Inquiry learning: the critical role of the well resourced library

Inquiry Learning –
ASLA Conference 2013
Eric Frangenheim
ITC Publications Pty Ltd
It’s the
VERB!!!!
Task and Topic

Learning should be a series of
personal victories
© ITC Publications Pty Ltd

• Focus GroupFocus GroupFocus GroupFocus Group
E.g. YE.g. YE.g. YE.g. Year 5. Scienceear 5. Scienceear 5. Scienceear 5. Science
Year 10 HistoryYear 10 HistoryYear 10 HistoryYear 10 History
Focus AssessmentFocus AssessmentFocus AssessmentFocus Assessment
• E.g. Could polar bears survive in theE.g. Could polar bears survive in theE.g. Could polar bears survive in theE.g. Could polar bears survive in the
Antarctic?Antarctic?Antarctic?Antarctic?
• YrYrYrYr 10 History10 History10 History10 History –––– Burke and Wills. Dead MenBurke and Wills. Dead MenBurke and Wills. Dead MenBurke and Wills. Dead Men
Walking? Discuss and decide.Walking? Discuss and decide.Walking? Discuss and decide.Walking? Discuss and decide.
Your Context
RAS Alert. Inside cover

General Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. Curriculum

AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bearcould a polar bearcould a polar bearcould a polar bear
live there?live there?live there?live there? (Yr.5(Yr.5(Yr.5(Yr.5 Science. ACSSU043)Science. ACSSU043)Science. ACSSU043)Science. ACSSU043)

ThinkingFramework Assignments
Start Finish

Principles-Thinking
Classroom
AssignmentsAssignmentsAssignmentsAssignments ––––
How?How?How?How?
1. Think1. Think1. Think1. Think::::----3333----4 steps4 steps4 steps4 steps
2. Pair:2. Pair:2. Pair:2. Pair:
3. Share:3. Share:3. Share:3. Share:
AAAA BBBB

ThinkingFramework Assignments
Start Finish
Highlight
key
words
Google
- Cut & paste
Write
- Distance
from source

Antartica – could polar bears live there?
Implied verb/task? DECIDE

Critical&CreativeThinking!
By the end of this session you will be able
to:
Consider 3 x tips to help students
complete assessment effectively
Learning IntentionLearning IntentionLearning IntentionLearning Intention
1. Use a Framework for
Thinking
2. The verb is King!
3. Scaffold tasks – for success!

ThinkingSkillsFramework
Assessment Tips!
1111. Use a Framework. Use a Framework. Use a Framework. Use a Framework
for Thinking!for Thinking!for Thinking!for Thinking!

“Excuse me
teacher. Why are
we learning this?”
Common language for
road users?

Acting like an internetActing like an internetActing like an internetActing like an internet
database to recall facts,database to recall facts,database to recall facts,database to recall facts,
information and data.information and data.information and data.information and data. LISTLISTLISTLIST
DEFINE MATCHDEFINE MATCHDEFINE MATCHDEFINE MATCH
Acting like an expert, showingActing like an expert, showingActing like an expert, showingActing like an expert, showing
understanding of words, concepts,understanding of words, concepts,understanding of words, concepts,understanding of words, concepts,
cause and effect and ‘reasons for’cause and effect and ‘reasons for’cause and effect and ‘reasons for’cause and effect and ‘reasons for’!!!!
EXPLAIN CLASSIFYEXPLAIN CLASSIFYEXPLAIN CLASSIFYEXPLAIN CLASSIFY
INTERPRET COMPREHENDINTERPRET COMPREHENDINTERPRET COMPREHENDINTERPRET COMPREHEND
Acting to apply new skills, rules andActing to apply new skills, rules andActing to apply new skills, rules andActing to apply new skills, rules and
concepts to related and newconcepts to related and newconcepts to related and newconcepts to related and new
situations.situations.situations.situations.
SOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICE
FoundationThinking

