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Developing a School Inquiry Model
Jan-Marie Kellow
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Why a school model?
Ownership
Process develops understanding
Common understanding
Suit community needs
Consistency
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It takes
time …
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Inquiry is a disposition not a process
“All men by nature desire to know.” Aristotle
“By doubt we are led to inquiry and from inquiry we perceive the truth.” Pierre Abelard 1079 - 1142
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So why inquiry?
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Higher order thinking
Critical thinking
Problem-solving
Lifelong learning
Information literacy skills Depth of
understanding
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Enjoyment & Difficulty Levels Group 1
0
1
2
3
4
5
6
7
8
9
10
Start
Finis
h
Overa
ll
Ra
tin
g /
10
Enjoyment
Difficulty
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Common understanding of inquiry
School visits e.g. Opoutere School,
Aberdeen Primary & Birkdale Intermediate
‘Focus on Inquiry’ by Jeni Wilson &
Lesley Wing Jan (Curriculum Corporation)
www.inquiringmind.co.nz/WhatIsInquiry.htm
http://www.galileo.org/inquiry-what.html
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Elements of InquiryStudent ownership of the learning and
clear purposeAuthentic contexts, meaningful learning An investigation into a question, problem,
issue or ideaStudents construct meaningScaffolding to support learningTeacher as guide or facilitatorKnowledge creationAction as a result of the inquiry
What do each of the elements of inquiry mean to your staff?
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Discuss, Debate
andQuestion
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Big 6
Research Cycle
Action Learning SAUCE
Super 3
8 Ws
3 Doors
Numerous school models
I.S.P.
Progressive Inquiry
Problem-based Learning
Existing Models
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Explore existing modelsVisit the web
• http://virtualinquiry.com/inquiry/models.htm
• http://
www.inquiringmind.co.nz/WhatIsInquiry.htm
• http://ictinfusedinquiry2.wikispaces.com/Inquiry
+Models School modelsPresentations at conferences, Ulearn & L@S
The “Super3™" is copyright © Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
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Inquiry into inquiry
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Trial existing models
http://www.i-learnt.com/Paradigm_Mark.html
The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
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Compare modelsModel Big 6 Action
LearningResearch
CycleOpoutere Learning Journey
SAUCE Super 3 Ask & Act
Aberdeen
Author
Eisenberg & Berkowitz
Gwen Gawith Jamie McKenzie
Opoutere School
Trevor Bond Eisenberg & Berkowitz
Jan-Marie Kellow
Aberdeen School
Task Definition
Decide Essential Question
Set the Scene
Set the Scene
Plan Ask Ask
Info seeking strategies
Plan The Task
Locate & Access
Search & Find Gather Find & Gather
Acquire Do Acquire Acquire
Use of Info Use & Analyse Sort, Sift & Analyse
Sort, Sift & Analyse
Use Analyse
Recording
Synthesis Present & Communicate
Synthesise Create & Communicate
Apply Apply
Evaluate Communicate
Review Act
Reporting
Evaluate Evaluate Evaluate Assess Evaluate Assess
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Type of modelInformation Literacy (e.g. Big6)
Scientific (e.g. Forests of Life DigiOps
project)
Problem-based learning (e.g. Birkdale Intermediate)
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Structure
Review &
Reflect
Revie
w &
Refl
ect
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Create your own modelUse the features and terms that suit your
school communityPersonalise your model
Hikuai School’s Learning Tree
Maramarua School’s Agent Marama
Inspector Tui Parawai School
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Trial your modelTrialModify.Trial again
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Feedback from studentsCommunity Involvement
Consult and
Inform
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Making it happen
Wha
t doe
s it
soun
d lik
e?
What does it look like?
What does
it feel like?
What do we need to do?