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We are not sure what is split teaching screen. It might be two windows that are open that work alongside.

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We are not sure what is split teaching screen. It might be two windows that are open that work alongside.

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Inquiry Share Out - Nita and Chad - October 2022

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Wonder Wall for students to write down their questions about the Central Idea

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Wonder Wall for students to write down their questions about the Central Idea

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Inquiry is one approach to teaching and learning in a world that is exploding with information. In fact, teachers can use inquiry to support students as they delve deep into disciplinary content to provide a rich, nuanced learning experience. In our model, we want students to do more than explore topics during inquiry, we want them to use the tools of a discipline to understand claims and evidences and to create new knowledge. Our aim is that students will engage in authentic, intellectual work so that their products will have value within schools as well as outside of school in their everyday lives.

Project-based inquiry has its roots in problem-based learning (Boss & Krauss, 2007; Buck Institute for Education, 2009), building on a strong orientation to real-world problems. The inquiry approach allows a rich set of technology tools and resources to be put into play as students explore and create new knowledge by answering a compelling question.

The content generated from project-based inquiry activities can be enhanced with Internet resources that enable a wide range of multimedia texts. Internet access also widens the communicative scope of project-based inquiry, allowing learners to share the results of their work with extended and distant audiences while gathering feedback and potential inspiration from others' work. The aim of the project-based inquiry approach is to provide the opportunity for students to engage in what Newmann, Bryk, and Nagaoka (2001) described as authentic, intellectual work. They described the distinctive characteristics of authentic intellectual work as "construction of knowledge through disciplined inquiry in order to produce products that have value beyond school" (p. 14).

Likewise, elements of project-based inquiry possess what Dewey (1927) referred to as productive inquiry, which is deliberately seeking what we need in order to do what we want to do. Intellectual development is primarily about learning to use a specific culture's semiotic resources within purposeful activities with others in ways that both conform to cultural expectations and express one's unique perspective. Obviously, reading and writing are central to a student's intellectual development; these processes are augmented through project-based inquiry as students use a variety of online tools as well as digital video to create products of learning. Through a project-based inquiry process, our aim is to engage students in intellectual work that has depth, duration, and complexity, and to challenge and motivate students toward knowledge creation.

We have applied project based inquiry in a variety of instructional settings, including the New Literacies Teacher Leader Institutes (Spires, Lee, Young, Leu, Coiro, & Castek, 2009); middle grade classrooms (Spires, Hervey, Morris & Stelpflug, 2012; and our New Literacies & Global Learning graduate degree program at NC State University (Manfra & Spires, 2013). We are using this same project-based inquiry process to scaffold teachers' knowledge and use of video and other digital media for instructional purposes, both in the U.S. (Spires, Hervey, & Watson, 2013) and in China (Spires, Morris, & Zhang, 2012).

There are six design features involved in preparing for PBI Global through which teachers decide the nature of the project. Teachers have many demands on their time, which is why PBI Global is designed on a continuum of complexity. The following features can be used to design a PBI Global that fits the needs of any classroom.

Past PBI Global Projects

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Project-Based Inquiry Global (PBI Global)

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Inquiry is one approach to teaching and learning in a world that is exploding with information. In fact, teachers can use inquiry to support students as they delve deep into disciplinary content to provide a rich, nuanced learning experience.

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Focusing on big idea and conceptual understanding

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Focusing on big idea and conceptual understanding

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mostly driven by how to foster student agency

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I used Visual Thinking Strategies by sharing some pictures related to the Unit. I ask students what they see, feel, and wonder. Later they will share and discuss in the class. At the end of the discussion, students will share their Selected questions to further research individually.

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Setting up provocations such as artifacts that they can wonder about or a photo that might spark interest.

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Setting up provocations such as artifacts that they can wonder about or a photo that might spark interest.

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Group 5!  Exploring, real world concepts, hands-on, observing, and expressing your thinking and wonderings!

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Group 5!  Exploring, real world concepts, hands-on, observing, and expressing your thinking and wonderings!

