inquiry model 2
TRANSCRIPT
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8/14/2019 Inquiry Model 2
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8/14/2019 Inquiry Model 2
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Tasks Thinking Tools
et
ocus /
uestio
s /
vesti
ation
recti
n /
ritiqui
g
Big Idea / issue
Wonderwall
Graphic Organisers: mind map, flow charts, sequencing, tournament
thinking, fact vs. opinion, Brainstorm, Alphabet key, KWL, 6Ws, mnemonics
Question Skills - fat and skinny, open closed, Question matrix, keywords
Hats: White Hat, Red Hat
Prior
knowledge
Knowledge /
immersion
Choose
subsidiaryquestions
nding
ut/
etting
ore
uestio
s/refl
cting /
efinin
recti
n/
valuat
g
Evaluating the
knowledge
Graphic Organisers: Venn diagrams, OPV, Cause and Effect, tournament
thinking, Reverse key, PMI, tournament thinking, SWOT, compare and
contrast, prioritising, What if? BAR key,
Question Skills Relevant / irrelevant, reliable / unreliable
Hats: Green Hat, Yellow Hat, Black Hat
SCAMPER,
Zooming in on
the knowledge
Researching
the answers
Summarise /
report,
evaluate
resen
ng/
cting/
oing Action
Graphic Organisers: BAR key,
Hats: Green Hat
terati
ns/How
d we
o?
Now
hat?
Evaluation
Graphic Organisers: PMI, tournament thinking, SWOT
Hats: Blue Hat, Red Hat
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Revised Blooms Taxonomy Verbs, Materials/situations that require this level of
thinking, Potential activities and products
REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATIVERBS
Tell, List, Describe,Relate, Locate, Write,Find, State, Name,Identify, Label, Recall,Define, Recognise,Match, Reproduce,Memorise, Draw,Select, Write, Recite
Explain, Interpret,Outline, Discuss,Distinguish, Predict,Restate, Translate,Compare, Describe,Relate, Generalise,Summarise, Put intoyour own words,Paraphrase, Convert,Demonstrate, Visualise,Find out moreinformation about
Solve, Show, Use,Illustrate, ConstructComplete, ExamineClassify, ChooseInterpret, MakePut together, Change,Apply, Produce,
Translate, Calculate,Manipulate, Modify,put into practice
Analyse, Distinguish,Examine, CompareContrast, InvestigateCategorise, IdentifyExplain, SeparateAdvertise, Take apartDifferentiate,Subdivide, deduce,
Judge, SelecDecide,
Justify, DebaVerify, ArguRecommendDiscuss, RatPrioritise, DeCritique, EvaCriticise, Weiestimate, de
Ow
airakaScho
olInquiryMo
del
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MATERAILSSITUATIONS
Events, people,newspapers, magazinearticles, definitions,videos, dramas,textbooks, films,television programs,recordings, mediapresentations
Speech, stories, drama,cartoons, diagrams,graphs, summaries,outlines, analogies,posters, bulletinboards.
Diagrams, sculptures,illustrations,dramatisations,forecasts, problems,puzzles, organisations,classifications, rules,systems, routines.
Surveys,questionnaires,arguments, models,displays,demonstrations,diagrams, systems,conclusions, reports,graphed information
Recommendself-evaluatidiscussions,court trials,editorials, va
POT
ENTIALACTIVITIES &PRODUC
TS
Make a list of the main
events.Make a timeline ofevents.Make a facts chart.Write a list of anypieces of informationyou can remember.List all the in thestory.Make a chartshowing...Make an acrostic.Recite a poem
Cut out or draw
pictures to show aparticular event.Illustrate what youthink the main ideawas.Make a cartoon stripshowing the sequenceof events.Retell the story in yourown words.Paint a picture of someaspect you like.Write a summaryreport of an event.
Prepare a flow chart toillustrate the sequenceof events.Make a colouring book.
Construct a model to
demonstrate how itwill work.Make a diorama toillustrate an importantevent.Make a scrapbookabout the areas ofstudy.Make a papier-mchmap to includerelevant informationabout an event.
Take a collection ofphotographs to
demonstrate aparticular point.Make up a puzzlegame showing theideas from an area ofstudy.Make a clay model ofan item in the area.Design a marketstrategy for yourproduct.Dress a doll incostume.Paint a mural.
Write a textbookoutline.
Design a questionnaire
to gather information.Write a commercial tosell a new product.Conduct aninvestigation toproduce information tosupport a point ofview.Construct a graph toillustrate selectedinformation.Make a jigsaw puzzle.Make a family treeshowing relationships.
Put on a play about thestudy area.Write a biography ofthe study person.Prepare a report.Arrange a party andrecord as a procedure.Review a piece of artincluding form, colourand texture
Prepare a lis
to judge a Remember tpriorities anConduct a dabout a specMake a bookrules you seimportant toothers.Form a panediscuss viewWrite a letteadvising onneeded at
Write a halfreport.Present yourview.
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Owairaka Primary School Information & ICT Literacy Skills
DEFIN
ING
Defini
ng
Infor
matio
n
Needs
Junior M
INFORMATION LITERACY
The students suggest
questions for investigation
with teacher assistance , in
response to a topic/discussion
Select from a range of well-
defined topics, participates in
T-lead brainstorming,
clustering of ideas, focus-
question development &
completion of a group search
strategy
Selects from w
topic area & n
topic, given gu
assistance wh
independently
clusters ideas
questions & d
strategy
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Brainstorming with T intervention
Class sorts ideas with T support
With T guidance formulate key
questions on topic
Class & T identify key words &
concepts
T & class decide how to present
information
Groups brainstorm independently
or with a T.
