why inquiry? inquiry is a process which naturally integrates cross-curricular competencies and the...
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Why Inquiry?
Inquiry is a process which naturally integrates cross-curricular competencies and the
subject areas.
Engages learners by making connections to their world
Broad Areas of Learning
Cross-curricularCompetencies
SubjectAreas
InquiryA model for teaching and learning
Anne LemayCentral Québec School Board
Learning for All2001 12 17
Inquiry Project Planning
Questions come from : Issues that may arise in the school Student interest Teacher interest Understanding that the five Broad
areas of Learning need to be connected to student learning over a two year period
Learner Centered Classroom Where are you on the continuum?
Teacher Learner
Centered __________________Centered
Constructing meaning by calling on prior knowledge, then building on it.
Scaffolding Inquiry: What do we know about…..? What do we want to learn…..? Knowledge is constructed by : The active learner – hands-on activities The social learner – interacting with
peers The creative learner – ideas, the arts
Moving toward Constructivism
Student as empty vessel
Teacher transmits information
Students are evaluated by testing at the end of a project
Knowledge is inert
Students work alone on the same task
Student’s prior knowledge is tapped
Teacher role is interactive
On going assessment process and product, observation
Knowledge is dynamic, ever changing
Students work in groups and alone on differentiated tasks
Differentiated Instruction Students are engaged through connections Inquiry is key…different students, different questions Success and difficulty are both supported Key concept makes instruction differentiated Without
it the activities or projects are just different. Teacher knows where the students need to go, but is
flexible on how they get there.
Multiple Intelligences
Brain-based predispositions for learning
The entry point into the inquiry project
“The biggest mistake in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways.”
Entry Points – a good fit? Narrational – telling a story or narrative Logical- Quantitative – using numbers or
scientific approaches Foundational- examining beliefs,
frameworks of meaning at the core of the topic
Aesthetic – sensory, arts-based features Experiential- hands-on, personal
opportunities to become involved in topic.
12/17/2001 Anne Lemay CQSB 13
WANTED: Fruit Fly AKA: Fruityn Discussion helps to
answer the questionn Teacher helps to create
links- This bug is wanted by theFBIA (Federal Bug Intelligence Agency) for bugging people.
n Students plan researchn Presentation to validate,
compare, share knowledge
n Reflection on larger issue
Copyright Dennis Kunkel Microscopy Inc.
www.DennisKunkel.com
Research KWLCreate groups to work on chosen bugsRap sheet- some ideas from a brainstorm:- common name, scientific name- diagram, with color key- description- wanted for (personal story)- diet- habitat- last known location
Task Bug Inquiry 1. Identify the entry point employed in this project.
2. Choose one of the other entry points that you could have used in this project and describe how you would use it.
3. What is the key concept in this project?
4. Determine a critical issue that could be explored in this project.
Numbered Heads Together Team numbers off 1-4. Teachers explains question. (task) Group is given time to confer and arrive
at their answer. It is the job of every team member to
make sure that all teammates are prepared to answer.
Teacher calls out a number and that person responds for their team.
Environmental AwarenessAnd Consumer Rights and
Responsibilities
Citizenship and Community Life
Health and well-being Personal and Career Planning
Media Literacy
To use information To solve problems
To use information& communication
technologies
To exercise criticaljudgment
To use creativity
To adopt effective Work methods
To constructHis/her identity
To cooperateWith others
To communicateappropriately
Health &Well Being
Environment & Consumer Awareness
Citizenship & Community Life
Personal and Career Planning
Media Literacy
Intellectual
Methodological
Communication-Related
Personal & Social
Languages
Mathematics, Science & Technology
Social Sciences
Arts Education
Personal Development
Portfolio A vehicle for demonstrating
student learning and growthWork Samples chosen based on
criteria include: Student reflection Self-evaluation Goal setting
Inquiry Project Planning
teacher student
Assessment Tools
Cross-Curricular Competencies
teacher student
Assessment Tools
Subject Areas
Broad Area of Learning
Key Concept
Taking the time to find questions
Gaining new perspectives
Attending todifferences
Sharing what was learned
Taking thoughtful new action
Planning newinquiries
Inquiry projects – Students at Risk
Content, process and product are adjusted because teacher builds on and understands student differences.
Student interests and choice are negotiated. Variety of instructional strategies used to connect
learning to the world. Individual and group responsibility gives students
a sense of belonging. Tiered activities give all students a measure of
success. Support principles of inclusive education.
Inquiry Based Projects Based on key principles of differentiated,
constructivist learning which underpin the QEP.
Students are engaged because teachers understand that they need to use varied entry points, strategies and student choice.
Student learning is wrapped around a key concept guided by the teacher.
Facilitates competency-based learning, the goal being maximum student growth and individual success.