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Guided Inquiry

Guided Inquiry. Jan-Marie Kellow. Inquiry. 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 .

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Guided Inquiry

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  1. Guided Inquiry Jan-Marie Kellow

  2. Inquiry 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.  Based on definitions from Sharon Friesen and www.galileo.org/inquiry-what.html

  3. Scaffolding “Scaffolding is a temporary helpful structure that enables a person to successfully complete a task she/he could not complete without the aid of the scaffold.” www.ed.uiuc.edu/courses/edpsy317/sp03/challenge-reports/kurt.htm

  4. Shared • Guided • Independent www.flickr.com/photos/57029257@N00/143699472/

  5. What do we scaffold? • Skills • Strategies • Key Competencies

  6. Key Competencies • Thinking • Using Language Symbols and Texts • Managing Self • Relating to Others • Participating & Contributing

  7. Guided Inquiry levels Originally modified from Herron, M.D. (1971). The nature of scientific enquiry. School Review, 79(2), 171- 212. More info on www.inquiringmind.co.nz/Herron_Model.htm

  8. Faith Wyllie Te Rerenga Zania Watt & Donna Harper Opoutere School

  9. GPS

  10. “Unless students are trained to use the advanced features of search engines like Google, they tend to gather huge piles of pages that contribute little to understanding.” Jamie McKenzie (fno.org) Google Search Results

  11. "Children who are in this concrete-operational stage seek information that exactly matches their own search terms or the terminology used by the teacher or in the assignment. In other words, they are concrete thinkers and have trouble with anything that is not an exact fit with their understanding of the question." Hirsch, 1999

  12. Weblinks

  13. Wikis Examples: http://kopukids.wikispaces.com/ To join: http://www.wikispaces.com/

  14. Parts-Whole Relationships • What smaller things make up the whole? • For each part, what would happen if that part was missing? • What is the function of each part? • How do the parts work together as a whole? Adapted from strategies by Robert Swartz & Sandra Parks

  15. Word: Smart Art

  16. Graphic Organisers • www.sdcoe.k12.ca.us/score/actbank/torganiz.htm • www.graphic.org/goindex.html • www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm • www.enchantedlearning.com/graphicorganizers/star/www.eduplace.com/graphicorganizer/ • www.tki.org.nz/r/integration/curriculum/resources/inquiry_gos/instructions_e.php • www.tki.org.nz/r/integration/curriculum/resources/problem_solving_gos/description_e.php

  17. Thinking Tools Thinking HatsPlus Minus Interesting

  18. PMI

  19. My Task Log Our Key Question:Should we clone endangered species? Week 4: What we did: Read the book “How to clone a sheep” Visited websites:www.synapses.co.uk/science/clonewww.cnn.com/2003/WORLD/europe/02/14/cloned.dolly.dies/index.html What we found out: Scientists cloned a sheep called Dolly. It took 100s of attempts. Dolly has no father. Dolly died aged six. Sheep usually live to 10 or 12. She died of a disease that young sheep don’t usually get. What next? Confirm facts on Dolly’s death fromtwo other sources. Find out if any endangered animals have been cloned. If they were, how long did they live? Adapted from Task Log developed by Rob Petrie

  20. Formative Assessment & Feedback

  21. Rubrics http://rubistar.4teachers.org/index.php

  22. jkellow@xtra.co.nz www.inquiringmind.co.nz

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