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Why and how do we use inquiry in today’s classroom? 

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Why and how do we use inquiry in today’s classroom? 

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How can we design learning environments for inquiry?

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How can we design learning environments for inquiry?

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How can we grow a culture of questioning and curiosity? 

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How can we grow a culture of questioning and curiosity? 

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What strategies help power up inquiry teaching?

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What strategies help power up inquiry teaching?

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What does assessment look like in the inquiry classroom?

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What does assessment look like in the inquiry classroom?

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What role can frameworks and models play in scaffolding inquiry learning? 

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What role can frameworks and models play in scaffolding inquiry learning? 

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How can inquiry nuture skills and dispositions for lifelong learning? 

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How can inquiry nuture skills and dispositions for lifelong learning? 

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40 Frameworks for effective teaching_Kath Murdoch

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40 Frameworks for effective teaching_Kath Murdoch

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40 Frameworks for effective teaching_Kath Murdoch

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Make a video of students and teachers wondering things

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Make a video of students and teachers wondering things

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https://youtu.be/LFt15Ig64Yg

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The power of ummmm... | Kath Murdoch | TEDxWestVancouverED

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What is Inquiry Learning? By Jeni Wilson and Kath Murdoch

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What is Inquiry Learning? By Jeni Wilson and Kath Murdoch

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Inquiry learning – Journeys through the thinking processes By Kath Murdoch

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Inquiry learning – Journeys through the thinking processes By Kath Murdoch

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"Growing inquiry learners requires strong teacher knowledge of a wide range of techniques and practices... While there is a strong emphasis on techniques that encourage the learner to actively and more independently seek, sort, and synthesize, this does not preclude some carefully places direct instruction within our daily repertoire."

As a Specialist Teacher, I sometimes feel a strong need to explicitly teach skills. I find this quote to relieve a bit of the worry that students should just naturally refine their skills on their own over time through a process of self-reflection. This method is of course valuable because students learn through direct experience, BUT sometimes they just need to be shown exactly what to do. A balance between trial and error and direct instruction can be a good thing. The real trick is to make sure that students have intrinsic motivation to internalize direct instruction i.e. learning the skill as a means to reach their own desired result. - Jackie

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"Students do the heavy (cognitive) lifting"

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"Students do the heavy (cognitive) lifting"

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"...question, predict, gather, analyze, synthesize and reflect."

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"Teachers help learners see that the tasks in which they are engaged are a part of a larger and transferable process."

I see this as the goal of Homeroom and Specialist Teacher collaborations on UOI projects, but how to get all students to internalize the conceptual links without explicitly telling them?- Jackie

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Capable and curious learners.

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Ownership, Interest, Reflection, Purpose, Prior Learning, Transfer, Collaboration, Resilience, Time, Feedback, Environment, Openness, and Joy

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"In an increasingly globalized and digital world, we are inundated by huge quantities of information...Students need to learn how to effectively and safely locate, access, evaluate, use and contribute to this ever-evolving global information bank, and that is what inquiry is all about."

I was interested when Kath Murdoch mentioned that inquiry can be seen as a separate stand alone subject. Whereas Inquiry should be something that is happening all the time in the classroom.

I really liked the quote from Maria Montessori, 'Our task is to help learners do it for themselves'.

Kath Murdoch suggests giving students agency to organize their own groups. As teachers we often tend not to let challenging students work together in the same group. Although spreading these kids amongst the groups can be counter productive. Sometimes in P.E I will let challenging students work together. This doesn't always work but at times they lift their game when they see other groups are having success.

As Kath suggested I need to let the kids in P.E play with equipment to observe skills and areas of need.

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"... the quality of relationships [teachers] hold with their students- and the relationships fostered between students... determines much about the kind of learning that takes place. Ample evidence exists to link the child's sense of safety and security to the degree to which they will confidently explore the world around them."

