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Scaffolding Student Research

Scaffolding Student Research. Workshop presented at the QHTA Conference: June 2005 Sue Burvill-Shaw. Inquiry Approaches Provide Connection and Justification.

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Scaffolding Student Research

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  1. Scaffolding Student Research Workshop presented at the QHTA Conference: June 2005 Sue Burvill-Shaw

  2. Inquiry Approaches Provide Connection and Justification Every learner needs a clear understanding of what is to be learned and how that learning will progress. Without this understanding, “the learner loses interest, motivation, and comes to see learning as a process devised by others that is trivial, irrelevant, and a waste of time”. (Van Tassel-Basks,1992) • Inquiry based Research can help students achieve such connectedness when the research focus is based upon significant questions which have real life implications or which they themselves devise.

  3. Inquiry Approaches provide Choice and Variety • The primary need which drives adolescents, in particular, is freedom which provides choice. Inquiry based investigations can satisfy an adolescents need for choice over his or her learning. Choice can be provided by differentiated research- by varying the focus for inquiry, the methodology used for investigation or the product created as a consequence of the research.

  4. Inquiry Approaches provide Cognitive complexity and Cognitive conflict • In order to develop learners who can think in complex and creative ways, and who are knowledgeable with deep understanding of the world in which they live, it is necessary to expose students to learning opportunities which explore problematic issues of knowledge in a challenging manner. This involves learners is evaluating the nature of the evidence they use and in the investigation of questions to which the answer is not clear cut or predetermined.

  5. Inquiry Approaches provide opportunities for meaningful Collaboration • Vygotsky argues that the range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.A well designed, critical Inquiry should provide opportunity for students to work in collaborative groups which help satisfy the adolescent need for Belonging and Acceptance. • A teacher’s role in developing supportive learning environments is to create socially rich environments which provide learners with opportunities to explore subjects with their teachers and peers.

  6. Inquiry Approaches provide scaffolding in the development of Required Skills Because students do not learn skills and concepts in the same way, the strategies that may be used to help develop a concept, may not be sufficiently explicit to develop the skills a student requires to undertake an inquiry investigation. Inquiry skills need to be taught explicitly (Waring, 2001:4). Strategies such as modeling and scaffold guides, and collaborative involvement in joint constructions, are very effective in helping students identify and develop the skills required to investigate a question in a meaningful way. It is important that the teacher has a realists understanding of the sub-skills involved in a particular inquiry investigation, and that appropriate plans are developed to determine the order and rate at which these sub-skills need to be taught, as well as the most appropriate strategy through which they will be taught. (Kiddey, 2001:3)

  7. What specific learning experiences should be built into guided inquiries which aim to engage and challenge students and build the skills of independent inquiry?

  8. References • Briner , Martin (1999) “Constructivism”http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm Downloaded Friday May 5, 2000 • Caine, R., and G. Caine. (1994). Making Connections: Teaching and the Human Brain. Menlo Park, Calif.: Addison-Wesley. • DeGiglio Kathy, and Greenslade, Dee, (1994), Towards Collaborative Learning, Department for Education and Children’s Services: Adelaide. • Gross, Miraca (2000). “Recognising and Responding to the Underachievement of Gifted and Talented Students” Paper presented to the Excellence in Teaching and Learning 2000 Conference, Perth WA, January 24 • Reis, Sally et al, (1992) Curriculum Compacting Hawker Brownlow:Melbourne

  9. Smyser, Bridget M (1999) http://www.wpi.edu/~isg_501/bridget.html downloaded 2000. Tomlinson, Carol Ann (1999) The Differentiated Classroom: Responding to the Needs of All Learners ASCD: Virginia Tomlinson, Carol Ann (1992) “Gifted Education and the Middle School Movement: Two voices on teaching the Academically Talented” Journal for the Education of the Gifted 15 (3) pp 206-238 Van Tassel-Basks, Joyce (1992) “Developing Learner Outcomes for Gifted Students” ERIC Digest #E514 Council for Exceptional Children: Reston, Va. Wertsch, J. V. (1991) Voices of the mind: A Sociocultural Approach To MediatedAction. Cambridge, MA: Harvard University Press. Waring, Felicity & Pat Kiddey (2001) Success For All Curriculum Corporation: Carlton Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

  10. ANY QUESTIONS?? REFLECTION: What is one strategy I can use right now with my students? How will I implement this?

  11. THANK YOU! Sue Burvill-Shaw HKLA SOSE St Margaret’s Anglican Girls School sburvill@stmarg.qld.edu.au

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