The Implementation of Enquiry The Implementation of Enquiry Learning in Integrated Learning in Integrated Curriculum through Curriculum through

questioningquestioning

An actionAn actionlearning projectlearning project

ContentContent1.1. BackgroundBackground2.2. Capacity BuildingCapacity Building

Preparatory stagePreparatory stageImplementation in classroom Implementation in classroom learning and teachinglearning and teaching

Why build Why build capacity?capacity?

S1 Liberal StudiesS1 Liberal Studies

Preparation of curriculum Preparation of curriculum framework & resource materialsframework & resource materials

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A A capacity building capacity building PlanPlan – –

what is capacity?what is capacity?

Can I ask a question?Can I ask a question? SocratesSocrates

Mitchell & Sackney (2000)Mitchell & Sackney (2000)

PersonalPersonalcapacitycapacity

Knowledge; skills;Knowledge; skills;active reflectionactive reflection

Interpersonal Interpersonal capacitycapacity

Taking responsibility for eachTaking responsibility for each other’s other’s learninglearning; ; interactive interactive

techniquestechniquesOrganizational Organizational

capacitycapacityAn organizational learning An organizational learning

cultureculture: : learning teamslearning teams

““Learning Teams”Learning Teams”1.1. Shared values & goalsShared values & goals

2.2. Collective learning & Collective learning & application of learningapplication of learning

3.3. Supportive conditionsSupportive conditions

4.4. Sharing personal Sharing personal practicespractices

Roles of the leader in this planRoles of the leader in this planProvide opportunities for staff to develop Provide opportunities for staff to develop personal understanding;;Form Form Learning TeamsLearning Teams as the core of continuous as the core of continuous improvement (professional trust, sharing for improvement (professional trust, sharing for mutual gain, and collaboration but not mutual gain, and collaboration but not competition)competition)Promote Promote reflection reflection on practice by staff (pairs as on practice by staff (pairs as critical friends)critical friends)Think and act in an Think and act in an authentic manner (you as a (you as a person and leader)person and leader)

““enquiry” enquiry” worksheets = worksheets =

enquiry enquiry learning?learning?

““Routine is the death of consciousness”Routine is the death of consciousness”

If we simply present the teacher with If we simply present the teacher with pre-pre-packagedpackaged, finished lesson plans, designed , finished lesson plans, designed by the critical thinking of someone else, by the critical thinking of someone else, someone who used a process that is someone who used a process that is not not clearly understood by the teacherclearly understood by the teacher, then a , then a major opportunity for the teacher to develop major opportunity for the teacher to develop her own her own critical thinking skills, insights, and critical thinking skills, insights, and motivationsmotivations will have been lost. will have been lost.

Richard Paul, 1995, p.340

What is What is enquiry enquiry

learninglearning??

Source: Gough, N. (1992) Blueprints for Source: Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne, Greening Schools, Gould League, Melbourne,

p.90.p.90.

A Seven A Seven Stage Stage Model Model

of Enquiry of Enquiry LearningLearning

Seven Stage Model of Enquiry LearningSeven Stage Model of Enquiry LearningTuning inTuning in

Deciding directionsDeciding directionsPreparing to find outPreparing to find out

Finding outFinding outSorting outSorting out

Drawing conclusionsDrawing conclusionsConsidering social actionConsidering social action

enquiry enquiry learning learning through through

questioningquestioning

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What is the most What is the most popular question raised popular question raised

by by studentsstudents in Hong in Hong Kong?Kong?

Can I ask a question?Can I ask a question? SocratesSocrates

Is it going to be on the test?Is it going to be on the test?

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What is the most What is the most popular question raised popular question raised

by by teachersteachers in Hong in Hong Kong?Kong?

Can I ask a question?Can I ask a question? SocratesSocrates

Do you understand?Do you understand?

Are you listening?Are you listening?

TeachersTeachers::

generators of questions &generators of questions &answers of their ownanswers of their own

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Dead questions Dead questions reflect dead minds.reflect dead minds.