Yes! This is a major cornerstone of my pedagogy. -Jackie

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Wonder Wall

Cozy Book Corner

Mini Art Studio

The Lab

Collections

Intriguing Objects

Living Things

Wonder Boxes

Video Booth

Tinkering Station

Photos, Images and Art

The Cave

Global Communication Center

Cabinet of Curiosities
Questions of the Day

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"...we need to be careful not to confuse the need to be supportive and caring with an absence of challenge."

Keep the bar high.
Make your own thinking 'audible' to students.
Help students to feel how deeply satisfying an intellectually rigorous task can be.
Acknowledge the role of confusion in learning.
Expect participation by all.
Limit 'whole-group' conversation.
Introduce students to powerful thinking routines.
Consider the quality of your questions.
Ensure that what students are inquiring into is rich and relevant.
Vary the dynamics across the day.
Allow some down time.
Stop talking (as much).

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'exuberant discovery' Kohn, 2004
'relaxed alertness' Caine and Caine 1994
'conversational jazz' Peter Johnson, Opening Minds
'joyful, intellectually stimulating environment" Murdoch, 2015

'space of possibility'

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... all about giving students the skills, the disposition and the opportunities to investigate- to find out information, make meaning and take action based on what is discovered." (pg. 40)

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* relevant to studnets
* primary sourced research opportunities
* valuable to the community outside the classroom
* students bring prior knowledge
* involves multiple perspectives
* aligns with curriculum
* builds understanding of concepts along with skills and dispositions

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"Rather than the walls being seen as a place to display finished work, the walls become a visual record of work in progress."

I am constantly at odds in my mind with reconciling the expectation to display finished artwork and my pedagogy which values the process of art making over the product. Maybe these strategies also make sense in my domain!- Jackie

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'Inquiry requires risk taking and students are more likely to take risks in environments where they feel safe to express themselves and to be challenged.'

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Strategies for building Community and connecting with students

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Strategies for building Community and connecting with students

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*Create a class blog
*Invite students to write you a letter about why you are lucky to have them in your class.
*Chat to individuals about their lives.
*Regular class meetings students can voice opinions etc.
*Allow students to get to know you.

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natural materials-wood and cane
plants
lamps to soften lighting
couches
variety of table sizes
Fish tanks
avoid clutter

Wonderwall- for students questions
Cozy book corner
Mini art studio
Science lab-changing collections of rocks, fossils etc
The cave a place to work alone
Question of the day-Is it better to be a kid or a grown up?

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Document Examples of Inquiry in our School 

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Document Examples of Inquiry in our School 

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Take photos and videos of practical examples we are already implementing at our school and compile them into a feel good short video about the "Power of Inquiry" at HIS!

* Give teachers credit for what they are already doing well.
* Provide practical examples linked to the text.
* Capture students and teachers to share their feelings and thoughts about inquiry.

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-Begin with a visual prompt (object, photo, painting, short, video clip),students record what they see, what this makes them think about and then what the prompt makes them wonder.
-The wonderings become questions for further exploration.

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Example: "What is art?"

I present this to Fifth Grade as a lead in to their Independent Projects! :) - Jackie

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1. Phase and Intention- Teachers gather initial student ideas and questions. They are framing up the big idea of the Inquiry. Students share with each other and the teacher what they think the inquiry is about.
2. Tuning in- Teachers gather information about their classes understanding of the topic. Students produce evidence of their early thoughts in written and verbal form. They may begin asking questions and starting to make links with how this inquiry links to their own lives. They become more aware about what they will be learning about and what skills they will be practicing along the way.
3. Finding out- Students are gathering information to research their question. This may be through experimentation, surveying people, web searches, asking experts etc
They are learning how to efficiently gather and record their findings.
4. Sorting out- this is a critical stage. Students are comprehending the information they have gathered. They are showing a new deeper understanding of the concepts and may have new questions from what they have found out.
5. Going further- Students may inquire further into something they found out about and are really interested in. They may do this independently.
6. Reflecting and acting- Students reflect on what they have learnt and share their awareness of how they are learning.
7. Evaluating- Students evaluate how they went with their learning. What went well what didn't? What is it they could do better for their next inquiry?

