St.Peter’s Then and NowAn Inquiry Based Unit

Joanne Cridland jocridland@wordpress.com

Presentation Outline• Background of

Information Learning Activity

• Data Collection Process

• Results of Data Analysis

• Recommendations for future practice

St. Peter’s Then and Now Background Information

Australian History Unit

11 Weeks

Year 2 Achievement Standard

http://jocridland.wordpress.com/

Unit developed for use on Consistency of Teacher Judgement Day

Key Inquiry Questions

• What aspects of the past can you see today? What do they tell us?

• What is the same and different about physical features of our school environment?

• What did St.Peter’s look like in the past, and how has it changed over time?

• What remains of the past are important to the local school community? Why?

The Learners Year 2 (One of 3 classes)

24 students (Job Share )

3 Gifted Students

8 Learning Difficulties (including 4 Verified Students)

20 students used for data analysis

6 students selected for closer individual analysis

Presentation TwoData Collection

The School Library Impact Measure (SLIM) Toolkit

Adapted questionnaire for early years context

AASL Information Literacy Standards

Additional Data Tools

Blog Entry – Results of Analysis

The Results Question One

Development of factual knowledge over the course of ILA Minimal growth in regards to explanation and conclusion statements. Implications

The Results: Question Two

• level of interest stayed consistent for questionnaire one and two. 

• decrease in interest level at for questionnaire three  • Implications

The Results : Question Three

• knowledge levels increased over the course of the three questionnaires.

• Decrease in perceived knowledge level during 2nd questionnaire• Implications

The Results: Question Four

• Standards for the 21st Century Learner. • develop and use successful strategies for locating information.• able to access information efficiency and effectively. • Implications

The Results: Question Five

Difficulties• being able to determine the accuracy of information• to identify inaccurate or misleading information • being able to distinguish between facts, point of view and opinion.• Implications 

The Results: Question Six

• knowledge of locating, accessing, organising, communicating and evaluating information. 

• growing awareness of inquiry based process.

Presentation ThreeRecommendations

• which inquiry model will best enhance a teacher’s capacity to support their students as they engage in an inquiry process.

• providing opportunities for students to experiment, problem solve, and work collaboratively

• general capabilities of Critical and Creative thinking.

• Professional Development