Questioning ToolsQuestioning Tools1.1. Bloom’s TaxonomyBloom’s Taxonomy

of Thinkingof Thinking Level 1: knowledgeLevel 1: knowledge Level 2: ComprehensionLevel 2: Comprehension Level 3: ApplicationLevel 3: Application Level 4: AnalysisLevel 4: Analysis Level 5: SynthesisLevel 5: Synthesis Level 6: EvaluationLevel 6: Evaluation

Questioning ToolsQuestioning Tools

2.2. Socratic QuestioningSocratic Questioning

Elements of ReasoningElements of Reasoning All reasoning has a All reasoning has a purposepurpose; All reasoning is an attempt to ; All reasoning is an attempt to figurefigure

something out, to something out, to settlesettle some question, to some question, to solvesolve some problem. some problem. All reasoning is based on All reasoning is based on assumptionsassumptions; All reasoning is done ; All reasoning is done

from some from some pointpoint ofof viewview; All reasoning is based on ; All reasoning is based on datadata, , informationinformation, and , and evidenceevidence. .

All reasoning is expressed through, and shaped by, All reasoning is expressed through, and shaped by, conceptsconcepts and and ideasideas; All reasoning contains ; All reasoning contains inferencesinferences by which we draw by which we draw conclusionsconclusions and give and give meaningmeaning to data. to data.

All reasoning All reasoning leadsleads somewhere, has somewhere, has implicationsimplications and and consequencesconsequences. .

For exploring ideas in depth & breadthFor exploring ideas in depth & breadth

1.1. Select a question / issue of interest.Select a question / issue of interest.2.2. Produce a central statement.Produce a central statement.3.3. Clarify the statement and its relationship to the Clarify the statement and its relationship to the

question / issue.question / issue.4.4. List & examine support, reasons, evidence, & List & examine support, reasons, evidence, &

assumptions related to the central statement.assumptions related to the central statement.5.5. Explore the origin / source of the statement.Explore the origin / source of the statement.6.6. Develop & critically examine the implications & Develop & critically examine the implications &

consequences of the statement.consequences of the statement.7.7. Seek & fairly examine conflicting views.Seek & fairly examine conflicting views.

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Can we divide Socratic Can we divide Socratic questions into several questions into several types – types – A taxonomy of A taxonomy of

Socratic questions?Socratic questions?

Can I ask a question?Can I ask a question? SocratesSocrates

Match the seven stage model of Match the seven stage model of enquiry learning with the Socratic enquiry learning with the Socratic

questioning modelquestioning model

Can Socratic questioning Can Socratic questioning facilitate enquiry learning?facilitate enquiry learning?

Can Socratic questioning facilitate enquiry Can Socratic questioning facilitate enquiry learning?learning?

Seven Stage Model of Enquiry LearningSeven Stage Model of Enquiry Learning Socratic questioning modelSocratic questioning model

Tuning inTuning in Purpose of the thinkingPurpose of the thinkingDeciding directionsDeciding directions Question at issueQuestion at issue

Preparing to find outPreparing to find outInformationInformationFinding outFinding out

Sorting outSorting out

Drawing conclusionsDrawing conclusionsConcepts,Concepts,

Assumptions,Assumptions,Interpretation & inference, Interpretation & inference,

Points of viewPoints of view

Considering social actionConsidering social action Implications & consequencesImplications & consequences

Forum Theatre

A scenario of teacher-student

conflict

Whose fault is Whose fault is it?it?

Plan the significant questionsPlan the significant questionsthat providethat provide

structure and directionstructure and directionto the lesson.to the lesson.

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Is it perfect?Is it perfect?

Can I ask a question?Can I ask a question? SocratesSocrates

Using Socratic Dialogue in ClassUsing Socratic Dialogue in ClassLimitations Limitations Time; Class size; Content delivery is slowTime; Class size; Content delivery is slowCan go in unproductive directionsCan go in unproductive directions

StrengthsStrengthsClarifies, deepens, strengthens understandingClarifies, deepens, strengthens understandingEngages and Elucidates students’ thinkingEngages and Elucidates students’ thinking

• On the spot! On the spot! • Generates Generates ‘After Burn’‘After Burn’ – reflection – reflection

ThankThankyouyou