Resourcing

an

Inquiry Based

Curriculum

using ICLTs

Kay Cantwell

20 January 2011

Overview: The workshop, website and accompanying online workbook will assist

teachers to become more familiar with the concepts of inquiry learning,

and become aware of the wide range of Information and Communication

Learning Technologies (ICLTs) available to resource the Inquiry

Process.

Gathering current understandings,

capturing interest and sparking

discussion……

One strategy – PollEverywhere.

http://www.polleverywhere.com/

Poll Everywhere is a simple text message voting application that works well for live

audiences. People vote by sending text messages (or using Twitter) to options displayed

on-screen. The poll that is embedded within the presentation or web page will update in

real time.

Collaborating and sharing ideas in real

time….

One strategy: using WallWisher

http://www.wallwisher.com/

Ideas for Wallwisher in the classroom:

Brainstorm research topics: students post ideas they would like to explore Word Choice: post several “bland” words and have students list more interesting

synonyms Book Tips: students make recommendations about good books to read. Wonder Wall: students post questions in a plenary session Timeline: Post notes with events and students arrange in chronological order Make predictions: Students post hypothesises prior to experiments

Exemplar Wallwisher activity: http://www.wallwisher.com/wall/australiaday

‘Expert Voice 1’ Inquiry-based Learning: Explanation

What is inquiry-based learning?

Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.

"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling.

A Context for Inquiry

Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers.

Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied.

Importance of Inquiry

Memorizing facts and information is not the most important skill in today's world. Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data.

Schools need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge . . . a process supported by inquiry learning.

Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.

Content of disciplines is very important, but as a means to an end, not as an end in itself. The knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes.

From: http://www.thirteen.org/edonline/concept2class/inquiry/index.html

‘Expert Voice 2’ Intro to Inquiry

A (Somewhat) New Approach to Educating and Inspiring Kids

Inquiry-based learning is not a new technique—in fact, it goes back to education philosopher John Dewey - but it does stand in contrast to the more structured, curriculum-centred framework of today's schools.

Asking questions is at the heart of inquiry-based learning. The goal is not to ask just any questions, of course, but ones that kids honestly care about. Your role is to guide the kids in finding the answers themselves and encourage them to ask new questions along the way.

Key Principles of Inquiry-Based Learning

"Inquiry-based learning" is one of many terms used to describe educational approaches that are driven more by a learner's questions than by a teacher's lessons. It is inspired by what is sometimes called a constructivist approach to education, which posits that there are many ways of constructing meaning from the building blocks of knowledge and that imparting the skills of "how to learn" is more important than any particular information being presented. Not all inquiry-based learning is constructivist, nor are all constructivist approaches inquiry-based, but the two have similarities and grow from similar philosophies.

How is inquiry-based learning different from traditional approaches? In the traditional framework, teachers come to class with highly structured curricula and activity plans, sometimes referred to as "scope and sequence." They act as the source of knowledge and as the person who determines which information is important. There is certainly creativity and flexibility in how each teacher runs his or her class, but the topics and projects are driven and evaluated based on what a teacher, administrator, school board, or bureaucracy have decided what children should know and master.

It may be that traditional education will start becoming more and more like inquiry-based learning over time. Why? Because an inquiry-based approach is more web-like in how students pursue knowledge, as opposed to the linear, vertical and compartmentalized structure of traditional education. As the web-like Internet increasingly permeates society and education, the traditional structures will have to adapt to the forms of the new media.

In contrast, inquiry-based learning projects are driven by students. Instructors act more as coaches, guides, and facilitators who help learners arrive at their "true" questions—the things they really care about. When students choose the questions, they are motivated to learn and they develop a sense of ownership about the project.

Don't get the wrong idea, however: Inquiry-based learning projects are not unstructured; they are differently structured. If anything, they require even more planning, preparation, and responsiveness from the educator—it's just that the educator's role is different.

From: http://www.youthlearn.org/learning/general-info/our-approach/intro-inquiry-learning/intro-inquiry-learning

‘Expert Voice 3’ Information Inquiry

In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.

As independent thinkers, children become researchers, writers, videographers, and activists rather than passive receivers of a textbook's content. They do meaningful work that addresses essential questions and important standards. It's critical that learners take ownership of the inquiry process.

Questioning is at the core of information inquiry and drives the teaching and learning process. In an era of "one answer" standardized tests, this idea of opening a student's mind to questioning and exploring many answers is essential.

The poster on the right comes from an elementary classroom that supports inquiry-based learning.

