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The Implementation of Enquiry The Implementation of Enquiry Learning in Integrated Learning in Integrated Curriculum through Curriculum through
questioningquestioning
An actionAn action
learning projectlearning project
ContentContent1.1. BackgroundBackground
2.2. Capacity BuildingCapacity Building
Preparatory stagePreparatory stage
Implementation in classroom Implementation in classroom learning and teachinglearning and teaching
S1 Liberal StudiesS1 Liberal Studies
Preparation of curriculum Preparation of curriculum framework & resource materialsframework & resource materials
5
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)
PersonalPersonal
capacitycapacity
Knowledge; skills;Knowledge; skills;
active reflectionactive reflection
Interpersonal Interpersonal capacitycapacity
Taking responsibility for eachTaking responsibility for each
other’s other’s learninglearning; ; interactive interactive techniquestechniques
Organizational Organizational capacitycapacity
An 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 plan
Provide 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)
““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
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.
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
16
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
18
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
TeachersTeachers::
generators of questions &generators of questions &answers of their ownanswers of their own
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
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 some problem. 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.
26
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 thinking
Deciding directionsDeciding directions Question at issueQuestion at issue
Preparing to find outPreparing to find out
InformationInformationFinding outFinding out
Sorting outSorting out
Drawing conclusionsDrawing conclusions
Concepts,Concepts,
Assumptions,Assumptions,
Interpretation & inference, Interpretation & inference,
Points of viewPoints of view
Considering social actionConsidering social action Implications & consequencesImplications & consequences
Plan the significant questionsPlan the significant questionsthat providethat provide
structure and directionstructure and directionto the lesson.to the lesson.
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