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“At times, the inquiry that emerges is completely 'organic' - it happens as naturally as walking and the child leads the way. At other times, the child may show some signs of interest into which the teacher adds a provocation. A provocation may be in the form of a question, a challenge, materials or a comment that stimulates further wondering. Play-based inquiries arise out of tinkering, experimenting, talking and interacting with natural and human-made objects. Essentially, it becomes an inquiry when questions are asked or problems are posed and when there is some form of investigation that then happens in response.”

This type of flexible teaching seems so appealing to me. I am fairly organic in my planning to allow for a whole range of influences to determine what is happening on a day to day basis, but ideally would like to use that adaptable planning to respond to solely student centered factors. I also feel the constraints of the 1 hour time block, often students are just getting settled into working and starting to explore and investigate, when I have to stop them to clean. I have seen this type of student lead inquiry most successfully outside of class time, when students choose to make time to come in after school or on the weekend. Not only are they intrinsically motivated, but also they have the time to get deeper into their thinking. -Jackie

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These boys said they were "making juice!"

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1A's group timeline

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These books tell the story of students' lives past, present and future!

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The most ideal setting for inquiry is an inquiry school where, 'An inclusive group of people, motivated by a shared learning vision, who support and work with each other, finding ways inside and outside their immediate community, to enquire into their own practice and together learn new and better approaches that will enhance all pupils' learning.' (p.162)

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The most ideal setting for inquiry is an inquiry school where, 'An inclusive group of people, motivated by a shared learning vision, who support and work with each other, finding ways inside and outside their immediate community, to enquire into their own practice and together learn new and better approaches that will enhance all pupils' learning.' (p.162)

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How do we develop an inquiry culture within our school?

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How do we develop an inquiry culture within our school?

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"More and more schools are rethinking the arrangements they make to cater for the needs and interests of each student and recognize the possibilities of new technologies, in particular, to enable students t investigate those things in which they are interested." p. 112

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When students pursue their own interests, students...

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When students pursue their own interests, students...

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... are motivated.
... are more likely to focus on tasks.
... practice skills and strategies that can be applied elsewhere.
... are less reliant on their teacher or peers.
... develop self management skills.
... are openminded to the ideas and know how of their peers.
... share their skills and knowledge with others.
... have opportunities to be in their element and build on talents and passions.
... gain confidence and self-belief.
... have opportunities to work and learn alone rather than collaboratively.
... can make connections.
... can teach and inspire others.
p.113

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"The approach that will best work for you will depend on a number of factors, including:...

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"The approach that will best work for you will depend on a number of factors, including:...

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...* the students' and teachers' prior experience with and confidence in inquiry approaches
* the school's timetable and other logistical factors
*the students' age/ developmental readiness
* the resources and physical set up of the learning environment." (p. 115)

I find these to be the biggest challenges when offering students choice to pursue their own vision or passion project. I find personal inquiry to be one of the most rewarding ways to teach students to think like artist and to use art as a language to express their ideas. I have a strong desire to make all projects choice-based, but find that there are some large logistical barriers to making this the only framework learning happening in the Art Room. - Jackie

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"Provide students with a set of images..."

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"Provide students with a set of images..."

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"...for example, music, the environment, construction, the arts, technology, film, travel, science, different cultures, food, animals, design, space, history, mapping/ geography. Have them order the images from most to least interesting to them..." (p. 123)

I love this idea! It is challenging to discover what student's interests are or to encourage them to explore the unlimited possibilities of visual language. This could help students to discover their own preferences in art making, genres, styles and subject matter. - Jackie

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... that when they do learn to stand back and allow more voice and choice, they are humbled by what their students are capable of." (p. 124)

It's a beautiful thing when students seize the opportunities we give them and exceed expectations! -Jackie

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Framing the Inquiry
What do students want and need to learn and do?
Tuning In
What are students wondering?
Finding Out
What is the best way for students to find out more?
Sorting Out
How is student thinking changing?
Going Further
What are students most interested in finding out now?
Reflecting and Acting
What have students learned about themselves?
Now what?
(p.68-69)

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This is how I want students to think about their sketchbooks! -Jackie

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Key Principles Understanding Assessment In The Inquiry Classroom

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Key Principles Understanding Assessment In The Inquiry Classroom

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1-Assessment data informs planning throughout a teaching and learning sequence.