Quality Inquiry Environments

According to Karen Sheingold (1987), inquiry is a complex process that includes:

formulating a problem or question, searching through and/or collecting information to address the problem or question, making sense of the information, and developing an understanding of, point of view about, or 'answer' to question.

What makes an effective inquiry experience? Consider the following elements of a quality inquiry environment. Students have the opportunity to:

build on their existing knowledge and skills select topics of interest. explore a variety of resources (i.e., books, maps, primary source documents, websites, videos,

audios, photographs). select the best way to communication their findings. share with real-world audiences. be evaluated on both process and product. evaluate themselves, their peers, their resources, and their teachers.

From: http://virtualinquiry.com/inquiry/inquiry7.htm

‘Expert Voice 4’ Inquiry learning - Teaching the 21C learner

Students require multiple opportunities to

develop a deep understanding of the ‘big

ideas’ which sustain their growth as citizens.

In addition, they require opportunities to

problem solve, make decisions, work

collaboratively with others, actively explore

authentic concepts, and engage in higher-

order thinking and reflection. These learning

experiences are viewed as integral to the

development of students as active and

informed citizens. Inquiry learning and

creative problem-solving approaches reflect

these key elements.

Inquiry learning is a student-centred

approach to curriculum design and delivery. The inquiry approach promotes student involvement and motivation

for learning through the exploration of issues, problems or concepts that students find meaningful and exciting.

Ideally, these are concepts that allow students to engage with real, practical or hypothetical problems which

connect to the world beyond the classroom, are linked to their prior knowledge, and which are not restricted by

subject boundaries.

Asking questions is at the heart of inquiry learning. An open question provides the focus for an inquiry and

sequence of learning experiences. These experiences initially allow students to make links with their prior

knowledge and experience, and then lead them through a deliberate investigation or problem-solving process to

extend, challenge and refine their knowledge and skills. Learning experiences, which grow in complexity, are

designed to support students to make connections between the different stages of the inquiry and enable them to:

• develop a deep understanding of a concept, through research, experimentation and critical and creative

thinking processes

• make decisions, solve problems and take action

• express and share their ideas, observations and perspectives with others

• build new knowledge and understanding

• monitor their own progress and develop an ownership of their learning

• work independently and cooperatively in groups

• reflect on their own learning, decisions and thinking processes.

From: https://learningplace.com.au/deliver/content.asp?pid=45286

Sourced from Flickr Creative Commons: Swansea Photographer: http://www.flickr.com/photos/tfrancis/539308690/sizes/o/

‘Expert Voice 5’ What is Inquiry?

Why Inquiry?

Inquiry-based learning approaches when correctly implemented can help develop higher-order,

information literacy and critical thinking skills. They can also develop problem-solving abilities and

develop skills for lifelong learning. My experience has shown this approach to engage and motivate

students. Students in my classes worked co-operatively and collaboratively to solve problems and I found

the depth of understanding to be greater than with other teaching approaches.

Teacher's Role

The teacher's role in inquiry-based learning is one of 'Guide on the side' rather than 'Sage on the stage".

The teacher scaffolds learning for students, gradually removing the scaffolding as students develop their

skills. With young children or students new to inquiry it is usually necessary to use a form of guided

inquiry.

Questions

At the heart of inquiry is a good question. It is often open-ended (has no right or wrong answer) and is

higher-order, rich, worthy and/or fertile. Check out the Question page for more on this aspect.

Problem and project-based learning, curriculum integration (Beane, 1997) and communities of thinking

(Harpaz & Lefstein, 2000) are other variations of inquiry-based learning.

From http://www.inquiringmind.co.nz/WhatIsInquiry.htm

Sourced from Flickr Creative Commons: Stefan

http://www.flickr.com/photos/st3f4n/3951143570/sizes/l/

The full article by Michael Boyle can be

found at:

“Young people increasingly live and thrive in the

digital environment, comfortable with virtual,

screen-to-screen and face-to-face relationships.

They take for granted that they can use interactive

text, audio and image technologies to observe and

participate in world events in real time.” (p.4).

Ministerial Council on Education,

Employment Training and Youth Affairs

(MYCEETYA), 2005, Contemporary

Learning.

http://www.mceecdya.edu.au/verve/_resources/ICT_LearningOnlineWorld-ContemporaryLearning.pdf

http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Inquiry is an approach suitable for 21st century learners because we live in a world of abundant and easily

accessible information. This quote by David Warlick captures our need for an inquiry approach NOW

perfectly:

When information is Networked, Reading expands into Exposing what is True (finding, decoding,

evaluating, building meaning, etc.)

