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inquiry
most talking is growing
Marcia L. Tate
Eliot teaching by flickr user yewenyihttp://www.flickr.com/photos/yewenyi/381552561/
The person doing the
the most dendrites.
“The best teachers have teeth marks on their tongues.”
Alfie Kohn
Mike...biting off his tongue / Sandra Leong / CC BY-NC-ND 2.0
3 ideas I have about inquiry learning…
the strongest idea we have about inquiry learning…
What questions do you have
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inquiry
We can't confuse covering content with causing learning.
Grant Wiggins
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What’s going on in this picture?
What do you see that makes you say that?
What more can you find?
3 Thoughts/Ideas
2 Questions
1 Analogy
3-2-1 BRIDGE A thinking routine for activating prior knowledge and making connections
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analogy
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Life is like a race. The one who keeps running wins the
race and the one who stops to catch a breath loses.
Just as a sword is the weapon of a warrior, a pen is the
weapon of a writer.
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How a doctor diagnoses diseases is like how a
detective investigates crimes. flickr photo by jpalinsad360 https://flickr.com/photos/99329675@N02/11064976153 shared under a Creative Commons (BY-SA) license
Just as a caterpillar comes out of its cocoon, so we must come out of our comfort zone.
flickr photo by Dawn Huczek https://flickr.com/photos/31064702@N05/14093866344 shared under a Creative Commons (BY) license
3 Thoughts/Ideas
2 Questions
1 Analogy
3-2-1 BRIDGE A thinking routine for activating prior knowledge and making connections
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/82955120@N05/15811363626 shared under a Creative Commons (BY) license
bit.ly/blc16Bridge
What do you see?
What do you think about that?
What does it make you wonder?
I see …
I think …
I wonder …
Take Turns & Share
Victim Fights Back In NSW Sydney School
Victim of school bullying a web hero
bullies fear the light
and it’s so easy to shine
a light ...10 se
ccreative commons licensed (BY) flickr photo by mckaysavage: http://flickr.com/photos/mckaysavage/6146588152
3 new Thoughts/Ideas
2 new Questions
1 new Analogy
3-2-1 BRIDGE A thinking routine for activating prior knowledge and making connections
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/82955120@N05/15811363626 shared under a Creative Commons (BY) license
3-2-1 BRIDGE bit.ly/blc16Bridge
BRIDGE
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Now I think …
bit.ly/blc16Bridge
I used to think …
Stop Motion Video
15 seconds
why inquiry?
how do we learn
anything …
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Uncover Errors and
Misconceptions
Teachers must engage students’ preconceptions
Students come to the classroom with conceptions of numbers grounded in their whole-number learning that lead them astray in the world of rational numbers; e.g. multiplying always makes numbers bigger.
x =
(Principle 1) Students’ Errors and Misconceptions Based on Previous Learning
? flickr photo by Philippe Put http://flickr.com/photos/34547181@N00/6810339408 shared under a Creative Commons (BY-NC) license
culture of curiosity
? flickr photo by twodolla http://flickr.com/photos/twodolla/4066762475 shared under a Creative Commons (BY) license
culture of curiosity
learner centred
instructional design
encourage attention
from NAP: How Students Learn
to preconceptionsand begin instruction
with what studentsthink and know
2flickr photo by Lex Photographic http://flickr.com/photos/lex-photographic/10389291854 shared under a Creative Commons (BY-NC) license
Knowledge is Networked, not
Hierarchical
3/4
34
3:4
75%
0.75
$0.75
Understanding requires factual knowledgeand conceptual frameworks
The Knowledge Network: New Concepts and New Applications(Principle 2)
focus on what
from NAP: How Students Learn
is to be taught,why it is taught,
and what masterylooks like
knowledge centred
instructional design
Jack is looking at Anne but Anne is looking at George. Jack is married but George is not.
Is a married person looking at an unmarried person?
A) Yes B) No C) Cannot be determined
Jack is looking at Anne but Anne is looking at George. Jack is married but George is not.
Is a married person looking at an unmarried person?
Jack (married) Anne George
(unmarried)
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3flickr photo by Lee Carson http://flickr.com/photos/tcatcarson/6648877295 shared under a Creative Commons (BY-NC-ND) license
“We do not learn from experience...
we learn from reflecting on experience.”
- John Dewey
eror analysis
Find the error ...
confirmationbias
Learning is facilitated through the use of metacognitive strategies ...
Principle 3
A metacognitive approach enables student self-monitoring
provide frequent
from NAP: How Students Learn
opportunities to makestudents’ thinking and
learning visible as a guidefor both the teacher &
the student in learningand instruction
assessment centred
instructional design
4flickr photo by JuditK http://flickr.com/photos/juditk/5655247429 shared under a Creative Commons (BY-ND) license
Not Hands Off, Very Hands With
- Kath Murdoch
community
community
encourage a culture
from NAP: How Students Learn
of questioning,respect, and
risk taking
community centred
instructional design
knowledge networks
metacognition
community
preconceptions
explore
inquiry
provoke
reflect
explore
inquiryprovoke reflect:: ::
preconceptions networks reflectionall while making thinking visible
What’s going on in this picture?
What do you see that makes you say that?
What more can you find?
The 3 Questions
Routines exist in all classrooms; they are the patterns by which we operate and go about the job of learning and working together in a classroom environment. A routine can be thought of as any procedure, process, or pattern of action that is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks. Classrooms have routines that serve to manage student behaviour and interactions, to organizing the work of learning, and to establish rules for communication and discourse. Classrooms also have routines that structure the way students go about the process of learning. These learning routines can be simple structures, such as reading from a text and answering the questions at the end of the chapter, or they may be designed to promote students' thinking, such as asking students what they know, what they want to know, and what they have learned as part of a unit of study.
3 Thoughts/Ideas
2 Questions
1 Analogy
3-2-1 BRIDGE A thinking routine for activating prior knowledge and making connections
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/82955120@N05/15811363626 shared under a Creative Commons (BY) license
I see …
I think …
I wonder …
ExtendConnect Challenge
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Connect // Extend // Challenge
How are the ideas and information presented today CONNECTED to what you already knew?
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Connect // Extend // Challenge
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What new ideas did you get that EXTENDED or pushed your thinking in new directions?
Connect // Extend // Challenge
What is still CHALLENGING or confusing for you to get your mind around? What questions,
wonderings or puzzles do you now have?
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ExtendConnect Challenge
flickr photo by Holtsman http://flickr.com/photos/holtsman/4332841645 shared under a Creative Commons (BY-NC) license
flickr photo by Holtsman http://flickr.com/photos/holtsman/4332841645 shared under a Creative Commons (BY-NC) license
flickr photo by andrihilary http://flickr.com/photos/hilariee/5506283234 shared under a Creative Commons (BY-NC-ND) license
The practices and activities in which people engage while
learning shape what is learned.
Principle 6
from NAP: Learning and UnderstandingMaking pottery 2http://www.flickr.com/photos/irvaas/2492506956/
why inquiry?
that’s how we learn, and …
process
Making pottery 2http://www.flickr.com/photos/irvaas/2492506956/
product
WonderPermission toProviding
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