2. “When you see someone putting on his
Big Boots, you can be pretty sure that an
Adventure is going to happen.”
― A.A. Milne, Winnie-the-Pooh
3. Overview
of
the
stucture
for
today.
• Exploring
the
concept
of
Inquiry.
• Developing
Thinking
skills
and
disposi>ons
• Developing
Ques>oning
abili>es
(student
and
teacher)
• Use
of
co-‐opera>ve
learning
structures
• PuFng
it
all
together
and
playing.
• Planning
for
Inquiry
4. Mini Myth Buster
Do you stay drier if
you run or walk in
the rain?
Why do you think
this?
http://wallwisher.com/wall/minimythbuster
5. What
ques>ons
do
you
have
around
Inquiry?
Place
them
on
the
chart
on
your
table.
7. Our
collec)ve
vision
and
call
to
ac)on...
We
are
here
because
we
all
want
our
students
to
become:
confident,
connected,
ac+vely
involved,
life-‐long
learners
We
want
our
students
to
value:
excellence,
innova+on,
inquiry,
and
curiosity,
diversity,
equity,
community
and
par+cipa+on,
ecological
sustainability,
integrity,
and
respect
Don’t
we?
8. What drives inquiry?
Learning is the driver – not the model
Let’s hear from Sharon Friesen about
this….
Dynamic
Cohesive
Self
direc>ng
All
players
9.
10. If
not
an
Inquiry
Model…
then
what?
Explore
Wonder
Create
Inves>gate
Discover
Communicate
Share
15. T TL LT L
Demonstration Shared Guided Independent
Demonstration Practice Practice
Purest
form
–
life
long
learning
16. Inquiry is a disposition. So what does
that look like?
Compile a list of dispositions for
inquiry you consider students need to
have. Eg: curiosity
Place your ideas up for others to
view.
17. Inquiry is not about a teacher with a
class of sponges.
Inquiry is not about letting go and
letting the kids run the inquiry.
Inquiry is not just about research and
regurgitation by PowerPoint!
18. Inquiry is . .
As
as
you
watch
the
video,
place
your
ideas
down
about
what
inquiry
is
to
you
(wallwisher
or
s>ckits)
21. Myths
About
Inquiry
• The
teacher
must
never
tell
the
students
what
they
know.
• Inquiry-‐based
teaching
absolves
the
teacher
of
any
responsibility
to
act
on
students’
incorrect
concep>ons.
22. Myths
• In
inquiry-‐based
teaching,
the
teacher
is
only
the
facilitator.
• In
inquiry-‐based
teaching
the
teacher
does
not
need
to
know
anything
about
the
subject
maRer,
as
it
is
the
students
who
lead
the
inquiry.
23. Myths
• In
inquiry-‐based
learning
the
students
must
learn
everything
by
themselves
• Inquiry-‐based
learning
means
uncontrolled
explora>on
24. Myths
• In
inquiry-‐based
learning
all
student
answers
and
responses
are
equally
valid
• In
inquiry-‐based
learning
students
must
do
all
learning
coopera>vely
in
groups.
25. Myths
• Inquiry-‐based
learning
means
lower
standards.
• Inquiry-‐based
learning
de-‐emphasizes
the
‘basics.’
26. More true than false, or more false than true?
You can’t pre plan an inquiry because you
need to involve the students at the
beginning of the process and the unit will
move where the individual student interest
lies.
27. More true than false, or more false than true?
Students need to be immersed in the topic
before they write their questions for the inquiry.
28. More true than false, or more false than true?
Inquiry learning requires students to research
for all the information they need using a
variety of sources.
35. “We
learn
best
when
we
are
at
the
center
of
our
own
learning.
Inquiry-‐based
learning
is
a
learning
process
through
ques+ons
generated
from
the
interests,
curiosi+es,
and
perspec+ves/
experiences
of
the
learner.
When
inves+ga+ons
grow
from
our
own
ques+ons,
curiosi+es,
and
experiences,
learning
is
an
organic
and
mo+va+ng
process
that
is
intrinsically
enjoyable.”
(Paula
Sincero
2005)
36. Lets
not
only
push
the
classroom
walls
out...
....
lets
take
the
walls
away
37. Lets
not
just
display
the
way
we
think
or
behave
on
our
walls...
