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1. Developing English Language and Critical Thinking through Inquiry Learning in the Primary GradesOpen Lecture Series, 5 April 2011Lauren Stephenson, Zayed University, Dubai, UAE,Natasha Higman, Deira International School, Dubai, UAE Stephenson & Higman, 2010 Please do not quote without authors' permission

2. View video (1) results Stephenson & Higman, 2010 Please do not quote without authors' permission

3. Overview • Reports on initial findings from a case study using action research • Evaluates the effectiveness of inquiry learning specifically for the development of language, and critical thinking in a grade 5 classroom • Identifies potential implications for teacher leadership, professional learning and education. Stephenson & Higman, 2010 Please do not quote without authors' permission

4. ZayedUniversity Stephenson & Higman, 2010 Please do not quote without authors' permission

5. Deira International School Stephenson & Higman, 2010 Please do not quote without authors' permission

6. Methodology • Case study using action research • Data were collected through children’s journals, parent comments, participant dialogue, observations and documents • Data were analysed using an inductive process of identifying themes. Stephenson & Higman, 2010 Please do not quote without authors' permission

7. Participants in the Study • DIS Year 5 Teacher (Natasha) • Three DIS Year 5 pupils and parents (Zayan, Maya and Areesha) • ZU teacher educator (Lauren) • ZU teacher candidate (Latifa) Stephenson & Higman, 2010 Please do not quote without authors' permission

8. The Children • Areesha • Hindu Indian born in Dubai • English is her second language. • Intrapersonal learning style • Works better independently. • Zayan • Pakistani Muslim • English as second language • Linguistic learner • Highly developed auditory skills. • Maya • Egyptian Muslim, • Born in Sharjah • Arabic first language • Musical/kinesthetic learner • Enjoys making things. Stephenson & Higman, 2010 Please do not quote without authors' permission

9. What is Inquiry Learning? • Engaging in problem solving through meaningful activity • Posing initial questions, observing, experimenting, discussing, reflecting, constructing new knowledge and questions • Using real life contexts • (Bruce and Davidson, 1996). Stephenson & Higman, 2010 Please do not quote without authors' permission

10. VOYAGE: VIEW (Tuning in)OBTAIN (Finding out)YOUR PLAN (Sorting out)ACTION (Taking action)GO FURTHER (Going further)EVALUATE (Reflecting) Stephenson & Higman, 2010 Please do not quote without authors' permission

11. Strengths of Inquiry • Improves confidence and self esteem • Promotes language learning and information literacy • Develops students’ critical thinking skills • Develops creativity and appeals to multiple learning styles and intelligences • Teacher professional learning Stephenson & Higman, 2010 Please do not quote without authors' permission

12. Challenges of Inquiry • Shift in teacher role • Assessment • Motivation • Management of extended activities • Practical constraints of the learning context Stephenson & Higman, 2010 Please do not quote without authors' permission

13. Findings:Successes Greater confidence and improved self esteem “They definitely acquired confidence as they became partners in the learning process, communicating confidently with parents, teachers, admin. staff and other children. It was really great to watch them”(Natasha). Language and information literacy development “Once the children grasped the concept of inquiry learning, they opened their minds to a new way of thinking and a wealth of information at their disposal. Their vocabulary broadened and as a result they were using scientific terminology as part of their everyday conversations”(Natasha). Stephenson & Higman, 2010 Please do not quote without authors' permission

14. Findings:Successes Develops students’ critical thinking skills “[At the start] the children were not sure about their work and if they were on track or not. They didn’t feel confident … and so they would run to the teacher and ask her to look at what they were doing” (Latifa). “They seem to be thriving on the new found freedom [to think for themselves] and responsibility. Creativity “My son also became more creative to explore new ideas and generate discussion to further clarify a concept and adopt best practices and a healthy eating life style” (Zayan’s father). Stephenson & Higman, 2010 Please do not quote without authors' permission

15. Findings:Successes Appeal to multiple learning styles and intelligences “Lessons must contain pictures, sounds, drama play, reading stories, watching videos, and listening to tapes and my role is to guide and facilitate students to use and learn from these various materials. The best thing to do is to find out each child learning style which will enhance the learning process” (Latifa). Teacher professional learning “I personally feel this Unit of Inquiry (UOI) has helped me better understand the learning process, not just academic and the changing needs of children” (Natasha). Stephenson & Higman, 2010 Please do not quote without authors' permission

