Reflecting On Inquiry (Outline)
- 1. Inquiry Authenticity Academic Rigor Assessment Beyond the School Appropriate Technology Use Active Exploration Connecting with Expertise Elaborated Communication These headings come from the Galileo Educational Network .
- 2. Towards A Definition of Learning - West-Burnham Inquiry: Active Exploration Interdependence Independence Dependence Relationships Creativity Interpretation Compliance Attitudes Meaning Understanding Replication Motivation Wisdom Knowledge Information Outcomes Intuition Reflection Memorisation Means Profound Why? Deep How? Shallow What?
- 3. Key Conditions of Learning - Brian Cambourne Inquiry: Active Exploration Children need to receive feedback from knowledgeable people on their attempts at reading and writing. Response Children should be free to make attempts at language that move closer and closer to convention. Approximation Children must use reading and writing skills throughout their daily lives. Use Children need to be in an environment where adults believe that they will acquire literacy skills. Expectation Children need opportunities to try reading and writing on their own. Engagement Children need opportunities to observe models of the way written language is used in daily life. Demonstration Children need to be surrounded by an environment that is rich in spoken and written language. Immersion
- 4. Fertile Questions: Yoram Harpaz • open • undermining • rich • connected • charged • practical • in principle doesn’t have a definite answer… • one that casts doubt… • requires grappling with rich content… • relevant to lives of pupils, society, curriculum • an ethical dimension to motivate inquiry… • can be developed into a research question… Inquiry: Authenticity
- 5. Inquiry: Authenticity • The Poor Scholar’s Soliloquy (Reading) “ Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know.” Teaching As A Subversive Activity - Postman & Weingartner Fertile Questions: Yoram Harpaz ? INQUIRY TOPICS? • not “getting across” but more “what is ‘x’?” • what’s important about it - has it always been this/that way? • is it a ‘qwerty’? • knowledge building, rather than knowledge consumption and knowledge pasting • Fertile Questions
- 6. Inquiry: Academic Rigor • INPUT - GATHERING and RECALL • PROCESSING - MAKING SENSE • OUTPUT - APPLY and EVALUATE There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors with no aim beyond their facts are one-story men. Two-story men compare reason and generalise, using labours of the fact collectors as well as their own. Three-story men idealise, imagine, and predict. Their best illuminations come from above through the skylight. Three Story Intellect : Oliver Wendell Holmes Brain Compatible Classrooms : Robin Fogarty INQUIRY Habits of Mind Develop pupil ability to ask: • how do we know this? • who says so? (viewpoint) • what causes what? (connections, patterns…) • mmm? (how might things have been different?) • so what? (why it matters) SOLO Taxonomy
- 7. Inquiry: Assessment • for what? • Angels on a Pin Alexander Callandra INQUIRY • reflection requires criteria - leads towards goal setting, next steps, and developing learning strategies • SOLO Taxonomy
- 8. Inquiry: Beyond the School • Key Competencies INQUIRY
- 9. Inquiry: Appropriate Technology Use INQUIRY • supports your school vision and beliefs • actively challenges pupils by understanding the difference between surface and deeper features of engagement - as reflected by our cluster ICT engagement framework Bruce and Levin (1997): the notion of technology as media with 4 different modes: • for inquiry - databases, spreadsheets, microscopes, hypertext… • for communication - word processing, email, blog, graphics, simulations… • for construction - control, robotics… • for expression - interactive presentations, animation, music… “ With new technologies, student-generated collages and reproductions appear more inventive and sophisticated - with impressive displays of sound, video, and typography - but from a cognitive perspective, it is not clear what, if any, knowledge content has been processed by the students.” Scardamalia & Bereiter (1994) • 3 waves of ICT
- 10. Inquiry: Active Exploration INQUIRY Towards A Definition of Learning - West-Burnham Key Conditions of Learning - Brian Cambourne
- 11. Inquiry: Connecting with Expertise INQUIRY • My Cousin Vinny • Reasonable!
- 12. Inquiry: Elaborated Communication INQUIRY • audience - how varied and how real? • many opportunities to support, challenge and respond on the way… • pupils develop a number of forms of expression to choose from in order to express understanding… • moving away from teacher controlled and selected…
- 14. Question ? ? ? ? ? ? ? ? ? ? ? ? ? ?
- 15. And in the end/beginning? • what’s worth knowing? • why do THIS rather than THAT? Inquiry: Authenticity Pupils Community School