7. E-learning and pedagogy
Schools should explore not only how ICT can
supplement traditional ways of teaching but also how
it can open up new and different ways of learning
MInistry of Education, (2007) The New Zealand Curriculum. Learning Media Ltd (p36)
8. Inquiry Learning
Inquiry learning involves students forming their own questions about a
topic and having time to explore the answers.
There are 6 stages:
• Tuning In
• Finding Out
• Sorting Out
• Going Further
• Reflection
• Action
Wilson, J., & Wing Jan, L. (2003).' Focus on Inquiry'. Curriculum Corporation. (p. 12)
9. Inquiry Learning
Tuning In Finding Out
Action Sorting Out
Reflection Going Further
10. Tuning In
• To engage students in the topic.
• To gauge student interest and attitudes.
• To find out what students believe.
• To provide opportunities for students to share what they
already know and believe.
• To introduce/clarify language.
• To identify gaps in their knowledge and misconceptions.
• To assist with teacher planning of the unit.
Wilson, J., & Wing Jan, L. (2003).' Focus on Inquiry'. Curriculum Corporation. (p. 12)
11. Here we recorded facts we
already knew about the Kiwi
In this section we wrote some
questions ......
Here we wrote down what others
things were like this
13. We drew pictures of the kiwi on Kid Pix and put our questions on it.
14. We organised our facts
using a Y chart and drew
pictures to accompany
our facts
We reflected on our
knowledge and
decided we needed to
find out more about
what a Kiwi ate and
where it lived.
15. Finding Out
• To sort out, organise, represent and present
information from the Finding Out stage of the
unit.
• To provide opportunities for students to use their
preferred ways of learning to demonstrate their
learning (knowledge, skills values).
Sorting Out
• To take students beyond what they already
know.
• To challenge students’ ideas, beliefs and values.
• To enable students to use skills (eg thinking,
communication, cooperation, research) and
knowledge to collect information.
Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
16. We looked online and found out
how the parts of the kiwi help the
kiwi in its environment.
17. We used the classroom computers to
record the facts we knew.
18.
19.
20. Every student photographed a ‘kiwi’
On Kid Pix each student placed
labels on their image.
The image was placed at the
bottom of the information
report written by the student.
21. We displayed our information
reports about the kiwi in our
classroom.
22.
23. Going Further
• To extend/broaden the unit if appropriate.
• To allow students to investigate areas of
personal interest.
• To use their preferred learning style.
• To present another perspective on, or
dimension to, the topic.
Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
24. weka
ferret
dog
possum
We learnt about predators
of the kiwi
wild pig
stoat
people
traps wild cat
35. Our librarian Mrs Sutherland found us
a book she thought she should read.
Cat on the Island by Gary Crew
Our understanding of how predators can be so
devastating to native birds is developing.
36. Reflection
• To provide opportunities for students to
think about their learning – how they learnt
what they learnt and why.
• To identify changes in skills, knowledge
and values.
• To draw conclusions and make
connections between ideas.
Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
38. Michelle from the BNZ save the kiwi trust came and
spoke to us about the kiwi and what the trust is doing
to help save the kiwi.
39. A lot of people are helping to save the kiwi. We don’t
want the kiwi to die out like the Stephen Island wren
X
40. Maria Gill the author of Operation Nest Egg
came and spoke to us about her book and how
people are helping the kiwi
41. We got to compare a kiwi’s egg with that of a hen
and an ostrich .
42. Maungatautari Ecological Island Trust
We viewed a clip from u tube about a farmer who has
put up a predator free fence to help save the Kiwi.
(Warrenheip Kiwi Sanctuary)
43. Michelle gave Robin this poster - it got us thinking
how could we help save the kiwi
We did a brainstorm
44. Action
• To identify what students have learnt and
the implications for personal actions.
• To enable students to make choices and
apply their ideas.
• To relate their learning to real-life
situations.
Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
45. Ciaran was so excited
about his kiwi card.
Dylan captured his
enthusiasm on video
46. We began making posters to highlight the need to
save the ‘Kiwi’
We worked in pairs using
the mimio board
47. We read about Mohua a kiwi who had been looked
after by the Willowbank Wildlife Reserve
We wanted to help too and it was decided we should
have a coin trail
48. Ellisha and Lata made a sign to advertise our coin
collection. We decided to photocopy Ellisha and Lata’s
sign to put up in classrooms
We painted large Kiwi’s
to put coins on to
53. We described how we felt to be helping the kiwi
We used wordle and as a class picked the one we liked
54. We continued to make posters showing ways to help
save the kiwi
55. Hupai the 1000th
kiwi chick has been
released back to the
wild
We saw Michelle from the BNZ
Kiwi Trust on the TV one news
clip.
http://tvnz.co.nz/view/page/2341238
56. We invited Michelle back to accept the money we
had raised. A representative from each class shared
an interesting fact they had learnt.
57. We raised $252.70 for the BNZ Save the Kiwi Trust
Each class presented an interesting fact about the kiwi
58. We read an article about the wrybill. This got us
thinking - how could we show our understanding
Jude and Juwon suggested using a Y chart - on Kid Pix
61. We talked a lot about the statement -
“I wish the wrybill was famous like
the kiwi” said Fergus. “Then
everyone would want to help save
it. Tomorrow I’m going to tell my
whole class at school about the
wrybill.”
www.youtube.com/watch?v=2_LoHjtd200
62. Children continued to bring in coins so we sent off
another kiwi to Michelle that we had covered before
the end of the term
64. We finished the inquiry with all the children placing
their kiwi’s in the bush in our school grounds
One of the
students
commented on
how nice it
would be to
see this many
real kiwi’s in
the bush
65.
66. Weekly entries were made on the class blog as a way
to share our learning with the wider community.
71. Explanation key
Explain how people can find their way in the dark without a torch to find a known kiwi burrow. You can use
words, diagrams and labels.
74. E-learning and pedagogy
Schools should explore not only how ICT can
supplement traditional ways of teaching but also how
it can open up new and different ways of learning
MInistry of Education, (2007) The New Zealand Curriculum. Learning Media Ltd (p36)