AAAAccccttttiiiinnnngggg lllliiiikkkkeeee aaaa mmmmaaaaggggnnnniiiiffffyyyyiiiinnnngggg ggggllllaaaassssssss ttttoooo cccclllloooosssseeeellllyyyy
examine and identify the componentexamine and identify the componentexamine and identify the componentexamine and identify the component
parts of an issue, situation or object.parts of an issue, situation or object.parts of an issue, situation or object.parts of an issue, situation or object.
INVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSS
IDENTIFYIDENTIFYIDENTIFYIDENTIFY
Acting like the scales of justice toActing like the scales of justice toActing like the scales of justice toActing like the scales of justice to
weigh upweigh upweigh upweigh up thethethethe evidence to make andevidence to make andevidence to make andevidence to make and
justify a decision.justify a decision.justify a decision.justify a decision.
DETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGE
Acting like an inventor, experiencingActing like an inventor, experiencingActing like an inventor, experiencingActing like an inventor, experiencing
‘light bulb’ moments to generate new‘light bulb’ moments to generate new‘light bulb’ moments to generate new‘light bulb’ moments to generate new
products, ideas or ways of doingproducts, ideas or ways of doingproducts, ideas or ways of doingproducts, ideas or ways of doing
things.things.things.things.
DEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFY
PROPOSEPROPOSEPROPOSEPROPOSE
Higherorderthinking

The VERB shows
the cognitive EXIT
point – the WHY?

APPLY
acting like a
‘How To
Manual’–
applying
previously
learnt data in
similar or novel
situations
applying, calculating,
classifying, compiling,
completing,
constructing,
demonstrating,
dramatising,
employing, illustrating,
inferring, operating,
practising, showing,
solving, using, writing
Applying previously learned knowledge, construct…
Using your knowledge of…, formulate 6 questions…
Write a letter to the editor pointing out…
Classify the following…into their correct…
Write a news report…
Construct a flow chart for…
Interview a group of people…to identify…
Silent Card Shuffle
POE
Role Plays
UNDERSTAND
acting like a
Dictionary
understanding
words,
concepts,
cause-effect
and ‘reasons
for’
classifying,
comprehending,
describing, discussing,
explaining, interpreting,
outlining, paraphrasing,
recognising, restating,
translating
Explain how…has impacted on…
Describe in clear logical steps…
Paraphrase in your own words…
Give reasons for…
Using words, pictures and icons, restate what you
know about…
Use the metaphor of…to help you understand…
Research songs to help you understand…
State three things you know about…
Concept Maps
Cause–Effect Maps
Double-Bubble Maps
PCQ
Silent Card Shuffle
Jigsaw
Y-Chart
REMEMBER
acting like an
Encyclopaedia
where one finds
information,
facts, data
defining, describing
(facts), finding,
labelling, listing,
locating, matching,
memorising, naming,
quoting, recognising,
repeating, reproducing,
retelling, stating, telling
Describe what happened at…
List all the…
Name all the…
What is… (facts/definition etc)?
List the attributes of…
Write 10 facts about…
Make an A-Z list of…
Recall…
Mnemonics
Rhymes/Music
Acronyms
KWHL
Silent Card Shuffle
Pairs & RAS Alert

CREATE
acting like
Thomas
Edison,
always
improving,
designing,
planning
creating, devising,
embellishing,
extrapolating,
forecasting,
formulating
generalising,
generating,
hypothesising,
improving, inventing,
modifying, planning,
predicting, proposing,
synthesising,
Design an improved…for…
Formulate a set of criteria to judge…
Compose a song, jingle or rap to…
Modify…in order to create a fairer…
Develop an argument to persuade people…
Generate key questions for…
Create a role play/experiment to…
Devise a new code for…
1:4:P:C:R
Y-Chart
MAS
Round Robin/Hot Potato
Image Associated Ideas
Word Association
EVALUATE
acting like
a Judge,
based
on the
evidence
arguing, assessing,
concluding, deciding,
critiquing, debating,
determining, grading,
judging, justifying,
prioritising, ranking,
recommending,
selecting, verifying
Which of the two…would be better for…
Choose and justify a theme song for…
Justify the decision of…
Determine which is the more effective…
Evaluate the effectiveness of…
Select which is the best option…or…
Rank the following from…to most…
Debate the issue…
Decision-Making Matrix
Human Continuum
Judge Jury
PCQ
Elimination Draw
Y-Chart
ANALYSE
acting like a
Sorting Tray,
examining and
breaking up an
issue into its
component
parts
analysing, arguing,
categorising,
comparing,
contrasting, critiquing,
debating, deducing,
differentiating,
discussing,
distinguishing,
examining, explaining,
identifying, inferring,
investigating,
From at least 4 peoples’ viewpoint, analyse…
Discuss the similarities and differences between…
Compare and contrast…
Investigate all the factors that could influence…in…
Summarise the reasons for…
Deduce how the parts interact in…
Conduct research on the issue of… in order to gain
a deeper understanding of…
List the pros and cons of…
Decision-Making Matrix
Judge Jury
KWHL
PCQ
Icon Prompt
Double-Bubble Maps
T-Chart
Y-Chart
Jigsaw

