make more rational decisions? • Task: To plan and teach a 30 minute lesson in a small team focussed on one section of the specification • Collaboration and delivery tool: OneNote • All resources in one place • Could hide collaboration space from other groups • Collaboration group and teacher could see what everyone else had done at any time • Group could plan their work together • Access to work if one student was absent

  18. What would encourage you to use Inquiry more in your teaching?

  19. Bibliography and further reading C3 Teachers. (2019). Question everything. Retrieved from C3 Teachers: http://www.c3teachers.org/ Callison, D. (2015). The Evolution of Inquiry: Controlled, Guided, Modeled and Free. Santa Barbara, CA: Libraries Unlimited. Donham, J., Bishop, K., Kuhlthau, C. C., & Oberg, D. (2001). Inquiry-Based Learning: Lessons from Library Power. Ohio: ABC-CLIO. Erikson, L. H., Lanning, L. A., & French, R. (2017). Concept-Based Curriculum and Instruction for the Thinking Classroom (2nd ed.). Thousand oaks: Corwin. IB. (2017). MYP: From Principles into Practice. Cardiff: International Baccalaureate Organisation (UK) Ltd. Kuhlthau, C. C. (2007). Guided Inquiry: Learning in the 21st Century. Westport, CT: Libraries Unlimited. Kuhlthau, C. C. (2015). Guided Inquiry: Learning in the 21st Century (2nd ed.). Westport, CT: Libraries Unlimited. Kuhlthau, C. C. (n.d.). Information Search Process. Retrieved from Rutgers University School of Communication and Information: http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/ Leslie, I. (2014, October 12). Google makes us all dumber: The neuroscience of search engines. Retrieved from Salon: https://www.salon.com/2014/10/12/google_makes_us_all_dumber_the_neuroscience_of_search_engines/ Marschall, C., & French, R. (2018). Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding. Thousand Oaks: Corwin. McTighe, J., & Wiggins, G. P. (2013). Essential Questions: Opening Doors to Student Understanding. Alexandria, VA: ASCD. New York State Education Department. (2014, July 11). Empire State Information Fluency Continuum. Retrieved from Engage-NY: https://www.engageny.org/resource/empire-state-information-fluency-continuum Schmidt, R. K. (2013). A Guided Inquiry Approach to High School Research. Santa Barbara, CA: Libraries Unlimited. Small, R., Arnone, M. P., Stripling, B. K., & Berger, P. (2011). Teaching for Inquiry: Engaging the Learner Within. New York: Neal-Schuman. Tilke, A. (2011). The International Baccalaureate Diploma Program and the School Library: Inquiry-Based education. Santa Barbara, CA: ABC-CLIO. All books listed above are available for loan or reservation from the Library

  20. Image references MOUNTAIN. [Photography]. Retrieved from Encyclopædia Britannica ImageQuest. https://quest.eb.com/search/138_1134069/1/138_1134069/cite Vector image of a blank presentation. [Clip Art]. Retrieved from Encyclopædia Britannica ImageQuest. https://quest.eb.com/search/186_2693415/1/186_2693415/cite Presentation. [Clip Art]. Retrieved from Encyclopædia Britannica ImageQuest. https://quest.eb.com/search/186_1623731/1/186_1623731/cite On the top of Everest. [Photograph]. Retrieved from Encyclopædia Britannica ImageQuest. https://quest.eb.com/search/108_1093043/1/108_1093043/cite

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