Inquiry

Authenticity

Academic Rigor

Assessment

Beyond the School

Appropriate Technology Use

Active Exploration

Connecting with Expertise

Elaborated Communication

These headings come from the Galileo Educational

Network.

ShallowWhat?

DeepHow?

ProfoundWhy?

Means Memorisation Reflection Intuition

Outcomes Information Knowledge Wisdom

Motivation Replication Understanding Meaning

Attitudes Compliance Interpretation Creativity

Relationships Dependence Independence Interdependence

Towards A Definition of Learning - West-Burnham

Inquiry: Active Exploration

Key Conditions of Learning - Brian Cambourne

Inquiry: Active Exploration

Immersion Children need to be surrounded by an environment that is rich in spoken and written language.

Demonstration Children need opportunities to observe models of the way written language is used in daily life.

Engagement Children need opportunities to try reading and writing on their own.

Expectation Children need to be in an environment where adults believe that they will acquire literacy skills.

Use Children must use reading and writing skills throughout their daily lives.

Approximation Children should be free to make attempts at language that move closer and closer to convention.

Response Children need to receive feedback from knowledgeable people on their attempts at reading and writing.

Fertile Questions: Yoram Harpaz

• open

• undermining

• rich

• connected

• charged

• practical

• in principle doesn’t have a definite answer…

• one that casts doubt…

• requires grappling with rich content…

• relevant to lives of pupils, society, curriculum

• an ethical dimension to motivate inquiry…

• can be developed into a research question…

Inquiry: Authenticity

Inquiry: Authenticity

• The Poor Scholar’s Soliloquy (Reading)

“Once you have learned how to ask

relevant and appropriate questions,

you have learned how to learn

and no one can keep you from learning

whatever you want or need to know.”

Teaching As A Subversive Activity - Postman & Weingartner

Fertile Questions: Yoram Harpaz

?INQUIRY

TOPICS?

• not “getting across” but more “what is ‘x’?”

• what’s important about it - has it always been this/that way?

• is it a ‘qwerty’?

• knowledge building, rather than knowledge consumption and knowledge pasting

• Fertile Questions

Inquiry: Academic Rigor

• INPUT - GATHERING and RECALL

• PROCESSING - MAKING SENSE

• OUTPUT - APPLY and EVALUATEThere are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors with no aim beyond their facts are one-story men. Two-story men compare reason and generalise, using labours of the fact collectors as well as their own. Three-story men idealise, imagine, and predict. Their best illuminations come from above through the skylight.

Three Story Intellect: Oliver Wendell Holmes

Brain Compatible Classrooms: Robin Fogarty

INQUIRY

Habits of Mind

Develop pupil ability to ask:

• how do we know this?

• who says so? (viewpoint)

• what causes what? (connections, patterns…)

• mmm? (how might things have been different?)

• so what? (why it matters)

SOLO Taxonomy

Inquiry: Assessment

• for what?

• Angels on a Pin Alexander Callandra

INQUIRY

• reflection requires criteria - leads towards goal setting, next steps, and developing learning strategies

• SOLO Taxonomy

Inquiry: Beyond the School

• Key Competencies

INQUIRY

Inquiry: Appropriate Technology

Use

INQUIRY

• supports your school vision and beliefs

• actively challenges pupils by understanding the difference between surface and deeper features of engagement - as reflected by our cluster ICT engagement frameworkBruce and Levin (1997): the notion of technology as media with 4

different modes:

• for inquiry - databases, spreadsheets, microscopes, hypertext…

• for communication - word processing, email, blog, graphics,

simulations…

• for construction - control, robotics…

• for expression - interactive presentations, animation, music…

“ With new technologies, student-generated collages and reproductions appear more inventive and sophisticated - with impressive displays of sound, video, and typography - but from a cognitive perspective, it is not clear what, if any, knowledge content has been processed by the students.”

Scardamalia & Bereiter (1994)

• 3 waves of ICT

Inquiry: Active Exploration

INQUIRY

Towards A Definition of Learning - West-Burnham

Key Conditions of Learning - Brian Cambourne

Inquiry: Connecting with Expertise

INQUIRY

• My Cousin Vinny

• Reasonable!

Inquiry: Elaborated Communication

INQUIRY

• audience - how varied and how real?

• many opportunities to support, challenge and respond on the way…

• pupils develop a number of forms of expression to choose from in order to express understanding…

• moving away from teacher controlled and selected…

INQUIRY

Our Thoughts

Question

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And in the end/beginning?

• what’s worth knowing?

• why do THIS rather than THAT?

Pupils

CommunitySchool

Inquiry: Authenticity