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Transcript of Guided Inquiry
What is the difference between
Inquiry is one way of learning the content of the curriculum
Guided Inquiry is integrated into the content of the curriculum.
It has an instructional team of teachers, librarians and other specialists to enhance subject content, making it more interesting, relevant and thought-provoking.
In GI, the content is connected to the student's world through thoughtful planning and adaptability. The instructional team plans and implements guidance for students, with each team member contributing their expertise. The team works in concert to provide the full range of learning for students rather than each member tackling a piece in isolation from the others.
It incorporates transferable information literacy concepts into the inquiry process. Traditional information processes often focus on the mechanics of searching and resources at the beginning of the unit, which can discourage and distract students from the deeper questions that can motivate them to learn.
Guided Inquiry is a way of thinking, learning and teaching that changes the culture of the school into a collaborative inquiry community. (Kuhlthau, Maniotes and Caspari, 2012)
The many models of Information Skills and Inquiry
Which one do we use?
This is a school choice, however it is important that one model is adopted throughout your school....
Today we will focus on Ross Todd and
Carol Kuhlthau's Guided Inquiry Model.
Allow the students to become excited about the inquiry topic
Open their minds, stimulate their curiosity
eg. Provide an object as a discussion starter, watch a clip/video (YouTube, TED Talk) or listen to a podcast, read an article or blog etc.
Invitation to Inquiry,
Build Background Knowledge, Connect to Content,
Discover Interesting Ideas
Students get the BIG picture about the theme to be studied, and select a topic
eg. General information about topics provided to students (readings, websites, videos etc), visit to museum, library or other relevant place. Students can complete graphic organisers, research journal etc. to start noting topics of interest.
Explore Interesting Ideas, Look Around, Dip In
Students build background knowledge of their topic
eg. Gather sources, visits to library, library sessions on resources and research skills, website evaluation etc. Students can begin mind-mapping their ideas.
Pause and Ponder,
Identify Inquiry Question, Decide Direction
Students choose a research question and a focus for their research
eg. Students stop gathering general information and start narrowing down their interest topic. Students develop an inquiry question (1:1, small group discussions, questioning techniques, questions matrixes etc)
Gather Important Information,
Students collect detailed information from a variety of sources
eg. Students choose meaningful resources for their personal inquiry.
Library visits, 1:1 discussions with classroom teacher or teacher librarians, resource log, inquiry journal etc.
Reflect on Learning,
Go Beyond Facts to Make Meaning,
Create to Communicate
Student put all of their ideas together to create their product
eg. Encourage students to be creative in their choice of sharing, use tools that are new to them, give them choice and time.
Learn From Each Other,
Tell Your Story
Students present their ideas to others and communicate what they have learned.
eg. Be creative when allowing students to share. Have a ‘Share Fair’, invite other classes or teachers along. Share online if possible. Share beyond the classroom.
Evaluate Achievement of Learning Goals,
Reflect on Content,
Reflect on Process
Students reflect on their learning
eg. Self-assessments, small group conferences, online discussions (Edmodo etc), written reflection etc.
Who to follow?
@RossJTodd (Ross Todd)
@kjinquiry (Kath Murdoch)
BEFORE starting this:
let's have a quick read of this great blog by Kath Murdoch
@LuptonMandy (Mandy Lupton)