Guided inquiry does it work
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The document discusses the implementation and effectiveness of guided inquiry in the classroom, highlighting essential aspects like collaboration, open inquiry, and reflection. Various examples of student inquiries are provided, showcasing how students select topics and engage in the research process. The overall effectiveness of guided inquiry is affirmed, noting improved student engagement and research skills, while also acknowledging the challenges faced by teachers in managing the process.
Guided inquiry does it work
- 1. GUIDED INQUIRY DOES IT WORK? Lee FitzGerald, Loreto Kirribilli, Sydney
- 2. WHAT ARE THE ESSENTIALS OF A GUIDED INQUIRY? • Collaboration • Open enquiry • Reflection • Feedback • Interventions • Deep learning • Information Search Process • Evidence based practice.
- 3. COLLABORATION Teams of teachers and TLs: • create the GI unit of work • plan its workflow • reflect and make changes on the hop • provide ongoing feedback to students • co-mark the product, and include process as part of the grade • reflect on their own process.
- 4. ELEMENTS OF OUR GUIDED INQUIRIES
- 5. EACH STUDENT HAS OWN WIKI PAGE Lucy C – Cannibalism ! –
- 6. LEARNING JOURNAL AND FEEDBACK – EMMA/ARTHUR EVANS
- 7. JOURNAL – KATE/LUMUMBA RELIEF!!!!! I was up until 1:30am last night finishing off the investigation and editing, refining my essay and completing the footnotes and the annotated note-taking grid.
- 8. OPEN INQUIRY • Students choose any area within the constraints of the Modern and Ancient History syllabuses. • Area of choice clearly spelt out to students. • Choosing my topic scaffold
- 9. DEVELOPMENT OF OWN INQUIRY QUESTION Difficult for most students. • Some start too broad • Topic may have too much written about it • Or too little written about • Or may not be quite historical in nature.
- 10. JUST RIGHT QUESTIONS! Questions worked well when: • the information available was not overload or underload • the enquiry was narrowed by dates, or other limitations • there was a clearly historical question, not overlapping with mythology or literature.
- 11. A SELECTION OF OUR MODERN HISTORY QUESTIONS High range Who Murdered Lumumba?: An Investigation into the Mystery of Congo Politics in the early 1960’s. Kate – perfect marks Mid range Assess the Jury's role in the OJ Simpson criminal case. Adrienne Low range Who was responsible for the failed attempt to save the hostages in the 1972 Munich Massacre? Maddie
- 12. A SELECTION OF OUR ANCIENT HISTORY QUESTIONS. High range Assess the immediate impact of the Battle of Marathon and its lasting significance to history. Ashleigh Mid range Assess the different perspectives of the relationship between Mark Antony and Cleopatra. Romy Low range Why has the legend of King Arthur had an ongoing appeal? Jess
- 13. INFORMATION SEARCH PROCESS • Research River analogy • Different kinds of searching for different stage of ISP • Observation showed students in stages of the ISP • The Dip.
- 14. SOPHIE H ON ISP – ATLANTIS TOP MARK IN ANCIENT I really feel I made the right decision in selecting Atlantis not only because it managed to maintain my interest across the whole course of the investigation but because it has so much mystery and associated with it, and an accompanying wealth of knowledge. I was quite excited in the initial stages of the process, gathering general information on my topic but got a little overwhelmed at what appeared to be an endless stream of information on Atlantis.
- 15. AMELIA ON ISP – GEORGETOWN MASSACRE I had a lot of trouble trying to find an appropriate topic area , and then the Jonestown Massacre grabbed my attention! It was just so interesting! I enjoyed the collection of information on this topic. Putting all my sources together was a really great stage where I was able to think as a historian and put all the evidence that I had learned into some conclusions of my own.
- 16. EMMA W ON ISP: SCYTHIANS INITIATION - I was at first apprehensive when the thought of a big history essay came to mind (essays are never my strong point) but I got excited when I was choosing what topic I wanted to pursue. SELECTION – I was excited to get going but had at least 50 topics I wanted to include, but finally I narrowed it down and decided that I wanted to focus my question on the ice maiden of Siberia.
- 17. REFLECTION AND FEEDBACK Students to us: • Reflection sheets • Journal entries • Comment function on wiki • Interviews. Us to students: • Feedback from above continuously through process • Diary of process • Formal interventions, one on one interventions, dictated by need.
- 18. REFLECTION FROM OUR SIDE: T/TL DIARY May 25: good class – kids getting on well. Feeling inundated with the amount of work involved in responding to all. It took me nearly all day to respond to Reflection sheet 2 and notetaking grid. Think I need to do a better job at teaching them to search the databases, as they are just not finding the good stuff on Questia, History Study Centre, History Reference Centre and on State library databases.
- 19. USING GI FOR EVIDENCE-BASED PRACTICE • SLIM (School Library Impact Measurement) Toolkit • Too much reflection! • Case study approach, but certainly demonstrates that Guided Inquiry does work.
- 20. JESS P: ARTHURIAN LEGENDS So glad it's finally over! Such an experience that is well and truly a one time only experience that I would like to experience! Thank you so much to both Ms Bleby and Ms Fitzgerald! You're the best!!!
- 21. ROSS DROPS IN ON LAST DAY!
- 22. DOES IT WORK? Of course it does! Works for students – • Better research product • High interest and engagement • Reflection on their own process of learning • Research skills. Works for teachers – • Close engagement with learning process of students • Benefits of collaborating with TL Works for TLs – • Raises teaching profile in the school • Allows you into the inquiry process of individual students and to help them through it.
- 23. BUT IT’S HARD WORK! • http://jacindarussellart.blogspot.com/2011/05/day-in-life-of-summer-stipend.html Thank you, Ross Todd!