Which picture am I asking my
students to act like?
The ‘WHY’
Cognitive
outcome.
The TASK!

live there?live there?live there?live there? (Yr.5 Science)(Yr.5 Science)(Yr.5 Science)(Yr.5 Science)
What is the implied verb here?What is the implied verb here?What is the implied verb here?What is the implied verb here?
Decide – The TASK

It’s the VERB.
The VERB dictates the
cognitive purpose, goal,
exit point

AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bear livecould a polar bear livecould a polar bear livecould a polar bear live
theretheretherethere???? JustifyJustifyJustifyJustify your answer.your answer.your answer.your answer. (Yr.5(Yr.5(Yr.5(Yr.5
Science)Science)Science)Science)
Decide
Task?
Topic/content?

Bloom’sandqualityPedagogy
THE ‘WHY’THE ‘WHY’THE ‘WHY’THE ‘WHY’
THE ‘WHAT’THE ‘WHAT’THE ‘WHAT’THE ‘WHAT’
THE ‘HOW’THE ‘HOW’THE ‘HOW’THE ‘HOW’

Principles on applying the ThinkingPrinciples on applying the ThinkingPrinciples on applying the ThinkingPrinciples on applying the Thinking
Skills Framework in theSkills Framework in theSkills Framework in theSkills Framework in the classroom. P 3classroom. P 3classroom. P 3classroom. P 3
1. Reference major tasks (questions/activities) to
the appropriate level on the Framework. Ask
students “Which picture (Blooms icon) am I asking
you to _______ like?”
2. Avoid the danger of ‘___________’. Be specific
with the language of thinking. E.g. ‘remember’,
‘explain’, ‘discuss’ or to ‘improve’.
3. Link the cognitive task (e.g. Analyse) and
activity to an appropriate cognitive
or co-operative ___________
ACTACTACTACT
THINK
TOOL

Four Choices for a Unit.Four Choices for a Unit.Four Choices for a Unit.Four Choices for a Unit. P 2P 2P 2P 2
Choice 1. Largely information and
skills based
Choice 2. Largely aimed at in-depth
research/investigation/explanation
Choice 3. Largely at judging material
investigated
Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.
Improvements, new ideasImprovements, new ideasImprovements, new ideasImprovements, new ideas
Unit: Our CommunityUnit: Our CommunityUnit: Our CommunityUnit: Our Community

Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit
Choice 1. LargelyChoice 1. LargelyChoice 1. LargelyChoice 1. Largely
information and skillsinformation and skillsinformation and skillsinformation and skills
basedbasedbasedbased
Choice 2. LargelyChoice 2. LargelyChoice 2. LargelyChoice 2. Largely
aimed at inaimed at inaimed at inaimed at in----depthdepthdepthdepth
research/investigation/research/investigation/research/investigation/research/investigation/
explanationexplanationexplanationexplanation
Choice 3. Largely atChoice 3. Largely atChoice 3. Largely atChoice 3. Largely at
judging materialjudging materialjudging materialjudging material
investigatedinvestigatedinvestigatedinvestigated
Choice 4. GeneratingChoice 4. GeneratingChoice 4. GeneratingChoice 4. Generating
alternatives.alternatives.alternatives.alternatives.
Improvements, newImprovements, newImprovements, newImprovements, new
ideasideasideasideas
ShowShowShowShow the basic history,the basic history,the basic history,the basic history,
commerce and facts aboutcommerce and facts aboutcommerce and facts aboutcommerce and facts about
our community/society andour community/society andour community/society andour community/society and
how it workshow it workshow it workshow it works
What is our communityWhat is our communityWhat is our communityWhat is our community
really about? Go beyondreally about? Go beyondreally about? Go beyondreally about? Go beyond
the obvious.the obvious.the obvious.the obvious.
To what extentTo what extentTo what extentTo what extent is this a greatis this a greatis this a greatis this a great
place to live? How does itplace to live? How does itplace to live? How does itplace to live? How does it
comparecomparecomparecompare to x?to x?to x?to x?
RecommendRecommendRecommendRecommend improvementsimprovementsimprovementsimprovements totototo
your city councilyour city councilyour city councilyour city council

Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit
Choice 4: If you were Prime Minister,
create the solutions?
Choice 3: Without it Australia is
doomed. Decide whether or not the
Murray Darling is worth preserving.
Choice 2: Pelicans lives are at risk. An
in depth investigation of the effects of
low water flows on the mouth
Choice 1: Largely information on the
use of the Murray Darling basin
.
UNIT on Murray DarlingUNIT on Murray DarlingUNIT on Murray DarlingUNIT on Murray Darling
River systemRiver systemRiver systemRiver system

Horses for Courses and
Tools for Purposes
See p 1

Avoid the
Danger of
‘Think’.
What do you
think about
your holidays?

I want you to think about your
holidays by
• listing all the things you did
How? Alpha Ladder ( see page 5 – activities in Hobart
and ASLA – enter 10 activities now)
• explaining why we need holidays
How? Metaphor *(see page 4 – design one now)
• showing how one event has changed the way you
think or act now
How? Flow Chart© ITC Publications Pty Ltd

discussing a challenging incident
How? Extended PCQ or
SWOT Analysis – p7 – as a Teacher
Librarian – 2 per quadrant)
Judging this holiday compared to the
previous two.
How? Decision Making Matrix
Suggesting improvements for your next
holiday to make it even better.
How? MAS or Y Chart after the
Extended PCQ

Anatomy of a question /activity / task
1.1.1.1. The Cognitive Outcome and SkillThe Cognitive Outcome and SkillThe Cognitive Outcome and SkillThe Cognitive Outcome and Skill
((((WHYWHYWHYWHY: The purpose:: The purpose:: The purpose:: The purpose: Analyse –discuss))))
2.2.2.2. The Context, Cultural Content orThe Context, Cultural Content orThe Context, Cultural Content orThe Context, Cultural Content or
ConceptsConceptsConceptsConcepts
((((WHATWHATWHATWHAT: discuss: discuss: discuss: discuss the topic :the topic :the topic :the topic : the stuff you
are teaching about))))
3.3.3.3. The appropriate thinking toolThe appropriate thinking toolThe appropriate thinking toolThe appropriate thinking tool
((((HOWHOWHOWHOW: The evidence:: The evidence:: The evidence:: The evidence: the material on
which you will base your assessment e.g. a SWOT
Analysis))))
e.g. Discuss the Coalition’s carbon tax
reversal by using SWOT Analysis

Your unit
Can you quickly design 6 questions or
activities, starting at remember and
ending at design, for your unit, similar to
the Holiday Report?
6 minutes
No thinking tools need to be inserted
now

I want you to think about your
holidays (your unit topic) by
• listing all the things you did
How? Alpha Ladder
• explaining why we need holidays
How? Metaphor
• showing how one event has changed the way you
think or act now
How? Flow Chart

discussing a challenging incident
How? Extended PCQ or
SWOT Analysis
Judging this holiday compared to the
previous two.
How? Decision Making Matrix
Suggesting improvements for your next
holiday to make it even better.
How? MAS or Y Chart after the
Extended PCQ

live there?live there?live there?live there? (Yr.5 Science)(Yr.5 Science)(Yr.5 Science)(Yr.5 Science)
Decide – The TASK!

Process for the polar bear unit?
Remember to Decide (Evaluate)
A series of useful thinking tools/graphic
organisers

ThinkingFramework 2. Antarctica2. Antarctica2. Antarctica2. Antarctica –––– could a polar bear live there?could a polar bear live there?could a polar bear live there?could a polar bear live there? (Yr.5(Yr.5(Yr.5(Yr.5
Science)Science)Science)Science)
Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.
Construct an Antarctica animal.Construct an Antarctica animal.Construct an Antarctica animal.Construct an Antarctica animal.
2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.

Antarctica – could a polar bear live there?

