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Inquiry Learning EAAPA- 11 June 2009  Vaughan van Rensburg
21st- Century Challenge ,[object Object],[object Object],[object Object],[object Object],[object Object]
What ‘s Inquiry learning ?
[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Inquiry  Learning  and  the  revised  NZ Curriculum
 
We have learnt from experience that too much curriculum is not conducive to good learning When developing your school based curriculum start with a basic central core of what you see as being absolutely essential for you pupils .  There is, and will always be, huge pressure on schools to keep adding to their curriculum
Revised NZ Curriculum An Opportunity?
 
 
Managing Self Attitude Understanding Skills Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently. This is a complex mixture, students will not exhibit this competency in any consistent manner, their attitudes, understandings and skills will change from day to day, context to context, and situation to situation. Managing self is associated with  self-motivation , a “ can-do” attitude , and with students  seeing themselves as capable learners . It is integral to self assessment. Students who manage themselves are  enterprising ,  resourceful ,  reliable , and  resilient . They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently. Managing self is associated with  self-motivation , a “ can-do” attitude , and with students  seeing themselves as capable learners . It is integral to self assessment. Students who manage themselves are  enterprising ,  resourceful ,  reliable , and  resilient . They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They  know when to lead ,  when to follow  and  when and how to act independently Managing self is associated with  self-motivation , a “ can-do” attitude , and with students  seeing themselves as capable learners . It is integral to  self assessment . Students who manage themselves are  enterprising ,  resourceful ,  reliable , and  resilient . They  establish personal goals ,  make plans ,  manage projects  and  set high standards . They have  strategies for meeting challenges . They  know when to lead ,  when to follow  and  when and how to act independently
 
[object Object],[object Object],[object Object],[object Object],[object Object],Why Inquiry Learning?
Immersion Fertile Question Pakuranga Heights School Hive of Learning Levels 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Communicate Research/Sift/Sort/ Analyse Evaluate 3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],4  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],5  ,[object Object],[object Object],[object Object],[object Object]
Auckland Regional Council (ARC) Action Learning Model
What is Scaffolding? Scaffolding is a temporary structure which provides help at specific points in the learning process. It allows learners to complete a challenging task which they would not be able to accomplish without help. Scaffolding is a structure. By giving students some structure when  solving problems, it can ~ Provide them with clear step by step directions. Allows students to break a large task into more  manageable steps. Can help students on task and focused.
Visual Scaffold
Levels of Scaffold Shared Inquiry Guided Inquiry Independent Inquiry
Skill Teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Thinking Tools
Audience
Assessment Death by assessment
What makes an effective inquiry experience? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ICT & Inquiry ,[object Object],[object Object],[object Object],[object Object]
Quality Inquiry Environments ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Inquiry Meeting For Eaapa 09

  • 1. Inquiry Learning EAAPA- 11 June 2009 Vaughan van Rensburg
  • 2.
  • 3. What ‘s Inquiry learning ?
  • 4.
  • 5.
  • 6. Inquiry Learning and the revised NZ Curriculum
  • 7.  
  • 8. We have learnt from experience that too much curriculum is not conducive to good learning When developing your school based curriculum start with a basic central core of what you see as being absolutely essential for you pupils . There is, and will always be, huge pressure on schools to keep adding to their curriculum
  • 9. Revised NZ Curriculum An Opportunity?
  • 10.  
  • 11.  
  • 12. Managing Self Attitude Understanding Skills Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently. This is a complex mixture, students will not exhibit this competency in any consistent manner, their attitudes, understandings and skills will change from day to day, context to context, and situation to situation. Managing self is associated with self-motivation , a “ can-do” attitude , and with students seeing themselves as capable learners . It is integral to self assessment. Students who manage themselves are enterprising , resourceful , reliable , and resilient . They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently. Managing self is associated with self-motivation , a “ can-do” attitude , and with students seeing themselves as capable learners . It is integral to self assessment. Students who manage themselves are enterprising , resourceful , reliable , and resilient . They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead , when to follow and when and how to act independently Managing self is associated with self-motivation , a “ can-do” attitude , and with students seeing themselves as capable learners . It is integral to self assessment . Students who manage themselves are enterprising , resourceful , reliable , and resilient . They establish personal goals , make plans , manage projects and set high standards . They have strategies for meeting challenges . They know when to lead , when to follow and when and how to act independently
  • 13.  
  • 14.
  • 15.
  • 16.
  • 17. Auckland Regional Council (ARC) Action Learning Model
  • 18. What is Scaffolding? Scaffolding is a temporary structure which provides help at specific points in the learning process. It allows learners to complete a challenging task which they would not be able to accomplish without help. Scaffolding is a structure. By giving students some structure when solving problems, it can ~ Provide them with clear step by step directions. Allows students to break a large task into more manageable steps. Can help students on task and focused.
  • 20. Levels of Scaffold Shared Inquiry Guided Inquiry Independent Inquiry
  • 21.
  • 24. Assessment Death by assessment
  • 25.
  • 26.
  • 27.