Inquiry in the New Curriculum

Jan-Marie Kellow Inquiry in the New Curriculum

“We only think when we are confronted with problems.”John Dewey “Wisdom begins in wonder.” Socrates

Inquiry-based learning is a constructivist approach, in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea. It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking action. Inquiry Definition Based partly on definitions from Sharon Friesen and www.galileo.org/inquiry-what.html

Student ownership of the learning and clear purpose Authentic contexts, meaningful learning An investigation into a question, problem, issue or idea Students construct meaning Scaffolding to support learning Teacher as guide or facilitator Knowledge creation Action as a result of the inquiry Elements of Inquiry www.inquiringmind.co.nz

Problem -solving Higher order thinking Critical thinking Lifelong learning Engagement Depth of understanding Information literacy skills

The Spirit of Change in NZC • Learning how to learn – developing an identity as a ‘lifelong learner’ and a greater emphasis on developing student autonomy • School-based curriculum design is more explicit • A more participatory view of learning (just having the knowledge is not enough – you need to be able to do things with your learning) • A more holistic approach – interconnected nature of knowledge • Dr. Rosemary Hipkins - NZCER • “Inquiry and the Key Competencies – Perfect Match or problematic Partners”

Dr. Rosemary Hipkins - NZCER “Inquiry and the Key Competencies – Perfect Match or problematic Partners” The Potential Match to Inquiry • Learning to learn • School-based curriculum design • A more participatory view of learning • Inter-connected nature of learning • Inquiry skills/disposition • Huge range of potential inquiry contexts • Students active at all stages of inquiry process • Fertile questions often span learning areas

Open - more than one possible answer • Undermining - challenge existing beliefs • Charged - have an ethical dimension • Rich - requires grappling with rich content • Connected - relevant to the life of the learners & to the community • Practical – can be done Fertile Questions “Teaching and Learning in a Community of Thinking” YoramHarpaz www.learningtolearn.sa.edu.au/Colleagues/pages/default/harpaz/

Actively Involved • Taking action • Lifelong Learners • Information literacy • Thinking skills & strategies Vision (p8) • Confident • Authentic contexts • Ownership • Motivated • Connected • Asking questions • Collaborative

Learning to Learn Community Engagement Coherence Future Focus Principles p9

Community & participation Ecological Sustainability Integrity Innovation, inquiry and curiosity Values p10

Sustainability Citizenship Enterprise Globalisation Future Focus (p39)

Thinking • Using Language Symbols and Texts • Managing Self • Relating to Others • Participating & Contributing How might inquiry foster these? Key Competencies (p12)

Creating a supportive Learning Environment Encouraging reflective thought and action Enhancing the relevance of new learning Facilitating shared learning Making connections to prior learning Providing sufficient opportunities to learn Summarise in relation to inquiry Effective Pedagogy (p34)

“The learning area statements … rather than the achievement objectives should be the starting point for developing programmes of learning suited to students’ needs and interests.” p38) Learning Areas

English Social Sciences (p 30) Using a social inquiry approach, students: Ask questions, gather information and examine relevant social issues Explore and analyse people’s values and perspectives Consider ways in which people make decisions and participate in social action Reflect on and evaluate the understandings they have developed and the responses that may be required Learning Areas

“The values, competencies, knowledge and skills that students need for addressing real-life situations are rarely confined to one part of the curriculum. Wherever possible schools should aim to design their curriculum so that learning crosses apparent boundaries.” (p. 38) Integrated Curriculum

What are some of the ways that e-learning can support inquiry-based learning? E-learning and Pedagogy (p36)

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Inquiry in the New Curriculum