16. Findings:Challenges Shift in teacher role “The smoothies were squeezed by hand and the group discovered, only after peeling 20 apples, apples didn’t create enough juice. So much mess and the smells! Flavors to taste and sell for profit – It was a great success but we had four blenders on the go in the classroom, clearing up the mess. There was no order in the cafeteria. Admin came over and commented on the need for order. .. So the children reflected on the task and they came up with ideas to get other children to line up in the cafeteria, peel/prepare the fruit at home, recording how much they were selling to know how much fruit to buy. Recording most popular flavors for the next time they did it…It was a challenge to keep cool, let them figure it out for themselves and still have some semblance of order…” (Natasha). Stephenson & Higman, 2010 Please do not quote without authors' permission

17. Findings:Challenges Amorphous nature of course planning and the lack of pre-determined assessment “Sometimes I feel almost unprepared – ¾ Yr5 teachers have had no previous experience of teaching a unit of inquiry, and our planning was minimal. Of course we knew the topic and the outcomes to cover but there were no weekly plans” (Natasha). “Although this way of assessing is far more informative and covers not only knowledge but a number of 'life' skills, parents still prefer the traditional paper/pencil methods that produce levels. So how will I assess what the children have learnt?” (Natasha). Stephenson & Higman, 2010 Please do not quote without authors' permission

18. Findings:Challenges Student motivation, pace, and coverage of material “With lots of time some of the children became demotivated . If they’re not self motivated they can get bored. At times I needed to refocus and had the children produce action plans so they could organize their own time and they were held accountable. It gave me a bit more control within the process” (Natasha). “Sometimes the unit was engaging but the material was not challenging enough for some of them”(Latifa). Stephenson & Higman, 2010 Please do not quote without authors' permission

19. Findings:Challenges Resource constraints “We had to let children go to the ICT room, the art room and various other parts of the school unaccompanied” (Natasha). “We only had one video camera to record over thirty presentations” (Natasha). Stephenson & Higman, 2010 Please do not quote without authors' permission

20. View video (I1) results Stephenson & Higman, 2010 Please do not quote without authors' permission

21. Implications: Teacher Leadership, Professional Learning and Education “The UOI approach is being implemented in a way which allows for teachers in year teams to choose which topic/themes best lend themselves to an inquiry-based approach over the course of the year. The school management believes that without necessarily becoming a PYP school, DIS has the opportunity to embrace many of the features of the PYP, and develop its own brand of child- centred education continuing to use the National Curriculum of England and Wales as a framework, and basing its learning and teaching practices on the DIS principles of learning and teaching. This approach should allow for a balance of inquiry and learning- to- learn practices with content outcomes” (Natasha). Stephenson & Higman, 2010 Please do not quote without authors' permission

22. Implications: “My philosophy has changed. Teaching is not about providing a child with an answer to a problem but rather it is demonstrating techniques that the children can use to find the answer for themselves. That way they become better able to think about the mechanics of learning” (Natasha). “This unit of inquiry has changed my teaching forever”(Natasha). “I feel more equipped to support and demonstrate the skills needed to implement inquiry. I am aware of the probable challenges a novice teacher or a teacher new to inquiry learning may face and how to overcome them” (Natasha). Stephenson & Higman, 2010 Please do not quote without authors' permission

23. Implications: “ I focus much more on problem based learning and inquiry approaches using technology and multimedia. Not only do we talk about the theoretical concepts underpinning them but we apply the approaches in microteaching sessions. Several peers are asked to act as ‘plants’ where they must act in ways that can thwart or disrupt the normal procedural flow of the planned lesson. Teacher candidates then must do their best to respond to these unexpected events and then reflect on how well the lesson was planned and executed” (Lauren). Stephenson & Higman, 2010 Please do not quote without authors' permission

24. Conclusion • Inquiry Learning; • Can provide students with the opportunity to achieve several inter-related learning objectives. • Encourages students, teachers, parents, administrators and teacher educators to consider the teaching and learning process from the perspective of discovery and collaboration. • Fosters the development of language skills through experience with an interconnected and broader scope of disciplines simultaneously. • Provides opportunities for language learning, the acquisition of content knowledge, critical thinking and leadership development. Stephenson & Higman, 2010 Please do not quote without authors' permission

25. Lauren Stephenson, Zayed University, Dubai, UAE,lauren.stephenson@zu.ac.aeNatasha Higman, Deira International School, Dubai, UAEnhigman@disdubai.ae Stephenson & Higman, 2010 Please do not quote without authors' permission