...lets
infuse
them
into
our
en>re
being.
38. Taking
it
a
step
further...
Enter
“REAL
Inquiry”
39. So
what
is
“Real”
Inquiry
and
how
is
it
different
from
previous
forms
of
inquiry?
40. What
it
isn’t
...
What
it
is...
Research
on
Steroids
e
&
m-‐learning
infused
and
supported,
asynchronous
En)rely
teacher
driven
Student
led
-‐
teacher
facilitated
with
teaching
sessions
sprinkled
throughout
One
or
two
dimensional
Mul)-‐dimensional
and
mul)-‐faceted
Surface
Skimming
A
disposi)on
that
involves
deep,
dialogue
and
metacogni)ve
skills
Going
through
the
mo)ons
Vibrant,
crea)ve,
responsive
and
challenging.
Learning
in
a
social
vacuum
Seamlessly
collabora)ve
and
inclusive
Box
)cking
Crea)ng
posi)ve
change,
ie:
developing
a
social,
environmental,
poli)cal
difference.
41. And
who
are
these
“Real”
kids?
They
are...
They
are
also...
Eager
to
come
to
school
The
fidgeRers.
Ques>on-‐posers
The
children
who
don’t
listen
Self
mo>vated
and
assured
The
children
that
cause
trouble
Able
to
see
links
between
The
children
that
don’t
join
in
learning
The
children
that
are
highly
emo>onal
Crea>ve
problem
solvers
The
children
who
finish
work
Able
communicators
quickly
Well-‐rounded
in
their
skills,
The
children
who
struggle
to
knowledge
and
abili>es
finish
work
52. This
resulted
in
a
mul)-‐faceted
vision
Video
for
website
Gardens
ARract
and
birdlife
Garden
Our
fencing
Shade
vision
Deal
with
pest
problem
Visually
appealing
signage
53. We
then
needed
a
mul)-‐dimensional
approach...
Each
class
We
u)lised
adopted
an
area
of
We
u)lised
banked
staffing
the
school
to
focus
exper)se
from
and
staff
on
and
we
Ken
of
exper)se
to
arranged
for
our
Mish
Mash
TV
recycling
to
be
create
new
for
our
website
signage
for
the
dropped
into
a
recycling
plant
video
school
55. We
then
enlisted
help
from
our
community
• Enviro-‐Schools
Facilitator
• DOC
for
pest
eradica>on
ideas
• Local
people
for
community
history
ideas
for
signage
(Capture
Kaihere
Compe>>on)
• Ken
from
Mish
Mash
TV
for
website
video
• Companies
for
shade
sail
designs
and
cos>ngs.
(students
measured
up)
• Parents
and
people
from
our
community!
–
gardeners,
graphic
designers,
engineers,
farmers,
historians,
etc,
etc.
57. Where
did
all
that
lead
us?
Art
works
created
and
displayed
around
the
school
Design
for
major
entrance
artwork
created.
Video
created
for
website
Gardens
revamped,
rabbits
eradicated,
fences
in
process
of
being
finished
off
around
gardens
.
Funds
for
shadesails
raised
and
quota>ons
gained.
58. So
what
did
the
students
learn?
• Ques>oning
skills
• Use
of
technologies
and
ICTs
for
informa>on
gathering
and
communica>on.
• Key
Competency
development
• Design
Technology
• Literacy
and
Numeracy
skills.
• Informa>on
literacy
skills.
59. What
are
some
of
the
e-‐learning
resources
we
used?
Createagraph
–
graph
maker
for
kids
Boolify
–
online
searching
website
for
kids
Photovisi
–
photo
collage-‐maker
EPIC
–
resource
bank
Wallwisher
–
online
notes
One
Mo>on
–
drawing
tool
Glogster
-‐
posters
60. Does
this
type
of
learning
sound
familiar???
Been
there;
done
that??
61. And
then
it
rocketed
into
another
stratosphere!
63. So
what
were
their
specific
problems?
• They
needed
pest
traps
for
stoats,
rats
and
rabbits
• They
needed
animal
feeders
for
specific
animals.
• They
needed
play
enhancement
toys
for
the
monkeys.
