Explore Asia at the Zoo

1. Explore Asia at the Zoo Planning a unit of work around bamboo. Jennifer Brown-Omichi Project Officer National Asian Languages and Studies in Schools Program (NALSSP) Catholic Education Commission Victoria

2. Inquiry Based Learning – Why do it? • Independent and engaged learners – Success for all learners • Develops problem solving and creative thinking skills • problem solving, reasoning skills, generating hypotheses and explanations. • understanding in literacy, mathematics, science, social studies, art and architecture, and technology. • Requires application of knowledge • They learn more deeply • Connecting and making links with the world and others

3. Project-based learning is a process of generating • meaningful questions • using background and prior knowledge • utilizing information resources • learning to work in a group • managing time • sustaining motivation • facing setbacks • reflecting • evaluating • track and defend their thinking • connect the learning to the original plan.

4. How to plan an inquiry unit: • Identify the action • Identify the concepts, understandings and skills • Tuning In Activities – prior knowledge • Finding Out Activities – What are the possible effects the action may have on people, animals, places, environments • Provide opportunities for students to work in groups and organise, locate and sort out information. • Provide resources, materials and time to work on the action • Provide opportunity for groups to reflect and share their knowledge and journey.

5. Asking thought provoking questions • The questions you ask should help students to focus on their direction and formulate their own questions and understandings.

6. Tuning in • What do you know about….? • What would you like to learn more about? Why? • Where could you find this information? • What is your plan for finding this out?

7. Finding Out • What questions have been answered? • Do you have any new questions? • Who can help you with your questions?

8. Sorting Out • Do you have all of the information you need? • What are the key/important ideas? • How will you record this information? • How will you organise this information?

9. Reflection • Why do you think we looked at this question/topic? • What was the most interesting thing you discovered through this research? • What challenged you the most? • What are you proud of?

10. Action • How will you use this information in your everyday life? • What do you want to do as a result of your learning? • Who else needs to know about your learning? • What will you do with this?

11. Whole school based approach • What are the benefits of getting teachers in other areas involved?

12. Task: Tuning In Identify key uses of bamboo. Try to write down specific themes and ideas which relate to bamboo in each area of the curriculum.

15. Visual Stimulus – Bamboo objects Planning – Tuning In • What questions will you ask? • What will you need to know? • Who will be involved in these discussions • How will you ensure success for all students? • What is your action plan? • How will you assess as (self/peer assessment), for (what do I need to do to engage each student according to their needs), of (summative), learning

16. Assessment tasks – what is your focus? • Presentation – relevant? • Organisation – gathering and sorting information • Questioning – thoughtful, clear, effective • Keep a journal - plus, minus, interesting scale • Interviews – audio or film creating an expert • Graphic organisers • Reflection on tasks – peer and self evaluation, audio or film production • Range of resources used • Group worker and sharer Vs independent learner

17. Your ideas and questions?

18. Thank you for attending Jennifer Brown-Omichi Catholic Education Office Melbourne