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.

12/5/01 Anne Lemay CQSB 13

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.

Planning and Evaluation

What is Broad Area of Learning?

Environmental AwarenessAnd Consumer Rights and

Responsibilities

Citizenship and Community Life

Health and well-being Personal and Career Planning

Media Literacy

Panning & Evaluation Which Cross-Curricular

Competencies will you focus your assessment on?

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

Planning & Evaluation What subject areas will be the

focus?

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

Planning & Evaluation What tools will our team use to

facilitate the assessment process?

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.