64. How
it
all
)ed
together
Bird
and
animal
Video
for
feeders
website
Gardens
ARract
and
birdlife
Our
Garden
fencing
Enhance
School
-‐ment
toys
Enviro-‐
Shade
vision
Deal
with
pest
problem
Visually
Pest
appealing
traps
signage
65. We
put
the
proposal
to
the
children
And
they
said...
TOTALLY!
66. Class
Inquiry
foci
Seniors:
Pest
eradica>on
and
pest
traps
Middle
school:
Animal
and
Bird
feeders
Juniors:
Monkey
play-‐things/
enhancement
toys
67. So
let’s
take
closer
look
at
Room
3’s
journey
(Years
3-‐5)
68. The
Process
Project
Parental
involved...
managers,
help
Builder
input
Ø Informa>on
Literacy
skills
to
develop
a
fact-‐file
on
their
animal
Visi>ng
Ø Construc>on
of
key
and
the
Zoo
subsidiary
ques>ons
in
a
natural
flow
throughout
the
en>re
Visit
from
Feedback
process.
zookeeper
Making
from
the
their
animal
Zookeepers
Ø Understanding
and
applica>on
feeders
and
use
at
Design
and
the
zoo.
of
the
design
process
modelling
of
their
animal
Ø Use
of
tools
and
materials
to
feeders
create
animal
feeders.
Researching
into
their
Ø Curriculum
areas:
Numeracy,
animal
Literacy,
Informa>on
Literacy,
ICT,
Technology,
Science,
Social
Science,
Visual
Art,
Careers
educa>on
69. Teaching
approaches
and
points
that
underpinned
the
learning
ust
“pJrocessing
• Ques>oning
skills
• Use
of
Graphic
organisers
for
an d
” thought
ctu hinred g
nd
• Vocabulary
deriva>on,
defini>ons
a
applica>ons
tru
of m
“S skills
teac
• Communica>on
e”
m ix ) ed
A• Informa>on
Literacy
and
lIudskills
...
in
inc CT
h ich
• Design
Technology
wnd
Literacy
• Numeracy
a
• Key
Competency
development
• Assessment
for
Learning
Prac>ces
70. ICTs
that
supported
the
learning
• LMS
–
KnowledgeNET
• Skype
• Gmail
• Movie-‐making
• Boolify
for
online
searching
• Google
SketchUp
for
model-‐making
of
their
designs
• Video
and
voice
recordings
via
cellphones
and
flipcams
• Digital
cameras
72. Back
at
school,
the
students
then...
1) Reviewed
the
informa>on
collated
from
their
zoo
trip
2) Designed
their
animal
feeders
3) Drew
up
plans
and
created
models
from
cardboard
4) Redesigned
where
necessary
ajer
feedback.
5) And
then...
75. We
then
took
the
animal
feeders
to
the
zoo
for
their
feedback
and
use.
76. So
our
Inquiry
was...
• e
&
m-‐learning
infused
and
supported;
asynchronous
• Student
led
-‐
teacher
facilitated
with
teaching
sessions
sprinkled
throughout
• Mul)-‐dimensional
and
mul)-‐faceted
• Deep,
dialogic,
metacogni)ve
• Vibrant,
crea)ve,
responsive
and
challenging.
• Seamlessly
collabora)ve
and
inclusive
• Crea)ng
posi)ve
change,
ie:
developing
a
social,
emo)onal
and
environmental
difference.
AND
REAL!
77. “If I could go through this experience again, I
would. I loved the challenge. The cool thing was
that sometimes no one knew the answer so we
had to fight hard together to get one. Then when
we got the answer it was our own, and we had
discovered it. So why not go through the
experience when you love what you do and feel
like it is your very own?”
(Student)
78. Back to our Mini Myth
Buster
Do you stay drier if
you run or walk in
the rain?
Why do you think
this?
81. Inquiring Minds
Its not only what you know, but
how you learn that will set you
apart in tomorrows world.
Because what you know today
will be out of date sooner than
you think”
Thomas Freidman, The World is Flat, 2006.
82. Thinking:
a
Key
Competency
Thinking
is
about
using
crea)ve,
cri)cal
and
metacogni)ve
processes
to
make
sense
of
informa.on,
experiences,
and
ideas.
These
processes
can
be
applied
to
purposes
such
as
developing
understanding,
making
decisions,
shaping
ac>ons,
or
construc>ng
knowledge.