2-Assessment practices inform teachers’ feedback to students throughout a learning sequence.

3-Assessment is embedded within teaching and learning tasks -- and is ongoing throughout a learning sequence.

4-Assessment strategies and evidence are varied to cater for the diversity of needs and ways of learning.

5-Assessment tasks are as authentic as possible, allowing students purposeful contexts for demonstrating their learning.

6-Students are active participants in constructing what and how learning is assessed.

7-Assessment demonstrates to students (and parents) what is valued by teachers ,

8-Students are clear about the criteria against which their learning is being assessed.

9-Assessment is matched to teaching and learning goals and intentions.

10-Assessment recognises prior learning and demonstrates student progress in relation to this.

11-Assessment focuses on more than “knowledge” -- it provides feedback on skills and values / qualities, addressing the whole of the learner.

12-Assessment encourages students to think about , monitor and set goals for their own learning . p.134

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Effective Practices For Assessment In Inquiry: A Summary

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Effective Practices For Assessment In Inquiry: A Summary

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Strategy 1: The wonderwall--to generate, document and stimulate students' wonderings throughout an inquiry.
(Digital Tools: padlet, Post-it Plus, popplet, iBrainstorm)
Strategy 2:  To identifying and sharing first thinking--to uncover early thinking in order to inform further planning and future assessment and to check in on misconceptions.
(Digital tools: Today's meet, Google drive, Explain, Padlet, Scapple, Popplet, wordle, Edublogs, Edmodo.)
Strategy 3: Where am I at? To have students think more deeply about their initial ideas about a concept and to help inform subsequent learning plans.
Strategy 4: Making a stand

for students to identify their position on particular issues and learn to effectively justify their thinking.

for students to develop greater empathy by becoming aware of other people's points of view

for the teacher to gain more insight into student thinking and understanding of issues central to the inquiry.

Strategy 5: Mystery objects-to provoke curiosity and a desire to discover more, to generate interest and engagement
Strategy 6: using graphic organizers-to assist the students to organize and share their thinking at any appropriate phase in an inquiry
(Digital tools: MindMash, iThoughts, Mindnote, Idea Sketch)
Strategy 7:  From me to we-to generate ideas in collaboration with others while maintaining high individual accountability.
Strategy 8: concept attainment

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Technique: clock partners, numbered heads, word/picture match, line up/slice up, out of a hat.

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Learning walk. Silent gallery. 50/50, small group sharing.

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Visible documentation of inquiry learning

journals

whole class journal: the inquiry dairy

split-entry journals

Researchers note work/ wonder journal,

Apps can be used.

Day one

Memento

My wonderful days

My daily journal

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Today with technology it can be very quick and easy for students to find the answer to something. Kath Murdoch pg 96 'In what is often described as the information age, teachers now have a much greater responsibility to help students build a repertoire of skills and dispositions that enable them to more effectively locate, access, understand and critique ideas, as well as design, create and share their own. When teachers use an Inquiry approach to design learning experiences for students, they provide an excellent opportunity to develop those very skills and dispositions critical for 21st century living.'
She goes on to say.
'What we know now is that spending time exploring such things as how we think, how we collaborate and how we self-manage helps us become more mindful, effective learners.'

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Using specific language to teach the ATL's

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Using specific language to teach the ATL's

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'When children are able to 'label' the more specific processes they are using as learners, they develop a greater understanding of the nuanced differences between the skills and strategies required to achieve a task' Kath Murdoch pg 99

There is a list of the language of ATL's you can use with the children on Pg 99.

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Wondering about photographs of incredible places around the globe.

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Collaborative
Shared Language
All Staff (Specialist and Generalist)
Local and Global
Students have Voice
Leadership is shared
Visible Evidence
Professional Learning
Clear Vision
Collaborative Planning
Relationships Matter
Student Learning at the Heart
High Expectations
Technologies are Embedded