Reynolds+Chapter+3

Inquiry learning: students take a large degree of control over their learning, learning is open-ended and not always easy to predict. (P. 32) (P. 32) Inquiry learning is when students construct their own knowledge, incorporating new knowledge into constructs already established in the students mind, Inquiry learning linked to Haberma's's 3 different types of learning.  1. technical  2. procedural  3. Contextual Motivation is essential in inquiry (p. 32) approaches.  -> opportunity for questioning & -> gathering information  -> activities that help students organise new information and Skills to help form concepts and Gerardi stations -> opportunities for students to demonstrate what they know or have learned.  -> opportunities to apply knowledge, Skills and values teamed to other Contexts. Six strategies for leader that can assist inquiry learning are to: 1. Encourage students to find things out and work things out for themselves. 2. Encourage students to articulate draft ideas (student talk) 3. Help students to potter i-s learning together for themselves by strategies such as graphic organisers <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">4. Address concepts from different ages "De bono's six thinking hats" <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">5. Provide interactive feedback about learning that is specific and immediate. <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">6. Provide time to access learning

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(Piaget, Vygotskg, the Gestalt PHE Psychologists, Bruner and Dewey) Constructivists approach (P. 33)

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(p. 33) Habevma's 3 different types of learning <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Technical knowledge: Tools for leaning <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Practical knowledge: communication of social interaction, including the use of technical knowledge <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Critical knowledge: ethical inquiry, being able to see beyond the situation and discuss <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(Bar-On, 2000; Goleman, 1995; What might be. Mayer & Salovey, 1997) <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Emotional & personal knowledge.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">visual of effective inquiry leading <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">1. teacher raises question <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">2. children identify problem (children prepare questions) <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">3. teacher plans scaffold for each step <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">4. explicit teaching of the investigation process <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> __Issues__ <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> 1.) low achieving classes <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> insufficient knowledge base <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> 2.) lack of self-discipline
 * <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Limitations to inquiry approach (P-34) **

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(P. 34) <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Teachers encourage communication by: <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> - explicitly leaching logical and critical questioning thinking skills <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> - formulate questions (prepare what they want to learn). <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Teachers encourage collaboration by: <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> - encouraging strategies such as <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> jigsaw <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> three step interviews <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> think, pair, share <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> STAD <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> encourages group work where each individual needs to have in pot.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> (P-35) <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">1. Framing and focussing questions <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">2. locating, organising and analysing evidence <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">3. evaluating, synthesising 31 reporting conclusions <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">4. possible taking action of some sort <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">5. recognising consequences and outcomes of each of the above phases. <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">inform others <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> display <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> newspaper article <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> letters <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">action to direct change <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> debate issue publicity <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> visiting politicians <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> making submissions <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> action to operate charge <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> -> raise money for local or national projects.
 * <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Implementing inquiry learning **

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> (P. 45)


 * <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">The Skills of Inquiry **

__<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Technical __<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> (De bono)

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">- information processing skills

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• ascertaining what information is required.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• library access Skills

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• internet searching skills

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• note taking skills

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• ascertaining key points of information from a piece of information.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• Judging the quality of information gained.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• Planning how to go about on inquiry.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• categorise information in multiple ways

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• ascertaining multiple sources of information.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">LOCATING & COLLECTING RELEVANT DATA.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• sorting

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• classifying

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• sequencing

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• comparing and contrasting

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">• analysing part/whole relationships

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(P. 45) <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Tabor's inductive thinking <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> - listing, grouping 31 labelling data <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> - looking for connections between data <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> - placing various data parts together. <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">'and considers what this means both to learning situation and future learning situations. (p. 40) <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(p-48) <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Richard Dad-two pot thinking process <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">One group = statement about an event <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">other group considers assumption of the statement and the clarity of the stalemate argument <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> + <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(P-49) CAMPER checklist <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(p-52) CREAT technique

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(P-52)

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;"> Philosophy for children-can Lipman Process

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">1. getting started, relaxation activity, agreed roles of Interaction.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">2. Sharing a stimulus

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">3. pause for thought.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">4. questioning-students think of interesting or puzzling questions.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">5. Connections-making links between the questions

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">6. Choosing a question to begin 'enquiry

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">7. building on each others ides (teacher guided)

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">8. recording the discussion with graphic organisers

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">9. Review 1.3 close

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">p.53 +54


 * <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Communication skills **

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Brainstorming

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">'Spontaneous contribution of all members without passing judgement!

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">l. Graffiti: where students put posts it notes on a chat on the wall associated with a particular question or theme.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">2. 1nside/outside circle where 2 circles are formed, and they move around on a set signal.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Individuals talk to each other about a set topic when they are opposite their new partner.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">3. Milling individuals talk to different groups around the room about the topic of discussion in a random fashion

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">4. Placemat: in groups students are placed on different sides of a placemat sized piece of paper. and asked to write comments or ideas about the theme question The placemat is divided into 2 Sections and individuals write their own individual comments. <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">5. pmi: strategy developed by De bono Where students are asked to list the 'PIUS', ''MINUS', and interesting aspects of a particular direction or decision. <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">6. swot: similar to PMI, students are asked to list strengths, weaknesses, opportunities and threats of a particular action or idea. <span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">7. thinkers key: this is a collection of thinking strategies developed by Tony Ryan and Michael Pohl. These strategies encourage students to vary their approaches to thinking in different ways.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">8. AGAP and WHIY charts:

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">A= all

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">G = goes

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">A = according to

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">P = plan

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">WHIF = What if?

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">list things that can happen if things go well as well as if things do not go well and how we handle those difficulties.

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">(p-55-56)

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">4 roles of the reader


 * //<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">What does literal & inferential meaning mean? //**

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">fat questions = How & why

<span style="font-family: 'MS Shell Dlg 2','sans-serif'; font-size: 13.3333px;">Skinny questions = who & when