When information is Digital, Arithmetic expands into Employing the Information (working the

numbers that define all information to add value.)

When information is abundant (overwhelming), then Writing expands into Expressing Ideas

Compellingly (producing a message that competes for the attention of the audience.)

2ȼ Worth – Learning and Teaching in the new information landscape:

http://davidwarlick.com/2cents/?p=2706

http://www.bne.catholic.edu.au/schools-

curriculum/Curriculum/publications/Docu

ments/Curriculum-Matters-Volume-3-No-

1-2004-February.pdf

This site has links to a large number of ICLTs that may be embedded at different phases throughout the

Inquiry Process. They have been arranged according to the Ladder of Learning model.

To access the collaborative work that the different groups have begun today on implementing these

tools, please go to the Google Docs page via this link:

https://docs.google.com/document/d/1qszQXJyF3wVjIxDHAtqjWvdLGJp0cjGi_264bAsCd0A/edit?hl=en&a

uthkey=CJ_Y1N4M

http://www.wix.com/kayc28/inquiring-minds

Using collaborative writing tools in the classroom

Google Docs is a free, easy and effective method for introducing collaborative writing into the classroom.

When students all have Google accounts, their contributions may be easily tracked, which is ideal for

ensuring accountability, and managing any inappropriate behaviour.

Google has created a number of useful teaching and information resources. An introduction to using

Google Docs with students is viewable at https://docs.google.com/View?docid=dcdn7mjg_72nh25vq

Another powerful group writing tool is Mixed Ink: http://www.mixedink.com/educator/#_how_it_works

which provides a way to identify and view every contribution students make.

Unfortunately, there is a caveat for teachers of students who are under 13 years. Due to United States

privacy laws, Google accounts and Mixed Ink are limited to students above this age.

However, there are several ways teachers can use collaborative writing

tools for students under 13.

1. Writeboard allows you to set up a password protected space where

people can share without needing to sign up to an account. The

drawback is that it has limited editing so it is harder to set up templates

etc.

http://writeboard.com/

2. Typewith.Me provides a similar space to Writeboard, although the

space is not password protected. It does however provide a few more

editing tools for users, and the ability to colour code user’s contributions,

as well as being able to download the finished document in a variety of

formats. http://typewith.me/

3. Primary Pad offers a very similar interface as Typewith.Me but

is geared specifically to schools. http://support.primarypad.com/faq

Some great ideas for using Primary Pad or similar tools is available at

https://docs.google.com/present/view?id=dcz55dtd_245gfw584hf

4. Storybird provides a more structured writing experience. Class

accounts are free, and students write in response to images provided

through the site. The finished stories can be shared in classroom

libraries.

http://storybird.com/

Appendix: This information was emailed prior to the day, but for reference:

St Eugene’s Burpengary

Student free day professional development 20 January 2011.

If any additional assistance is required, please contact myself, Kay Cantwell, on kcantwell@bne.catholic.edu.au

In preparation for the day:

1. Create a Google Account. This account is free, and will

enable you to edit our shared Google Doc. To do this:

a. Go to

https://www.google.com/accounts/NewAccount

b. Complete the online form

c. Now you have an account, you can set up your

own Google docs, and collaborate on others –

this link takes you to the document set up for the

20 January 2011 student free day.

d. Please note, I have set this document so that

anyone with the link can post. Being signed in to a

Google account when you post means we can

track ‘who posted what’. It is a good method of

ensuring accountability, especially when working

with students. There is further information about

Google Docs for students in the handbook for the

day.

On the day:

1. You will need to access several sites online. These include:

a. The backchannel – go to

http://todaysmeet.com/StEugenes , and simply type your name, and post your thoughts. I

encourage you to ‘own’ your posts – it is up to you whether you post your name or just

‘anonymous’, but in the spirit of sharing it is good practice to provide your name when you

post. Also, this backchannel can be downloaded as a document for later consultation, and it

makes it easier to track ‘who said what’ if everyone posts using their name.

b. The Wallwisher – go to

http://www.wallwisher.com/wall/eugenesinquiry

This is where we will post definitions, descriptions etc on what we believe inquiry learning

is. You don’t need to sign in to post to this wall, but if you wish to, you can use your Google

account details (from above) to sign in.

c. Inquiring Minds – go to

http://www.wix.com/kayc28/inquiring-minds

This site contains links to a range of different online tools linked to each phase of the

inquiry process. It also has some background information about inquiry. There will be time

during the student free day for you to explore this site and to discuss possible ways to

integrate some of the tools into your curriculum.