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Integrated Inquiry Based Approach to Learning

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Brogan Dunce

on 6 March 2015

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Transcript of Integrated Inquiry Based Approach to Learning

Integrated Inquiry Based Learning
Integrating the Curriculum
Science, Technology and Social Sciences all directly impact human lives, making them suitable to integrate. They promote, support and encourage each other, all working to understand and improve the world we live in. Overlaps between the subjects occur naturally.
What Is Inquiry Based Learning?
IBL is a student centered approach to learning, which students actively participate in.
The pedagogy of inquiry encourages self-directed learning, learning by doing and the successful processing of knowledge.
Social sciences are relevant to human behaviour, modern society and
relationships.
Technology is a way of doing things. It creates, designs and addresses needs.
New Zealand Curriculum:
"All learning should make use of the natural connections that exist between learning areas."
Why Integrated inquiry based learning (IBL) will improve your students learning experience.
The all have an impact on everyday living- How we do things, why and how we relate to each other.
Learning is supported by making connections across subject areas that are relevant to students lives.
Students learning increases as they
are active in their learning, enjoy
what they are doing and want to understand, as the content studied usually has an effect on their lives or is highly interesting to them.
Many subjects in the NZC naturally overlap and work simultaneously. Promoting this allows students to form connections between classroom learning and everyday life.
Multiple areas of the New Zealand curriculum (NZC) are covered by a wider project which is key to the students interests.
Success is based on
student interest,
understanding of key
concepts and active
participation.
Technology, Science and the Social Sciences all impact, study or aim to improve our lives.
Science focuses on understanding the
world that people live in and how it impacts on life.
These combine to focus on the improvement,
understating and exploration of our
lives.
Social sciences look at societies, how people relate with each other presently or in the past and how to improve these.
Science is a process and about generating ideas. It explores the physical world around us.
Technology responds to a need or opportunity for improving or assisting human life, as determined by the people.
These natural connections between subjects imply it is logical for them to be taught together.
Students are able to
draw on their prior knowledge
to determine what they
already know, what they think
they know and what they
want to find out.
Teachers scaffold and support the learning process by asking quesitons and encouraging research while allowing the student to take charge of what they are learning.
By integrating subjects, students will increase their understanding about the wider topic.
When researching, students
will find information or
activities relevant to multiple
areas of the curriculum.
With this overlap enivetiable,
it is logical to foster and
encourage it.
Students are able to choose
topics that interest them or
are relevant to their lives.
This could raise Maori and
Pasifika achievement levels
as they can study relatable
content which they might
not get the change to otherwise,
encouraging the learning
process.
So what does Integrated learning
look like in the classroom?

Scenario:


You walk into a year 3 & 4 classroom. Everyone is busy
working on what appears to be different projects. Upon asking
one of the students what the class is working on, they tell you
that their friend Danielle had watched the news with their mum about school lunch boxes in New Zealand. Danielle then asked the teacher for her thoughts on what should be in students lunch boxes and it sparked a whole class discussion.

From the discussion the students looked
at the 5+ a day website, to find out what
healthy foods they should be eating.
From the website, the students
determined that they should have at
least two pieces of fruit in their lunch
boxes, or other foods like carrot or
cucumber sticks.

They also wondered what else they
could do with the veggies...
Jack suggested the class have a healthy lunch
box challenge. A few of the students were concerned that
they wouldn't be able to bring two pieces of fruit or veges
every day. Some were lucky if they had it twice a week.
Maggie commented that it was not fair that she had a big
fruit bowl at home, while some of the kids didn't even get
a banana! Everyone agreed.

Sarah asked: "What can we do about it? I bet lots
of kids don't get fruit in their lunchboxes."
The students sounded doubtful that they could do
anything, so the teacher asked for ideas. She drew a
brainstorm on the board as the students called out
ideas of what they could do to promote and enable
healthy lunch boxes.
There were many suggestions, but when the
class voted on what they could do, there was a
clear winner. The students wanted to grow their
own fruit and vegetables at school, that way all the
students in the class could have access to healthy
food.

The teacher proposed another question...
"What about the other students in the school, do you think they have a right to healthy food?"

Tom piped up "What about the other kids in New Zealand. Lots of them probably don't have healthy lunches either."

The class thought about it.

They decided to make a video of their experiences growing food so they could share it with other schools, enabling them to do the same.


Image taken from Google
The students garden was successful, and
they recorded the process on an ipad to turn
into an instructional video for other schools to use.
The students in this classroom actively
participated in their learning. A project was
created from something as simple as seeing
a news clip. They all showed interest and
wanted to participate. The healthy lunch box
project also encompassed social science,
science and technology.
The project includes social science as
it looked at a national issue, the wellbeing
of the students in the class and advocated healthy eating for students in other schools. Many students planted gardens at home,
positivley impacting on their families.

AO: -How people make choices to meet
their needs and wants.
-Understand how people make significant
contributions to NZ society.
The process of growing the plants is part of the
living world strand in science. In order for the garden
to be successful, students needed to understand what
plants required to stay alive, and how different
environmental factors affected them.

AO: Recognise that all living things have certain
requirements to stay alive.
-Recognise that living things are suited to a
particular habitat.
The students needed a plan for where and how they would create their garden, and also the skill set to create and share their movie with other schools, which relies on technology.

AO: Develop a plan that identifies the key stages and the resources required to complete an outcome.
-Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources avaliable.
The three strands of Science, Social
Science and Technology were intertwined
throughout this project. The students
enjoyed themselves and learnt a lot in the
process.
Other areas of the curriculum were
also able to be integrated here. The students
created fruit inspired sculptures, crafted poems
about their favourite healthy meals and had to
calculate how many seeds/vegetables they would
need to feed the whole school.
Image taken from Google
.
Adopting an integrated inquiry based approach to teaching in your classroom will enhance your students learning expereince. Students make natural connections between the subject areas and enjoy learning about things that are relevant to their lifes. Students are able to take control of their learning while being supported by their teachers.
Adopting an inquiry based approach to learning
Full transcript