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Provocations for children to share what they know and wonder

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I usually use visual thinking strategies, mostly See-Think-Wonder, KWL Charts

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I usually use visual thinking strategies, mostly See-Think-Wonder, KWL Charts

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Questions
VTRs
Fish Bone strategy - cause and effect
Inquiry jars
Wonder wall
Nature walk
Talk to the picture strategy
Concentric circles

Vidhi

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Learning walls/Wonder walls- interactive- also shows the entire journey of inquiry

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Learning walls/Wonder walls- interactive- also shows the entire journey of inquiry

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Parking lots
Maintain a Tool box

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Bringing in odd artifacts that students do not usually encounter.
An inquiry log as a routine in the morning or we use it to transition

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Visual provocations, google and youtube searches using unit related keywords, walk galleries, books.

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Great approach to start and spark children's curiosity and start inquiry especially for young learners so they can make connections in class and real life.

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Our group talked about the importance of making time for student questions when tuning in to a unit.

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I am just thinking of posting installation arts or posters around the school and let students share what they think, feel, and wonder in a piece of paper. That will encourage inquiry.

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@carlamarschall  & I developed an Inquiry Cycle specifically designed to promote conceptual understanding.  Initially, reflection was one of the phases but we redesigned it embed reflection into every phase. We reflect as we plan, monitor and evaluate  #pypconnected

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@carlamarschall  & I developed an Inquiry Cycle specifically designed to promote conceptual understanding.  Initially, reflection was one of the phases but we redesigned it embed reflection into every phase. We reflect as we plan, monitor and evaluate  #pypconnected https://t.co/6gAQ25c24V

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Inquiry Share Out - Nita and Chad - October 2022 (1)

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One of the key principles of inquiry based learning is that HOW the learner learns is as important as WHAT they are learning about. Inquiry teachers talk a lot about process and the importance of learning to learn. It's part of our discourse...but lately I have been wondering how much we REALLY value it. Enough to raise it to the level of the 'content?' of an inquiry? Enough to report on? Enough to devote real time to its exploration? Enough, to actually inquire into it?

I spend a lot of time contributing to teacher inquiry (including my own) by giving 'fishbowl' lessons. Students and I work together (we're the fish!) while a bunch of teachers look on and participate to varying degrees. It's a great way for us all to think about what it means to be an inquiry teacher.

Every 'demonstration' lesson I conduct includes an explicit focus on learning processes. We might, for example, be investigating the ways in which our community has changed over time but - at the same time - we might inquire into HOW to manage our time well when we are working in a group. Or perhaps we are inquiring into the materials that everyday objects are made of but, at the same time, we can be inquiring into the skill of observation and recording - exploring the best ways to do this effectively. This 'split screen' teaching as Guy Claxton so eloquently puts it, creates a rich and layered approach to the way we guide students. It's not just about the what - it's about the how. Many inquiry-based educators argue that it is in fact the inquiry skill-set that constitutes the most valuable learning for students. When students discover how to learn, their capacity to learn continues to grow.

I recently enjoyed working with a year 4 class who had been involved in an inquiry that demanded a great deal of collaboration. The purpose of the session was to step aside from the 'content' of the inquiry and to spend time investigating the process. We needed to do some inquiry INTO collaboration - what was working, what wasn't, how to manage challenges and how to do a better job of it. By reflecting on how they had worked in their teams, the students were able to gather and sort data on what helps and hinders the process. Importantly, new avenues for inquiry into collaboration opened up, for example, how does body language affect collaboration? How can we deal with someone who is not contributing?

As teachers reflected on the session afterwards, it was clear that some of us found it difficult to justify 'so much time' focused on such specific process oriented work. Our reflections made me wonder whether we can become guilty of seeing this kind of learning as an 'extra' to the REAL work of the inquiry. Do we give this the emphasis it deserves?

