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National Curriculum and Guided Inquiry

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Marion Hing

on 3 November 2014

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Transcript of National Curriculum and Guided Inquiry

The National Curriculum and Guided Inquiry
The National Curriculum
Guided Inquiry Framework
Carol Kulthau is Professor Emerita of Library and Information Science at Rutgers University. She is internationally known for her groundbreaking research on the Information Search Process and for the ISP model of affective, cognitive and physical aspects in six stages of information seeking and use.
Planning and Teaching Strategies
Underlying Framework
Course Content
Deep Reading/Writing
Questioning Exploring
Critically analysing
Problem solving Synthesising
Concluding Evaluating
: historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively

: use an inquiry approach to assist students to make meaning of their world.

: ability to use a range of scientific inquiry methods, including questioning; collecting and analysing data; evaluating results; and drawing critical, evidence based conclusions

: Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues
Australian Curriculum (ACARA)
What is inquiry?
Reading the Word
: textual, visual, oral, tactile

Reading the World
: self, others, cultures, societies

Engage with strong and thorough textual evidence to support analysis

Integrate and evaluate multiple sources of information presented in different media or formats

Analyze and synthesize multiple interpretations

Identify and address conflicting information

Write arguments to support claims with clear reasons and relevant evidence

Show how themes interact and build on one another to produce a complex account

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Use technology, including the Internet, to produce and publish writing and other forms of idea representation
Ross Todd is currently Research Director at the Centre for International Scholarship in School Librarianship (CISSL) and Associate Professor in the School of Communication, Information and Library Studies at Rutgers. His primary teaching and research interests focus on adolescent information seeking and use.
Planning Framework
* Planning Scaffold
*ACARA web-site
*Specific skills teaching
* Evidence-based practice
This phase engages students, gets them excited about the topic /curriculum theme they will be exploring, and encourages them to begin thinking about how the inquiry unit connects to preexisting knowledge.
Students develop background knowledge about the research topic as a community without focusing on too much detail. Get the BIG picture
Students explore their topic, find new information and consider different perspectives, and develop sufficient knowledge to move forward in the research process.
Students choose a research question and focus for their research.
Students collect detailed information from a variety of sources. They evaluate sources and record key ideas from the sources. They take detailed notes and learn how to organize, quote, and use information ethically.
Students are encouraged to go beyond listing a collection of facts. They use technology tools to create a product that shows what they have learned
Students have the opportunity to present their ideas to others. They communicate what they have learned to others
Students, teachers and school librarians assess the learning outcomes and reflect on what needs to be done

Business Studies
Visual Arts
Performing Arts
General capabilities
* Literacy
* Intercultural understanding
* Personal and social capability
* Information and communication
technology capability
* Critical and creative thinking
* Numeracy
* Ethical Understanding
The Practical Part
The National Curriculum
Guided Inquiry
Graphic Organisers
Web 2.0 Tools
Personal Teaching/Learning Toolkit
Some Considerations:
* Time Frame for full units
* Utilise PARTS of the model
* Reconsider assessment
* Keep adding to your personal toolkit
* Ensure students develop a personal toolkit
Image Collections
Full transcript