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Inquiry & Learning Model



Tautoro School Inquiry Model



IGNITION

WONDERING

EXPLORING

DISCOVERING

PRESENTING

ACTION

DEFINITION

Introducing a new topic.




Constructing questions that will determine the path of the inquiry

Outline the path of an inquiry identifying resources, timeframes (where,what,who,when,and how).

Acquiring relevant information from a range of sources to answer their questions

To create a presentation about the new learning and communicate the new learning with an audience.

To reflect on learning, the inquiry process and determine the impact as a result of the inquiry process.



Finding out about your new topic of learning.

Asking what do you want to learn about your new topic?

Making a plan.

Finding your information.

Sharing my new learning.

How did I go and now what?



PURPOSE

* To establish purpose and relevance for new learning.

* To create enthusiasm and interest in a new topic.

* To find out what students already know and believe.

* To provide a range of experiences to give support for the new learning.

* To provide new information, ideas, facts and concepts using a variety of resources.

* To find out information.

* To establish what we want to find out more about.

* To determine interests and path of inquiry.

* To develop deeper questioning skills.  

* To provide structure to our inquiry.

* To set goals

* To establish roles within groups if necessary.

* To develop criteria for success.

* To provide accountability for learning.

* To find answers

* To increase research skills (take notes, use key words, cut and paste, etc).

* To understand that information comes from a range of sources (including ICT, books, people, etc).

* To order and prioritise a range of information.

* To make informed decisions about the relevance of the information and sort information.

* To organise information from multiple sources.

* To use information to answer questions.

* To analyse and interpret.

* To demonstrate understanding of the essential question

* To process and organise gathered information.

* To identify the audience.

* To use a wide range of skills to present in a suitable way.

* To demonstrate understanding of content and learning.

* To celebrate learning.

* To identify what has/will change as a result of the new learning.

* to identify needs and skills in the process of inquiry learning.

* To have ownership of learning.

* To answer questions like: Did you answer your questions?; What has changed?; Did you make a difference?;

What could you do better next time?


SKILLS & STRATEGIES

- Being open minded

- Recall, explain and discuss

- read, share, observe, listen, view, and experiment.

- brainstorm, questioning







Questioning:

- open, big, fat, skinny questions

- relevant, supporting and subsidiary questions.


- hypothesise possible outcomes to the question.

- key words

- reflect, evaluate and refine.

- use tools like Blooms, PMI,

KWL, Tchart, etc.

- Set goals

- working together with others

- assign and accept roles

- time management

- ability to prioritise

- planning

- brain storm

- reflect



Research skills:

- keywords, note taking, record, skim and scan, highlight, select and reject, conference, compare and contrast, make judgements, sort, collect, qualify, survey, summarise and interpret.


- ICT skills

- Decision making and time management

- Analyse and evaluate

Identify audience:

- select appropriate language, style and design, interact and involve others, share with others, summarise.


- creativity

- use of ICT

- communicate effectively

- teach others

Reflecting:

- self and peer

- evaluate

- next learning steps

-identify  strengths and weaknesses (may use tools such as 6 hats, KWL, rubric, feedback, thinkers keys, PMI, etc).


- ICT skills

- identify where they are in the inquiry process and reflect on progress.