Guided Inquiry

1. Guided Inquiry By Jo, Lisa and Brian

2. Philosophy • Guided Inquiry is carefully planned, closely supervised by teachers to guide students through curriculum based inquiry units that gradually lead towards independent learning. Students are encouraged to engage with diverse and conflicting sources of information and use that to discover new understandings and develop personal viewpoints and perspectives.

3. Information Search Process of Guided Inquiry

4. Stages of Guided Inquiry • Initiation – An engaging question is developed by the teacher from the instructional goals and the curriculum. It is meant to motivate the students to undertake the inquiry process. • Selection – Students can choose what to pursue in response to the initiating question by considering what they want and need to find out. • Exploration – Students explore the initiating question and then develop their questions of their own that arise when they are learning about the subject. They will come across information that is inconsistent and incompatible with what they already know. Students will often need guidance and instruction when working to help them understand the information processes.

5. Formulation – Students begin to understand the dimensions, issues and ramifications of the initial question and begin to form their own perspective of the subject. • Collection – Students gather information that defines, extends and supports their focus. Interest, Confidence increases giving students ownership and expertise over the subject. Students will need guidance and instruction to structure their ideas in a meaningful way. • Presentation – Students share what they have learned. • Assessment – Students reflect on what they have learning and discover what went well and what needs to be improved.

6. Incorporating Key Competencies The NZ five key competencies are: • Thinking, • Using language, Symbols and texts, • Managing self, • Relating to others, • Participating and contributing. The students are to use all of these competencies when working on a Guided Inquiry.

7. Thinking • Thinking is about using creative, critical, metacognitive and reflective processes to make sense of and question information experiences and ideas. How Thinking links to Guided Inquiry: • Guided Inquiry invloves students sourcing information, making sense of it then forming their own understanding and opinion.

8. Using language, symbols and texts • Using language, symbols and texts is about working with and making meaning of the codes in which knowledge is expressed. How Using language, symbols and texts links to Guided Inquiry: • Students are encouraged to engage in language and symbols that are particular to the selected inquiry.

9. Managing Self • Manging Self invloves self motivation and the ability to establish personal goals, make plans and set standards. How Managing Self links to Guided Inquiry: • Students are encouraged to form their own question about what they want to find out with assitance from a teacher.

10. Relating to others • Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. How relating to others links to guided inquiry: • Students are encouraged to engage with different sources and conflicting information.

11. Participating and contributing • Participating and contributing is about being actively involved in local, national and global communities. How participating and contribuiting links to guided inquiry: Whilst this is topic dependent, students are encouraged to apply findings in the formulation stage- ramifications of the initiating question.

12. How this model reflects the culture and needs of Shelly Park School Good Points • It gives the teacher control of direction- where things are going • Provides students with a starting point. • Extends their learning- not doing something they already know. • Sequential- 7 stages, the last being reflection.

13. How this model reflects the culture and needs of Shelly Park School Dodgy Points • Open to abuse by control seeking teachers, - non directed child inquiry. • Never ending story of inquiry- hard to limit the search • Not knowing when to stop.