INQUIRY IN THE NEW CURRICULUMJan-Marie Kellow

“We only think when we are confronted with problems.”John Dewey

“Wisdom begins in wonder.” Socrates

INQUIRY DEFINITION

Inquiry-based learning is a constructivist approach, in which students have

ownership of their learning. It starts with exploration and questioning and leads

to investigation into a worthy question, issue, problem or idea.

It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying

conclusions and taking action.Based partly on definitions from

Sharon Friesen and www.galileo.org/inquiry-what.html

ELEMENTS OF INQUIRY

Student ownership of the learning and clear purpose

Authentic contexts, meaningful learning

An investigation into a question, problem, issue or idea

Students construct meaning Scaffolding to support learning Teacher as guide or facilitator Knowledge creation Action as a result of the inquirywww.inquiringmind.co

.nz

Higher order

thinkingCritical thinking

Problem-solving

Lifelong learning

Information literacy skills

Depth of understandi

ng

Engagement

THE SPIRIT OF CHANGE IN NZC

•Learning how to learn – developing an identity as a ‘lifelong learner’ and a greater emphasis on developing student autonomy

•School-based curriculum design is more explicit

•A more participatory view of learning (just having the knowledge is not enough – you need to be able to do things with your learning)

•A more holistic approach – interconnected nature of knowledge

Dr. Rosemary Hipkins - NZCER “Inquiry and the Key Competencies – Perfect Match or problematic Partners”

THE POTENTIAL MATCH TO INQUIRY

Dr. Rosemary Hipkins - NZCER “Inquiry and the Key Competencies – Perfect Match or problematic Partners”

•Learning to learn

•School-based curriculum design

•A more participatory view of learning

• Inter-connected nature of learning

• Inquiry skills/disposition

•Huge range of potential inquiry contexts

•Students active at all stages of inquiry process

•Fertile questions often span learning areas

FERTILE QUESTIONS

Open - more than one possible answerUndermining - challenge existing beliefsCharged - have an ethical dimensionRich - requires grappling with rich contentConnected - relevant to the life of the learners & to the community

Practical – can be done

“Teaching and Learning in a Community of Thinking” Yoram Harpazwww.learningtolearn.sa.edu.au/Colleagues/pages/default/harpaz/

VISION (p8)

Actively Involved• Taking action

Lifelong Learners• Information

literacy• Thinking skills

& strategies

Confident• Authentic contexts• Ownership • Motivated

Connected• Asking questions • Collaborative

PRINCIPLES P9

Learning to Learn Community Engagement Coherence Future Focus

VALUES P10

Community & participation Ecological Sustainability Integrity Innovation, inquiry and curiosity

FUTURE FOCUS (p39)

Sustainability Citizenship Enterprise Globalisation

KEY COMPETENCIES (p12)

Thinking Using Language Symbols and Texts

Managing Self Relating to Others Participating & Contributing

How might inquiry foster these?

EFFECTIVE PEDAGOGY (p34) Creating a supportive Learning

Environment Encouraging reflective thought and

action Enhancing the relevance of new learning Facilitating shared learning Making connections to prior learning Providing sufficient opportunities to

learn

Summarise in relation to inquiry

LEARNING AREAS

“The learning area statements … rather than the

achievement objectives should be the starting point for

developing programmes of learning suited to students’ needs and interests.” p38)

LEARNING AREAS

English Social Sciences (p 30)

Using a social inquiry approach, students: Ask questions, gather information and

examine relevant social issues Explore and analyse people’s values and

perspectives Consider ways in which people make

decisions and participate in social action Reflect on and evaluate the understandings

they have developed and the responses that may be required

INTEGRATED CURRICULUM

“The values, competencies, knowledge and skills that students

need for addressing real-life situations are rarely confined to

one part of the curriculum. Wherever possible schools should aim to design their curriculum so that learning crosses apparent

boundaries.” (p. 38)

E-LEARNING AND PEDAGOGY (p36)

What are some of the ways that e-learning

can support inquiry-based

learning?

CLUSTER WIKI

wiredwaihi.wikispaces.com/