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ILA Methodology

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by

Keiran Pennisi

on 26 October 2014

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Transcript of ILA Methodology

collection tool
The questionnaire used to collect the student reflections was an adapted version of the SLIM toolkit.

Only questionnaire 2 and 3 were used, due to the duration of the inquiry project and concerns of 'over-surveying' the students. Questionnaire 3 had the extra question of "What did you learn in doing this research project?"
answers given
The most striking observation from the questionnaire results, was the dramatic increase of written data shared by the students in their open-ended responses for questions 1, 4 & 5.

The student responses were largely quantitative data presented in fact recall, with minimal explanation and conclusion statements shared.
A Year 4 class, comprising of 24 students, were involved in an inquiry based Geography project.

These students attend a small Catholic Primary School with a population of 350, and a year level cohort of 50 students.
who was involved
ILA Methodology
how it was evaluated
my role
As the teacher-librarian at the school, I was able to administer the questionnaires during library visits in week 3 & 9, with 8 boys and 7 girls completing both questionnaires.

I also attended classroom lessons on several occasions to observe the students, and participated in weekly informal discussions with the classroom teacher.
classroom activities
Out of the 24 students, 15 students completed both questionnaire 2 & 3 during week 3 and week 9 of this term long unit.

During week 1 & 2, the classroom teacher presented key concept lessons covering topics such as Australia's geographical location, film and generic structure, reading maps, word study, movie maker, and an introduction to Africa.
Students were given four 1 hour lessons per week to address the KWH questions that drove their inquiry process. The teacher navigated the students through the questioning process individually, in small groups and also as a whole class, at times.

The laptop program in Year 4 allowed the students to access the use of technology on a daily basis. Students who incurred technical issues were slowed down at times, due to the nature of researching, organizing data, writing, editing, creating and recording movies, which required a laptop with internet access.


After collecting both questionnaires, student responses for question 1 were coded into the categories of fact, explanation or conclusion, by using the SLIM analysis and scoring guidelines. Responses for questions 2, 3 & 7 were tallied under provided headings.

Questions 4-6 were considered as themes which provided personal problem solving reflections the students experienced during the open inquiry process
(GeST Situated Window).
Full transcript