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Inquiry Inquiry Learning Learning
in an in an ICT-rich ICT-rich
EnvironmentEnvironment
Jan-Marie Kellow
Research Questions How do teachers use ICTs to support their
students’ learning when involved in the inquiry process and what are their perceptions of this use?
How do students use ICTs to support their learning when involved in the inquiry process and what are their perceptions of this use?
Common Elements Student-centred learning An investigation into a question, problem,
conflict or idea Authentic, meaningful learning Student ownership Students construct meaning Scaffolding to support learning Teacher modelling Teacher as guide or facilitator
“Inquiry is a systematic
investigation or study into a worthy
question, issue, problem or idea.”
www.galileo.org/inquiry-what.html
Authentic learning is …
“Construction of knowledge, through disciplined inquiry, to produce discourse, products and performances and that have
meaning beyond success in school.”
Wehlage, Newman & Secada
“It is sentimentalism to assume that the teaching of life can be fitted always to the
child’s interests just as it is empty formalism to force the child to parrot the formulas of
adult society.
Interests can be created and stipulated.”
Bruner
QuestionsQuestions
Student ownership
“Relevance does not have to be pre-existing for the student. Not all students arrive at the
classroom door interested in learning about verb constructs, motion and mechanics, … or
historical timelines, but most students can be helped to construct understandings of the importance of these topics. Relevance can
emerge through teacher mediation.” Brooks & Brooks
The Opoutere Learning Journey
1. Set the Scene• Prior Knowledge• Motivation
2. Task• The Question• Brainstorming• Subsidiary Questions• Plan
3. Find and Gather• Sources of Information• How to find Information• Accuracy
4. Sort/Sift/Analyse• Sort and Sift• Analyse • Apply to task
5. Create and Communicate• Create a product and/or take
action• Communicate to others
6. Evaluate• Evaluate Product
(effectiveness)• Evaluate Process (efficiency)
Inquiry
Should we clone endangered animals?
Should Marineland be allowed to get a new dolphin?
www.opoutere.schoolsonline.co.nz/
username & password: exgroup2
“You’ve got to go in there and have a look at the sites that mainly you’re going to be using. I liken it to taking the kids down to Te Papa and saying “Okay guys go for it.” They might know what they’re looking for, but do you want them to meander their whole day looking for the information, or do you want to point them in the right direction?”
(Teacher)
Complex ConceptsComplex Concepts ResourcingResourcing
Decision Decision makingmaking
Topical Topical IssueIssue
Primary Primary SourcesSources
Internet vs Books Preference
0
1
2
3
4
5
6
Both Internet
No. of Students
The The internet internet is easier is easier to use.to use.
The internet The internet is not usually is not usually out-of-date.out-of-date.
You just You just have to pick have to pick up the book up the book and look at and look at
a page.a page.
Books don’t Books don’t have those have those
stupid ads that stupid ads that pop up on the pop up on the
screen.screen.
Books are Books are easy to find easy to find
sometimes. So sometimes. So long as you long as you
don’t have to don’t have to go to the go to the
library and go library and go through all the through all the
books.books.
There There aren't many aren't many good books good books out there.out there.
You can get You can get a lot more a lot more informationinformation
The The net net is is
fastfast
Google Search Results
“Unless students are trained to use the
advanced features of search engines like Google, they tend to gather huge piles of
pages that contribute little to
understanding. Some have likened these
piles of information to a landfill.”
Jamie McKenzie (fno.org)
"Children who are in this concrete-"Children who are in this concrete-operational stage seek information operational stage seek information
that exactly matches their own search that exactly matches their own search terms or the terminology used by the terms or the terminology used by the teacher or in the assignment. In other teacher or in the assignment. In other words, they are concrete thinkers and words, they are concrete thinkers and have trouble with anything that is not have trouble with anything that is not
an exact fit with their understanding of an exact fit with their understanding of the question."the question."
