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Session 3: Analysing the 8 Stages of Guided Inquiry Activity:

Each participant will be given one stage to become an expert on & create a summary resource

Guided Inquiry Learning Journal1. Open

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

Open - To provide a hook to engage students

Cognitive Processes Employed

Questioning; prior knowledge; discussion; recall; connectedness

Affective Domain Elements

Confused; excited; overwhelmed; disengaged; engaged

Which of the 5 Key Competencies will be developed?

Social skills; mindset

What could this look like as a classroom activity?

Role play; video; hands on; noise

Guided Inquiry Learning Journal2. Immerse

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

Immerse – Build a background knowledge to connect to content and discover interesting ideas

Cognitive Processes Employed

Exploring, comprehension, selecting, memory, synthesising

Reading, viewing & listening

Affective Domain Elements

Wonderment, curiosity, interest, inspiring & a connection

Which of the 5 Key Competencies will be developed?

Social Skills- group brainstorming, idea generation, conversations with specialists

Curriculum content- find parameters of content focus

Literacy- Reading, listening, viewing

Information Literacy- accessing stimulus and accessing information, using WIKI as a process diary

Learning how to learn- explicitly explaining the feelings associated with this phase of learning, personally connecting to content.

What could this look like as a classroom activity? Viewing a video

Guest speaker, story, focus article, picture, TV/Song, museum

Guided Inquiry Learning Journal3. Explore

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

Explore - Narrowing the big picture to a specific area of interest

Cognitive Processes Employed

They build background knowledge

Often skipped over, explore for different ideas that they are interested in rather than for collecting detailed info – browsing a variety of texts

Affective Domain Elements (What might students be feeling?)

Confusion – ideas don’t seem to fit together

Need to skim but can easily get bogged down in details

Overwhelmed

Which of the 5 Key Competencies will be developed?

Mindset – change in approach to the task

Curriculum content

Information Literacy

What could this look like as a classroom activity?

Flashcards with words, phrases, terms – students select one that interests them and start sorting through resources to find what is interesting and/or relevant

Guided Inquiry Learning Journal4. Identify

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

Identify - This phase is the defining moment for the direction of their inquiry

Cognitive Processes Employed

Pause and ponder - consider

Identify key inquiry question - focus

Decide direction - focus

Affective Domain Elements (What might students be feeling?)

*Beginning of the phase they will be “unsure and uncertain” – they may not know the direction they want to take.

*At the turning point they will be “excited, confident and determined” – they now know where they are heading

Which of the 5 Key Competencies will be developed?

Literacy skills and information literacy (they will have been researching and note taking)

Mindset (going through the experience of change between the beginning phase and the turning point they will develop a desire for learning to learn)

Social skills (if it is a group project they will be communicating, cooperating and coordinating their understanding)

What could this look like as a classroom activity?

This is not a zone of intervention phase so the activity would involve each student reviewing the research they have gathered in the Open, Immerse and Explore phase. It may require some type of graphic organiser to be identified for use.

The teacher explains to student that students will be making a decision about the direction they are going to take. Guide students to the fact that it is important to make a decision as they need to direct their time and effort towards something focused.

All students will get here at a different stage.

Guided Inquiry Learning Journal5. Gather

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

GATHER - The students choose and find a broad range of sources and then deeply comprehend and reflect on this knowledge to construct their own understanding of the topic.

Cognitive Processes Employed

(What types of thinking and processes will be used?)

Analysing, Evaluating, Comprehending

Affective Domain Elements (What might students be feeling?)

Clarity. Possible thoughts: This is interesting! This is clearer now.

Which of the 5 Key Competencies will be developed?

Information Literacy, Literacy skills.

Summarise this phase in one sentence:

What could this look like as a classroom activity?

Data gathering, Source evaluation through peer discussion, stepping them through on how to write an annotated bibliography

Guided Inquiry Learning Journal6. Create

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

Create - Creating is understanding, articulating and presenting the most important findings of the task in a creative and engaging way.

Cognitive Processes Employed

(What types of thinking and processes will be used?)

Reflecting on the process, Interpreting and analysing accumulated information

Affective Domain Elements (What might students be feeling?)

Confident to share their ideas or findings

Which of the 5 Key Competencies will be developed?

Mindset, information and literacy (recording results), social skills(awareness of audience/communicating),

What could this look like as a classroom activity?

PowerPoint, demonstration, oral presentation, drama, written report, film, instructional booklet.

Guided Inquiry Learning Journal7. Share

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

Share - We can learn from one another

Cognitive Processes Employed

Sharing their insights with others

Thinking about the audience and how best to present insights with others eg. Online blog, podcast, forum, rally etc.

Affective Domain Elements (What might students be feeling?)

Excited about the opportunity to share newfound knowledge

Pride: reaching the top of the ‘GI’ mountain ‘this was worth it!’

Nervous about putting their research/learning ‘out there’

Which of the 5 Key Competencies will be developed?

Social skills: if presentation is collaborative

Mindset: sharing the process the students have been through to reach ‘sharing’ point of GI

Curriculum Content: sharing research/knowledge/learning with relevant audience

What could this look like as a classroom activity?

Classroom Blog, presentation to relevant audience (classmates, parents, community etc), research book, poster, rally.

Guided Inquiry Learning Journal8. Evaluate

What activities/strategies could you use in this phase for your unit?

What could the learners be doing?

What could the inquiry team be doing?

Evaluate – Damn, I’m awesome.

Cognitive Processes Employed

Synthesis, comparing, analysis, judging & understanding

Affective Domain Elements

Self-conscious

Apprehensive /performance anxiety

Jubilation and anticipation of end

Confidence (especially at realizing new skills or talents)

Which of the 5 Key Competencies will be developed?

Curriculum

Content

What could this look like as a classroom activity?

Journal entries

Post –it notes

Student feedback

rubrics