Groups of students sort
independently.
Groups confidently formulate a
question using starter words.
Groups work independently of
teacher to identify key words and
concepts.
Groups decide their research
process.
Attempt individu
fully participate i
work and clarify
Students begin t
independence fr
Students indepe
and closed ques
Students work in
identifying key
concepts.
Individuals decid
research proces
ICT LITERACY
The students is involved in
teacher lead development of
questions in graphic and word
processing formats
In graphical format students
will contribute questions &
search strategy with T
assistance
Devise researc
word processo
spreadsheets
LOCA
TING
&
SELEC
TING
INFOR
MATION
(findi
ng/so
urcing
)
Junior M
INFORMATION LITERACY
Locating-The studentsidentifies and locates
resources following a search
strategy with T assistance.
Uses library search strategies.
With assistance data is
gathered. Appropriate
resources are selected using
simple scanning techniques.
Selecting class selects main
ideas and supporting keywords from more than 1
source. Categories information
which shows relationship of
ideas to each other and the
focus questions.
The students identify andlocate a range of resources
independently following
search strategies and using
key words. Acknowledge
value of different viewpoints
and differences in purpose
and coverage.
Selecting selects and records
information from a variety of
sources. Use appropriatescanning techniques and
suitable note making
strategies are used with T
assistance.
The students iresources rep
different view
different pers
independentl
of search stra
Selections ar
refined scanni
Selecting sel
relevant infor
range of scanAssess the cr
information.
General text - Students are
supported to choose books on the
topic and reminded of the layout
of the library and differencebetween fiction and non-fiction.
Electronic resources T exposes
children to electronic resources
General text in groups students
use search tool to find books that
relate to keywords. Students can
find books using Dewey system.
Electronic resources students
search a variety of T directed
electronic resources to find related
General text s
independently i
information. Th
find informatione.g. newspaper
Electronic Reso
use website lin
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and their uses.
People T to initiate sourcing and
visiting of experts.
information.
People with T guidance students
identify and contact experts for
possible visits.
locate further i
People - with T
identify and co
possible visits.
ICT LITERACY
Locating - With T assistance
students access electronic
resources. With T assistance
students contact experts. Uses
topic-specific multimedia
programs to locate T-directed
information
Selecting - With T assistance
students use graphic and/or
electronic links to develop
relationship of ideas.
Locating - Students access T-
directed electronic and web-
related resources.
Selecting - With T assistance
students selects information
from electronic indexes, full
text sources and onlineservices, including web-based
information.
Locating - Ind
locates and u
available in a
Selecting - St
independentl
information u
electronic forto the inform
OR
GA
NI
Junior Mid
INFORMATION LITERACY
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SI
N
G/
RE
CO
RD
IN
G
IN
With T assistance process
information gathered by
comparing, selecting and
combining what is relevant.
Record findings.
Process and organize
information with assistance
determining what is relevant
and make decisions on what
and how it is to be used and
then record.
Evaluate infor
in order to ma
generalization
opinions. Mak
record what is
T and students recordcooperatively. Students begin to
record their own ideas using a pool
of information.
Groups record informationbeginning to use modelled
techniques to suit the purpose of
the inquiry.
Students select atechniques effec
purpose of the in
ICT LITERACY
Students use simple multimedia
to organize information with T
assistance.
Students use simple multimedia
to organize information in
groups/buddies.
Students use a
multimedia an
software.
PR
ES
EN
TI
N
G
Junior Mid
INFORMATION LITERACY
Students, directed by T,
present findings to an audiencewith conveys understanding of
the inquiry topic.
With T assistance students
present findings to an audiencewith conveys understanding of
the inquiry topic.
Students prese
the inquiry topdemonstrates
and interpreta
information.
ICT LITERACY
Students, directed by the T,
presents information using
simple multimedia resources.
With T assistance students,
present findings using
multimedia resources.
Using a variety
resources stud
their findings c
audience.
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EV
AL
UA
TI
N
G
Junior Mid
INFORMATION LITERACY
Directed by T the children
assess the completed inquiry
topic with the key question:
Did we answer the question
and present the information
appropriately?
Then evaluate research task
and the information process at
each stage.
Class assess, with T assistance,
the completed inquiry topic
with the key question: Did we
answer the question and
present the information
appropriately?
Then evaluate research task
and the information process at
each stage.
Students asse
inquiry topic w
question: Did
question and p
information ap
Then evaluate
and the inform
each stage and
for future impr
ICT LITERACY
Teacher lead evaluation of ICT
skills used.
With T assistance evaluates ICT
skills used.
Students evalu
used.
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Questions...Student generated questions ??? Questi
Thinking Strategies For ExplicitTeaching
At Each Level
Six thinking Hats
Rimu Team
6 hats introduced one at a time.
Thinkers Keys
Puriri Team
Explore a range of uses for Ryans Thinkers Keys to promote creative thinking strategies.
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Tools For Complex Thinking
Kauri Team
Blooms Taxonomy
Graphic Organisers
ear 3 /4
uririear 5/6
auri
ear 1/2
mu