Inquiry Based Learning

ICWC Cluster

Inquiry Based Learning - Jan-Marie Kellow

As a cluster of teachers we think..

Inquiy Learning is...questioning, discovery, curiosity, investigating, motivation, processing, problem and issues, skills and attitudes, empowering, challenging ideas,justifying, reflecting, systematic investigation, authentic, critical thinking, process engagement, deeper unerstanding, interacting, student centred.

What is our initial definition of Inquiry?

Teachers need to have it really set in their heads. If we don't it's very difficult to expect the children we work with to have a clear understanding of what Inquiry is.

Student Ownership

Does not always mean the concepts come from the students.

Children don't always know what they don't know...they need an inital start from the teacher.

Why are they doing an inquiry into something...what is the purpose?

Authentic

Relevant, real life issues...although not alway possible, it should be the aim!

(gardens around schools, bring back the birds)

Questioning

Wonder Walls - Students put up questions.

What if Walls could work here to...to promote thinking outside the square...everything accepted.

Scaffolding - Guided Inquiry

Students working just outside what they know.

Think of the reading process-shared, guided and independent process.

Students, especially the younger children need the support.

2-4 inquiries a year...not all concepts would be need to be covered under the inquiry umbrella. Not all concepts/topics would need the deeper/ higher order thinking that we look for/expect in an 'inquiry'...english, math.

Not looking for them to create knowledge, we are looking at understanding existing concepts.

A natural social action...some inquiry topics do not lend themselves to this...the action should not be contrived!

Think about low level question...sometimes it is totally appropriate to go out and bring in information about a topic.

Stages of Inquiry!

Ask - knowledge attack/Immersion

Can't ask questions if they have no knowledge - PURPOSE

Key Question

Planning

Acquire

Sources of Information

How to find Information

Accuracy

Analyse

sort and sift

analyse

apply to task

Act

create

communicate

action

Assess

Evaluate Produce (effectiveness)

Evaluate Process (efficiency)

Rubric - rubistar site

Developing a model, using a different way of visually representing the model! Not always using the same model for all! Have we lost our model focus, with the change to the windmill?

(An example of model...children have pics of themselves and move them along the path of inquiry)