The skills and dispositions needed for effective inquiry are indisputable. In my work, I have taken to describing these as learning 'assets' and they include being able to manage ourselves, communicate effectively, collaborate with others, research in a range of ways and of course to think - creatively, critically and reflectively. The inquirer also needs to BE courageous, focused, curious and confident amongst other things. Such skills and dispositions are echoed throughout contemporary curriculum frameworks such as New Zealand's Curriculum and in the 'general capabilities' of the new Australian Curriculum. The transdisciplinary skills, profiles and attitudes of the PYP serve a similar function. Few would disagree with the importance of these skills and dispositions - so why do they seem to remain frustratingly peripheral in planning and assessment?

Many of us did not grow up in classrooms that focused on learning processes. I wonder how much time WE give to questions like "How DO people collaborate effectively? What DOES it mean to be a good self manager?" What do we know about effective research techniques? Unpacking some of these questions around the planning table is a start. Rather than asking: 'what skills can we 'cover' in this inquiry - let's ask...'what skills can we inquire into?' Here are some sample essential questions:
What does it mean to think creatively? How do I know if I can trust an information source? How can I manage my time more effectively? How can I get my message across to an audience without words? What makes a good question? What makes a team work more effectively? How can I record information from an interview in an efficient way? How can I use my thinking to help me plan ahead? What can I do to avoid distractions? What strategies help us keep a team focused? What do you do when you just don't get it?
For those teachers working with a PYP planner, consider including a process oriented line of inquiry. Why not have guest speakers who are 'experts' on skills like self management? Why not have kids survey others about how they stay curious and creative? I know pockets of this kind of inquiry exist but I guess I am just wondering how we can ensure the skills and dispositions of inquiry share some of the spotlight currently enjoyed by the content. These skills ARE indeed 'transdisciplinary' so provide wonderful vehicles for authentic connections between specialist and generalist teachers and across subject areas

One thing I do know is that while it is possible - and often very satisfying to inquire into skills and dispositions...all of us need to have a purpose for doing so. This is why the integration of 'what' and 'how' are so vital...investigating how to grow our creative thinking, for example, can work best when integrated into an art or design-oriented inquiry that demands this kind of thinking.

I used to think that it was sufficient simply to check off a list of skills covered in a unit of inquiry. Now I know that such skills are actually PART of the inquiry. I want my students to know that each journey of inquiry upon which they embark will contribute not only to their understanding of 'the way the world works' but will build their capacity as learners. They will be able to add new skills and dispositions to their tool kit - the one they carry from year to year, from school to life beyond school.

Next time you are seated around the planning table with colleagues or you are negotiating an inquiry pathway with students - ask yourselves what you could investigate about the process of inquiry itself. How do you make sure skills and dispositions are truly 'alive' in your classroom and not just words on a planner?

Just wondering....

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One of the key principles of inquiry based learning is that HOW the learner learns is as important as WHAT they are learning about. Inquiry teachers talk a lot about process and the importance of learning to learn.

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Inquiry Jars, Gallery Walk, Keeping resources for Math inquiry without giving the concept idea for example: patterns of different type.

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Inquiry Jars, Gallery Walk, Keeping resources for Math inquiry without giving the concept idea for example: patterns of different type.

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Lavina Desmond

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Read aloud Stories for example: ask learners to create questions that can be asked about any type of story, then whilst you read you answer them and ask learners to come up with the learner profile attribute or ATL's for Key Concept they have developed in the process.

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Read aloud Stories for example: ask learners to create questions that can be asked about any type of story, then whilst you read you answer them and ask learners to come up with the learner profile attribute or ATL's for Key Concept they have developed in the process.

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Lavina Desmond

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I usually ask learners if we have to learn a particular concept what should be the WALT/WILF? and How can we take our learning further? We reflect after the engagements and then Revisit if we were able to achieve the outcome decided in the WALT.

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I usually ask learners if we have to learn a particular concept what should be the WALT/WILF? and How can we take our learning further? We reflect after the engagements and then Revisit if we were able to achieve the outcome decided in the WALT.

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Lavina