8/6/2019 CARS_JOURNEY_The Inquiry Learning Model and VELS

http://slidepdf.com/reader/full/carsjourneythe-inquiry-learning-model-and-vels 1/2

VELS Dimensions key topics andthemes

Application

 Q u e s  t   i     oni    n  g

Thinking Processes: Reasoning,Processing and Inquiry¢ Forming questions¢ Problem solving and Decision

makingPersonal Learning: The Individuallearner ¢ Open-mindedness, questioningskills, exploring alternatives, effectivecollaboration¢ Effective use of domain basedlearning strategies and methodologies

ESSENTIAL QUESTION (provided by teacher)What is the cost and benefit of a car?

Forming Questions

Collaboratively use Inspiration or other mind-mapping/brainstorming process to generate initial ideasabout costs and benefits of cars.

Classify questions into groups and themes e.g.Social costs and benefits Vs Individual costs and benefits

Form sub-questions e.g.What types of jobs are generated by the car industry?What is the environmental cost of a car.?How much does it cost an individual to buy and run a car?What are the alternatives fuels for cars?

P l     anni    n  g

Thinking Processes: Reflection,Evaluation and Meta-cognition¢ Awareness and use of a range of  thinking toolsThinking Processes: Creativity¢ Exploring possibilities andgenerating multiple options and solutionsThinking Processes: Reasoning,Processing and Inquiry¢ Problem solving and DecisionmakingPersonal Learning: Managing PersonalLearning

¢ Awareness, use and evaluation of  effective learning strategies and habits¢ Positive attitude, motivation,emotional control and initiative¢ Goal setting, action planning,monitoring, evaluation of progressICT for creating¢ Use of software for planningpersonal and collaborative tasks and

Students select particular aspects of the question to focuson individually or in teams.

Students could begin a KWHL process to clarify what theyknow and what they want to know about their questions.

Students could use a LOTUS diagram process to refine their questions and generate areas for research.

Teachers could require the use of a BLOOMS/GARDNERmatrix to ensure depth of thinking and variety of intelligencesare represented.

Students can plan their investigation clarifying their keyquestions. Planning how they will conduct research.Perhaps generating a work flow diagram.

Students should clarify their personal and team goals andresponsibilities and monitoring processes e.g. work journal.

Individuals or teams could use. Mind-mapping software tobrainstorm, Blogs or wikis to document their journey. Ganttcharts to plan schedule

http://www.mindmeister.com/http://ganttproject.biz/

R e s  e ar   c h  

ICT for communicating¢ Locating information (ICT)resources using effective searchstrategiesThinking Processes: Reasoning,Processing and Inquiry¢ Locating informationCommunication: Listening, Viewingand responding¢ Interpreting and questioningpresentations and appreciating other 

viewpoints

Use the LHC library guidelines for research.

Students organise the information gained through their research, analyse this draw conclusions and plan how topresent their conclusions.

8/6/2019 CARS_JOURNEY_The Inquiry Learning Model and VELS

http://slidepdf.com/reader/full/carsjourneythe-inquiry-learning-model-and-vels 2/2

A n al      y  s i    n  g

Thinking Processes: Reasoning,Processing and Inquiry¢ Evaluating information¢ Using specific strategies andmethodologies in curriculum context¢ Problem solving and Decisionmaking

ICT for communicating¢ Selecting and evaluating relevantinformationICT for visualising thinking¢ Use of Spreadsheets, database,graphs, mind-mapping, drawing, imagemanipulation tools

Students critically evaluate the quality and reliability of information they obtain.

Students decide which information they will use todemonstrate their learning and draw conclusions inresponse to their key questions.

Students ICT to organise information in accessible andsummary forms. EG Spreadsheets, Graphs, images, movies

P r   e s  en t   i    n  g

Communication: Presenting¢ Using a variety of effectivepresentation techniques and languageappropriate to contextICT for communicating¢ Using ICT to effectively present

information: Blogs, Websites, Powerpoint,wikisICT for creating¢ Use of software for completingpersonal and collaborative tasks andprojects¢ Compliance with legal protocolsPersonal Learning: The Individuallearner ¢ Acknowledgement of Sources,Ethical Practice

Students need to determine how they are going to presentthe learning from their investigation. This should be doneinitially in the planning stage.

Students use ICT to create and present their findings.

Students adequately acknowledge sources

R

 ef    l     e c  t   i     on

Personal Learning: The Individuallearner 

¢ Evaluating, Reflecting, Planningimprovements and Monitoring ownPerformanceCommunication: Presenting¢ Using strategies to evaluate andimprove their own and otherspresentationsCommunication: Listening, Viewingand responding¢ Understanding and evaluation of  effective strategies in own and otherspresentationsThinking Processes: Reflection,

Evaluation and Meta-cognition¢ Reflection, evaluation andarticulation of thinking processesICT for creating¢ Ongoing reflection, modificationand improvement in the effective use of ICT productsICT for visualising thinking¢ Reflection and evaluation of useof ICT resources

Students reflect upon the outcome of their journey

individually and as a team

Students plan for and collect viewer feedback to determinethe success of their presentation.

Students give peer feedback to the presentations of others

Students reflect upon the success of their use of ICT duringthe project and for the presentation

Resourceshttp://en.wikipedia.org/wiki/Automobile