Arctic
Snow, icebergs,
blizzards
Indigenous
people
To what extent could a polar
bear live in Antarctica?
-50C
Seals, whales,
birds, krill,
fish
Polar bears
Antarctica
Tundra – rich
plant life in
spring / summer
Colder &
windier
Continent land
mass
penguins
Milder
weather
Arid
No trees

ThinkingSkillsFramework
Fast Eat Defend Other
Polar Bear
Adelie penguin
Leopard seal
Orca whale

To what extent could a polar bear live here?

Antarctica - to what
extent could a polar bear
live there?
ScaffoldingScaffoldingScaffoldingScaffolding
Fast Eat Defend Other
Polar Bear
Adelie penguin
Leopard seal
Orca whale

Reflection so far
How?
Pairs:Fours:Share (90-120 secs)

Flies!!Flies!!Flies!!Flies!!
Task: To what extent would the world be a
better place if we removed all flies?
Tools:Tools:Tools:Tools: SWOT Analysis &SWOT Analysis &SWOT Analysis &SWOT Analysis &
Extent BarometerExtent BarometerExtent BarometerExtent Barometer
Assessment?

Eliminate all flies. Discuss and decide

To what extent would this be a good idea?

Time to transfer
Step 1. Analyse the material taught.
How? Discuss, explore, investigate a
proposal or topic via a SWOT Analysis.
Step 2. Evaluate the discussion via an
Extent Barometer
But first, some examples of SWOTs
and Extent Barometers

Investigate, discuss

Review

To what extent
• do ICTs affect your lives?
• does numeracy play a role in our lives?
• does advertising positively impact on our
lives?
• are drugs impacting negatively on us?
• are safe-driving messages successful?
• does energy play a part in our lives?
• Are we becoming successful in…..?
Decide how much?

Time to transfer – design an
assessment piece or an
assignment using a SWOT and
an Extent Barometer
proposal or topic via a SWOT Analysis.
Step 2. Evaluate the discussion
How? Use an Extent Barometer

Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6
Choice 1. Largely information and
skills based
Choice 2. Largely aimed at in-depth
research/investigation/explanation
Choice 3. Largely at judging material
investigated
Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.
Improvements, new ideasImprovements, new ideasImprovements, new ideasImprovements, new ideas

Year6SOSE From the Trenches
HUMANITIES
Year 6 SOSE
UNIT: The Migration Story

Year6SOSE
The Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSE
ChoiceChoiceChoiceChoice 1111: ListListListList the birth countries of Australianthe birth countries of Australianthe birth countries of Australianthe birth countries of Australian residentsresidentsresidentsresidents
asasasas identified in the census.identified in the census.identified in the census.identified in the census.

Year6SOSE The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 1:Choice 1:Choice 1:Choice 1: ExplainExplainExplainExplain those factors that mightthose factors that mightthose factors that mightthose factors that might ‘‘‘‘pushpushpushpush’’’’ a persona persona persona person
totototo settle in Australia.settle in Australia.settle in Australia.settle in Australia.

Year6SOSE
The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 1:Choice 1:Choice 1:Choice 1: InterviewInterviewInterviewInterview a classmate /a classmate /a classmate /a classmate /
parent, who was born outsideparent, who was born outsideparent, who was born outsideparent, who was born outside
Australia. Using this informationAustralia. Using this informationAustralia. Using this informationAustralia. Using this information
completecompletecompletecomplete a flow charta flow charta flow charta flow chart
demonstratingdemonstratingdemonstratingdemonstrating the steps theythe steps theythe steps theythe steps they
took in coming to Australia.took in coming to Australia.took in coming to Australia.took in coming to Australia.

Year6SOSE
Choice 2Choice 2Choice 2Choice 2:::: CompareCompareCompareCompare thethethethe culturalculturalculturalcultural
practicespracticespracticespractices of newly arrived migrantof newly arrived migrantof newly arrived migrantof newly arrived migrant
groups and thegroups and thegroups and thegroups and the communitiescommunitiescommunitiescommunities in whichin whichin whichin which
theytheytheythey settlesettlesettlesettle....

Year6SOSE
The Migration Story
Choice 3:Choice 3:Choice 3:Choice 3: AssessAssessAssessAssess the extentthe extentthe extentthe extent
that Australiathat Australiathat Australiathat Australia been shaped by thebeen shaped by thebeen shaped by thebeen shaped by the
arrival of a particular culturalarrival of a particular culturalarrival of a particular culturalarrival of a particular cultural group.group.group.group.