Hirsch, 1999
My Task Log
Our Key Question: Should we clone endangered species?
Week 4: What we did:Read the book “How to clone a sheep”Visited websites: www.synapses.co.uk/science/clone www.cnn.com/2003/WORLD/europe/02/14/cloned.dolly.dies/index.html
What we found out: Scientists cloned a sheep called Dolly. It took 100s of attempts. Dolly has no father.Dolly died aged six. Sheep usually live to 10 or 12.She died of a disease that young sheep don’t usually get.
What next?Confirm facts on Dolly’s death from two other sources.Find out if any endangered animals have been cloned.If they were, how long did they live?
Adapted from Task Log developed by Rob Petrie
http://rubistar.4teachers.org/index.phphttp://rubistar.4teachers.org/index.php
Self-Self- AssessmentAssessment
Enjoyment & Difficulty Levels Group 1
0
1
2
3
4
5
6
7
8
9
10
Start Finish Overall
Rating /10
Enjoyment
Difficulty
Enjoyment & Difficulty Levels Group 2
0
1
2
3
4
5
6
7
8
9
10
Start Finish Overall
Rating /10
Enjoyment
Difficulty
Parents
Very helpful
Helpful Neither Helpful
nor Unhelpful
Unhelpful Very Unhelpful
Not Used
How helpful was it for your child to be able to view resources related to their project at home via the KnowledgeNet?
5 2 0 0 0 1
How helpful was it for your child to be able to work on their project at home via the KnowledgeNet?
3 4 0 0 0 1
How helpful was it to be able to see, via the KnowledgeNet, what your child was working on at school?
4 3 0 0 0 1
Issues and Solutions
Passwords & pages
Slow dial-up & computer
problems
Demonstration
Group not class
Weblinks and resources for all
Filamentality or
Class wiki
RostersRosters
Work in groupsWork in groups
Flexible timetablingFlexible timetabling
Use computers in other classesUse computers in other classes
Allow more timeAllow more time
Pub charitiesPub charities
Mobile laptop podsMobile laptop pods
Only one Only one computer?computer?
Reading Levels
•Preview and bookmark sites
•Use child-friendly search engines & sites
•Used a wide variety of resources including
books, videos etc.
•Students work with a more able buddy
•Teacher reads articles onto tape
•Shared reading of difficult sites
Student Skills
• Model inquiry/ Shared & Guided inquiryModel inquiry/ Shared & Guided inquiry
• Preview & bookmark suitable sites Preview & bookmark suitable sites
• Model & demonstrate note-taking, Model & demonstrate note-taking,
skim & scan etc. skim & scan etc.
• Model uses of ICTModel uses of ICT
• Buddy/partners Buddy/partners
• Peer tutoringPeer tutoring
““When schools put the When schools put the cart before the horse - cart before the horse - buying technology for buying technology for the sake of technology the sake of technology without asking critical without asking critical
questions about questions about purpose, use and the purpose, use and the classroom impact of classroom impact of such tools - they are such tools - they are
inviting inviting disappointment.”disappointment.”
Jamie McKenzieJamie McKenzie
www.fno.org/jan02/overequipped.html
Useful ICTs
Internet Computers Data projector LMS eg
KnowledgeNet IWB eg ACTIVboard Digital camera Scanner
Summary
Authentic learning involves knowledge construction
through disciplined inquiry and outcomes that have
meaning beyond success in school
Topics do not have to be student-initiated for students to
have ownership Guided inquiry is essential for young students and those
new to inquiry
Making weblinks and resources available to
students is really helpful
The internet provided access to primary sources
ICTs aided the decision-making process
ICTs helped overcome the problems caused by
the difficulty level of the topic
ICTs helped overcome resourcing issues
The full model is likely to work only if a high % of
students have broadband internet at home
This model should work effectively with a small
group eg. reading group
www.inquiringmind.co.nz
References & weblinks available on my blog www.efellows.org.nz/?q=blog/18