Scaffolding Student ResearchScaffolding Student Research

Workshop presented at the QHTA Conference: June 2005

Sue Burvill-Shaw

Inquiry Approaches Provide Connection and Justification

Every learner needs a clear understanding of what is to be learned and how that learning will progress. Without this understanding, “the learner loses interest, motivation, and comes to see learning as a process devised by others that is trivial, irrelevant, and a waste of time”. (Van Tassel-Basks,1992)

Inquiry based Research can help students achieve such connectedness when the research focus is based upon significant questions which have real life implications or which they themselves devise.

The primary need which drives adolescents, in particular, is freedom

which provides choice. Inquiry based investigations can satisfy an

adolescents need for choice over his or her learning. Choice can be

provided by differentiated research- by varying the focus for inquiry, the

methodology used for investigation or the product created as a

consequence of the research.

Inquiry Approaches provide Choice and Variety

Inquiry Approaches provide Cognitive

complexity and Cognitive conflict

• In order to develop learners who can think in complex and

creative ways, and who are knowledgeable with deep

understanding of the world in which they live, it is necessary to

expose students to learning opportunities which explore

problematic issues of knowledge in a challenging manner. This

involves learners is evaluating the nature of the evidence they

use and in the investigation of questions to which the answer is

not clear cut or predetermined.

Inquiry Approaches provide

opportunities for meaningful

Collaboration

Vygotsky argues that the range of skill that can be developed with adult

guidance or peer collaboration exceeds what can be attained alone. A

well designed, critical Inquiry should provide opportunity for students to

work in collaborative groups which help satisfy the adolescent need for

Belonging and Acceptance.

A teacher’s role in developing supportive learning environments is to

create socially rich environments which provide learners with

opportunities to explore subjects with their teachers and peers.

Inquiry Approaches provide scaffolding in the

development of Required Skills

Because students do not learn skills and concepts in the same way, the strategies

that may be used to help develop a concept, may not be sufficiently explicit to

develop the skills a student requires to undertake an inquiry investigation.

Inquiry skills need to be taught explicitly (Waring, 2001:4). Strategies such as

modeling and scaffold guides, and collaborative involvement in joint

constructions, are very effective in helping students identify and develop the

skills required to investigate a question in a meaningful way. It is important that

the teacher has a realists understanding of the sub-skills involved in a particular

inquiry investigation, and that appropriate plans are developed to determine the

order and rate at which these sub-skills need to be taught, as well as the most

appropriate strategy through which they will be taught. (Kiddey, 2001:3)

What specific learning experiences should be built into guided inquiries which aim to engage and challenge students and build the skills of independent inquiry?

ReferencesReferences

Briner , Martin (1999) “Constructivism”http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm Downloaded Friday May 5, 2000

Caine, R., and G. Caine. (1994). Making Connections: Teaching and the Human Brain. Menlo Park, Calif.: Addison-Wesley.

DeGiglio Kathy, and Greenslade, Dee, (1994), Towards Collaborative Learning, Department for Education and Children’s Services: Adelaide.

Gross, Miraca (2000). “Recognising and Responding to the Underachievement of Gifted and Talented Students” Paper presented to the Excellence in Teaching and Learning 2000 Conference, Perth WA, January 24

Reis, Sally et al, (1992) Curriculum Compacting Hawker Brownlow:Melbourne

Smyser, Bridget M (1999) http://www.wpi.edu/~isg_501/bridget.html downloaded 2000.

Tomlinson, Carol Ann (1999) The Differentiated Classroom: Responding to the Needs of All Learners ASCD: Virginia

Tomlinson, Carol Ann (1992) “Gifted Education and the Middle School Movement: Two voices on teaching the Academically Talented” Journal for the Education of the Gifted 15 (3) pp 206-238

Van Tassel-Basks, Joyce (1992) “Developing Learner Outcomes for Gifted Students” ERIC Digest #E514 Council for Exceptional Children: Reston, Va.

Wertsch, J. V. (1991) Voices of the mind: A Sociocultural Approach To Mediated Action. Cambridge, MA: Harvard University Press.

Waring, Felicity & Pat Kiddey (2001) Success For All Curriculum Corporation: Carlton

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

ANY QUESTIONS??ANY QUESTIONS??

REFLECTION:

What is one strategy I can use right now with my students?

How will I implement this?

THANK YOU!THANK YOU!

Sue Burvill-Shaw

HKLA SOSE

St Margaret’s Anglican Girls School

sburvill@stmarg.qld.edu.au