Year6SOSE
Choice 4:Choice 4:Choice 4:Choice 4: InInInIn groups ofgroups ofgroups ofgroups of four,four,four,four,
createcreatecreatecreate a role play describinga role play describinga role play describinga role play describing
a person journey to Australia.a person journey to Australia.a person journey to Australia.a person journey to Australia.

PO Box 2640 Toowoomba Queensland Australia 4350 Tel: 61-7-4638 8326 Fax: 61-7-4638 8366 www.itcpublications.com.au © ITC Publications Pty Ltd
Presented by Eric FrangenheimPresented by Eric FrangenheimPresented by Eric FrangenheimPresented by Eric Frangenheim
To What Extent were BurkeTo What Extent were BurkeTo What Extent were BurkeTo What Extent were Burke
and Wills “Dead Men Walking”and Wills “Dead Men Walking”and Wills “Dead Men Walking”and Wills “Dead Men Walking”

The ‘WHY’
Cognitive
outcome

Accessing and developing
prior knowledge. How?How?How?How? KWHL(p174)KWHL(p174)KWHL(p174)KWHL(p174)

Elaborate on the KWHL by
employing the PairsPairsPairsPairs (p 95)(p 95)(p 95)(p 95)
strategy

Principles-Thinking
Classroom
1.1.1.1. Think: Complete own KWHLThink: Complete own KWHLThink: Complete own KWHLThink: Complete own KWHL
2. Pair:2. Pair:2. Pair:2. Pair:
3. Share:3. Share:3. Share:3. Share:
AAAA BBBB

Mapping with a
Silent Card Shuffle
• (Students were given key cards on
which a series of dates / locations /
events were written. They were also
given some wool to act as a route
marker) Using the SCS (p118)SCS (p118)SCS (p118)SCS (p118) process
Students had to, on a map of Australia,
match the route and a series of
significant milestones that occurred
during the journey.

Describe 3-4 locations at same time of year-terrain,
weather, features by using a Y Chart. (p210)

Discuss the preparation and planning of this
venture. How? Extended PCQ
Perspectives of
• Stores
• Personnel
• Animals
• Equipment
• Route
• Time of year
• Food types
• Water sources
• Skills of ancillary staff
• Personal dynamics

Discuss the planning
Stores
Personnel
Animals
Food
Route
Time

“To What Extent were Burke and Wills“To What Extent were Burke and Wills“To What Extent were Burke and Wills“To What Extent were Burke and Wills
‘Dead‘Dead‘Dead‘Dead MenMenMenMen Walking’?”. How? ExtentWalking’?”. How? ExtentWalking’?”. How? ExtentWalking’?”. How? Extent
BarometerBarometerBarometerBarometer

Extra -Compare Burke to
Sturt.
How? Double Bubble map

Discuss the ASLA Conference
Venue
W/shops
Keynote
Social
Food
P 8

To what extent was this a successful conference?
P 9

Time to transfer Extended PCQ
proposal or topic via an Extended PCQ
Step 2. Evaluate the discussion
How? Use an Extent Barometer on each
paragraph and in final paragraph

Mr Majola’s Question –
Reflection and Transfer
Reflection
•Why is this useful?
•How did it promote learning
and engagement?
•How did this address our
school’s learning outcomes
•Skills employed?
Transfer to RAS Alert
•Where would you use it in
your unit of work?’
•E.g. Year 3 Narratives
Year 12 Graphic design
•Where could you use this at
home/professional meetings?

Co-operativeLearning ReflectionReflectionReflectionReflection
Tool: 3:2:1:R:I:QTool: 3:2:1:R:I:QTool: 3:2:1:R:I:QTool: 3:2:1:R:I:Q
• 3 x Recalls (facts)
• 2 x Insights
• Implications, affirmations, relevance
• 1 x Question
• I wonder….?
• In the future, what will …. ?
• How does this affect ..?

www.itcpublications.com.au
www.itcthinkdrive.com.au
Itc resources for teachers and
students

Reflecting on your
your Units
1. Why would students
enjoy this unit?
2. What sort of
`technical’ skills will they
gain?
3. What social and
cognitive skills will be
used here?
4. What attitudes and
dispositions could they
gain here?
List and explain

Inquiry learning: the critical role of the well resourced library

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Inquiry learning: the critical role of the well resourced library