20002000- 2012 The Beginning • Our first introduction to inquiry learning was in 2000. • The whole staff did an Infolink paper with on Gwen Gawith’s inquiry model. • Our assignments were practical and required us to put the model into practice. • The paper raised the teachers knowledge and understanding of inquiry learning. The Beginning cont… • The school planned at least one inquiry unit each year. • The planning and thinking behind inquiry was huge. Our First Model • Pigeon Mountain’s first inquiry model was based on the Gwen Gawith Action Learning Model. 1 2 3 4 5 6 deciding searching & finding using & analysing recording presenting & communicating evaluating •In 2006 the model was reviewed with Jan Hill and the stage names were changed to suit our school. •The junior school used a journey as their analogy and the senior school used a secret mission as their analogy. Inquiry Learning at Pigeon Mt Primary School • _____________________________________ • Draft Model: • Firing Up, Mission Engaging, Ignition, Connecting Sowing the seed • • • • • • Deciding and Questioning Discovering Sorting /Recording Presenting Taking action Evaluating, Reflecting Assessment • We created a very detailed assessment rubric which was passed on to the next classroom teacher. • The rubric was very detailed and took quite some time to fill out. • All the stages of the inquiry model were assessed. • In 2008 we assessed only the Recording and Sorting Stage. • In 2007 Pigeon Mountain Primary entered the ICT PD Cluster along with the local schools. • In 2008 the model was reviewed again with Jan Hill and the stages were renamed. Years 1 ~ 3 “Endangered Journey” Years 4 ~ 6 “ Eco Agent” Firing Up Mission (Motivation) (Motivation) Deciding and Questioning Deciding and Questioning Discovering Discovering (Finding) (Finding) Sorting / Recording (Using) Sorting / Recording (Using) Presenting Presenting Taking Action (Application) Taking Action (Application) Reflecting (Evaluating) Reflecting (Evaluating) Our New Model • In 2006 we decided to present our inquiry model in a visual form- the star was born! • We wanted to break away from the linear model and show that the stages could be visited and revisited and not always in the same order. • We wanted to show reflection an was important part of every stage so reflection was put in the centre of the star. • In 2007 we were lucky to be on the ICTPD programme. • We were part of the Bucklands Beach Cluster • With our facilitator created our new inquiry planning formats Planning New Planning Format • Instead of using the detailed matrix we added an extra page to the inquiry plan. • Teams decided on the tools, skills they were going to assess At Pigeon Mountain Primary School http://www.edtalks.org/play.php?vid=227 20092009- 2010 Questioning is central to every stage Thinking starts with a question Setting the scene Key understandings Big question • What is this task/problem all about? • Why is this task/problem important? • What do we know? • What do we need to know? Ke wo y rd s Finding Sorting Recording Ke wo y rd s Extracting What is it exactly that I need to know? Where can I go to find the information I need? Do I know: What I want? Where to find it? How to find it. Ke wo y rd s • • • • What information do I need? How do I know which is the best source of information ? How can I record this information? Ke wo y rd s • • Presenting Reporting • How can I share my knowledge with others? • What is the best way to present what I have learned? partner? group? whole class? Creating Applying Sustaining How can I use my new knowledge? How can I apply it? What action can I take? How can I sustain my action? Planning sheet • In a group, look at last year’s planning sheet • What to we need to Keep? Add? Delete? 2011 2012 Planning Format Review • In 2010, 2011 and 2012 we reviewed the planning format again. • In 2010 we added SOLO- but we didn’t understand SOLO to use it effectively • With SOLO came a new overview sheet SOLO Ref: Pam Hook How can we help students better know themselves as learners? Common understanding of the learning process Common classroom practice Common language of learning process Common tools and strategies to enhance learning process Use SOLO to... Use SOLO to... provide an overview of student learning outcomes Use SOLO to... structure Learning Outcomes Learning Experiences Assessments Use SOLO to... provide a language of instruction eg define, describe, compare, contrast, hypothesise structure learning interventions e.g. questioning, graphic organisers, use of other tools e.g thinking hats, CORT SOLO TAXONOMY (after Biggs and Collis 1982) Define Identify Do simple procedure Prestructural Unistructural Define Describe List Do algorithm Combine Multistructural Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Relational Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect Extended abstract Reporting
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