Empowering student learning through sustained inquiry
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The document discusses the implementation of 'Bring Your Own Device' (BYOD) in schools, emphasizing its role in personalized learning and 21st-century skills development. It highlights the importance of inquiry-based learning, design thinking, and action research as methodologies that enhance student engagement and critical thinking. The document also offers strategies for teachers to foster a sustainable inquiry learning environment while adapting to changing educational landscapes.
Empowering student learning through sustained inquiry
- 1. June Wall EMPOWERING STUDENT LEARNING THROUGH SUSTAINED INQUIRY eLearning and Library Consultant june@junewall.com.au @junewall
- 2. WHAT DOES A BYOD IMPLEMENTATION MEAN FOR YOUR SCHOOL? TEACHING AND LEARNING AND THE AUSTRALIAN CURRICULUM
- 3. WHY ARE SCHOOLS IMPLEMENTING “BRING YOUR OWN DEVICE” (BYOD)? Financial Personalisation Link to 21c learning Student control The advent of the cloud and the journey to the future (NSW Government, 2013) Implementation routes should be reflected in developing our teaching. Professional learning Pedagogy Practice
- 4. EXPLORE THE IDEAS OF: 1. Inquiry learning 2.Design thinking 3.Action research
- 5. INQUIRY “investigative process that engages students in answering questions, solving real-world problems, confronting issues, or exploring personal interests (Pappas & Tepe 2002) “a relationship between thinking skills and content” (Stripling 2003)
- 6. INQUIRY AND 21ST CENTURY SKILLS Inquiry: requires critical and creative thinking. should guide learners into thinking about their prior knowledge related to the topic of interest. is an active process. should go beyond simply finding an answer to engage learners in questioning, reflection, thinking about how and what they learned, and ultimately, the next step in the investigative process. should relate to the real world and have applications to the life experiences of learners. is a social experience and should engage learners in collaborative learning. (Pappas 2009) engages learners in constructing their own new understandings.
- 7. INQUIRY LEARNING Lupton, p.3
- 9. Wondering where to start? WONDERING WHERE TO START… Involve children in inquiry based learning BE INTENTIONAL ASK PRODUCTIVE QUESTIONS
- 10. INQUIRY LEARNING AND WEB TOOLS Web tools to support inquiry-based learning http://eduwebinar.com.au/web-tools-to-support-inquiry-based-learning
- 11. SCOPE AND SEQUENCE http://eduwebinar.com.au/australian-curriculum-inquiry-skills-scope-and-sequence
- 12. Design Thinking Design Thinking Toolkit
- 13. ACTION RESEARCH Action research is ‘bottom up’ research that is undertaken by the practitioner, or person close to the research question, as opposed to ‘top down’ research undertaken by someone else. Action research is regarded as a way of practitioners and community members taking ownership of the problem they have identified. It involves active participation in problem-solving and decision-making to improve practice. An essential component of action research is that it involves collaboration.
- 14. QUESTIONS THAT PROMOTE INQUIRY… Attention-Focusing & Probing Measuring and Counting Comparison Action Problem-Posing Reasoning Metacognitive
- 15. FRAMEWORKS FOR GUIDING QUESTIONS 7 Ws and H Why, where, which, what, when, who, what if and how KWL What do I know? What do I want to find out? What have I learned? KWHLAQ What do I know? What do I want to know? How do I find out? What have I learned? What action will I take? What new questions o I have?
- 16. HOW DOES YOUR SCHOOL “DO” INQUIRY LEARNING?
- 17. GENERAL CAPABILITIES IN THE AUSTRALIAN CURRICULUM Literacy Numeracy ICT Critical & Creative Personal & Social Ethical behaviour Intercultural Understanding
- 18. © June Wall Consultancy Information literate learners Inquiry learning Critical thinking Reflective learners
- 19. © June Wall Consultancy ICT literacy Digital citizenship Information literacy Critical 21c thinking
- 21. Brainstorm – recall, categorise, classify, record What tools can be used? How do you teach brainstorming / mind mapping?
- 22. 22
- 24. Teaching the scaf folding process and then getting the students to analyse and explain provides oppor tunities for higher order thinking
- 25. PREPARING STUDENTS FOR CHANGE Knowledge – their responsibi lity to learn Ski l ls – how do they learn and what ski lls are needed Attitudes – they need to want to learn in a dif ferent way Empowerment – they need to feel they can do as needed and have the right . . .
- 26. WHAT IS GOING TO BE DIFFERENT? Self managed students Questioning Project Management – Time management Thinking about thinking and work Choice of topic Choice of how to represent information
- 27. ATTITUDES Determine student perspectives Determine student needs and wants Link changing classroom practice to these
- 28. EMPOWERMENT LOTS of discussion with students and ar ticulation of purpose, surveys of students LOTS of l istening Relationship bui lding
- 29. WHAT DOES THIS MEAN AS THE TEACHER? Backward Design Identify learning outcomes and the expectation to show have been achieved. Identify class structure Identify ski lls needed Design initial program to teach ski l ls Integrate knowledge acquisition, ski l ls and attitudes with curriculum outcomes
- 30. Core - Culture Core – China / India Options – Technology etc
- 31. 31
- 33. HOW DO WE BUILD A SUSTAINABLE INQUIRY BASE?
- 34. SUSTAINABLE INQUIRY LEARNING? Deve lo p a n o p e n mi nd s et to t r y new t h i ng s a nd “ h ave a g o ” Al low teachers to fai l and learn and then al low students to fai l to learn Be clear about your expectations Prepare students for learning in a new way
- 35. REFERENCES AND RESOURCES Design Thinking ht tp://notosh.com/what -we-do/the-design- thinking-school/ Design Thinking Toolki t ht tp://www.designthinkingforeducators.com/ Lupton, Mandy (2013) Inqui r y pedagogy and the Aust ral ian Cur r iculum. Pr imar y and Middle Years Educator, 11(2) , pp. 23-29. Avai lable f rom ht tp://epr ints.qut .edu.au/65829/2/65829.pdf NSW Depar tment of Educat ion & Communi t ies (2013) Br ing your own device (BYOD) in schools. 2013 Li terature review. Avai lable at ht tps://www.det .nsw.edu.au/pol icies/technology/computers/mobi le - device/BYOD_2013_Li terature_Review.pdf
Editor's Notes
- #2: Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
- #15: Let’s take a look at your responses. Significant research conducted by Jos Elstgeest and others suggests that adults tend to respond to children’s questions with wordy questions that do not promote critical thinking skills, process skills or problem solving skills. Consider the 7 types of questions offered by Elstgeest. How is it that these questions lead children to seek out answers, to dig deeper, to revisit an activity and revise their understandings?