Intellectual
curiosity
is
at
the
heart
of
this
competency.
Students
who
are
competent
thinkers
and
problem
solvers
ac.vely
seek,
use
and
create
knowledge.
They
reflect
on
their
own
learning,
draw
on
personal
knowledge
and
intui.ons,
ask
ques.ons,
and
challenge
the
basis
of
assump.ons
and
percep.ons.
Pg
12
NZC
85. Major
parts
of
the
brain.
Cortex:
Upper
part
of
brain.
Thinking,
logic,
reasoning,
cause
and
effect.
Limbic
System:
Primi+ve
brain.
Source
of
emo+ons
and
mo+va+ons
such
as
fear,
anger,
pleasure
and
sexuality.
Brainstem:
Connects
brain
and
spinal
cord.
Basic
func+ons
such
as
heart-‐
rate,
ea+ng,
breathing
and
sleeping
Cerebellum:
Back
of
brain.
Balance,
posture,
movement.
86. Crea)ng
neural
pathways
Neurons
in
Neurons
in
cerebral
cortex
cerebral
cortex
of
a
newborn
of
a
two
year
old
87. Teen
brains
At
about
10
in
girls
(11
in
boys),
the
exuberance/
flourish
of
neural
pathway
connec>ons
gives
way
to
“pruning”.
Neural
connec>ons
that
are
used
remain
intact
and
strengthen,
whilst
those
connec>ons
that
are
not
used
are
“pruned”.
The
phrase
“use
it-‐
or
lose
it”
is
par>cularly
applicable
to
the
adolescent
brain.
hRp://www.aea267.k12.ia.us/r4/index.php?page=r4-‐adolescent-‐brain
89. What
does/would
an
effec)ve
thinker
look,
sound
and
behave
like
within
your
class?
90. Characteris>cs
and
aFtudes
of
an
effec>ve
thinker
Characteristics of an effective thinker
Name: Date:
Look
Characteris)cs
So e
un hav
d Be
91. What
are
the
aitudes
of
an
effec)ve
21st
century
thinker?
Aitude:
a
se=led
way
of
thinking
or
feeling,
typically
reflected
in
a
person’s
behaviour.
92. AFtudes
Humility Confidence
Co u rage
Integ
rity
en-‐mindedness
Op
93. Characteris>cs
and
aFtudes
of
an
effec>ve
21st
century
thinker
Characteristics of an effective thinker
Name: Date:
Look
Characteris>cs
So e
un hav
d Be
Aitudes
Aitudes
103. Blooms demonstration verbs
Knowledge Comprehension Application Analysis Synthesis Evaluation
Outcomes Outcomes involve the Outcomes deal Outcomes involve Outcomes relate Outcomes ask
deal with the ability to manipulate with the ability to separating, to creative students to
ability to previously learned apply rules, revealing thinking, make and
recognize, material. principles, and structure, causes production of support
recall and concepts to new and supporting or original works, reasoned
remember situations. refuting classifying or judgements.
positions. planning.
Describe Clarify Translate Apply Categorize Add to Assess
Define Conclude Calculate Classify Alter Vary Conclude
Discover Connect Code Compare Compose Critique
Identify Convert Collect Contrast Create Debate
Label Describe Compute Deduce Design Decide
List Distinguish Construct Determine Dramatize Defend
Locate Explain Demonstrate Dissect Estimate Detect
Match Express Discover Distinguish Extend Determine
Name Generalize Manipulate Divide Hypothesise Editorialize
Observe Give examples Model Isolate Infer Evaluate
Outline Illustrate Operate Order Invent Interpret
Recall Interpret Order Reduce Predict Judge
Recognize Match Organize Relate Reconstruct Justify
Reproduce Paraphrase Relate Role Play Rename Recommend
Select Restate Report Separate Reorganise solve
State Rewrite Show Simplify Revise
Tell Select Survey Substitute
Uncover Show Translate
116. Let’s
put
two
thinking
tools
together
in
an
exercise
–thinking
hats
and
bubble
maps…
1.
At
your
tables,
delegate
a
thinking
hat
to
each
person
(don’t
worry
about
double-‐ups).
Your
task
is
to
listen
to
the
story
and
be
ready
to
give
informa>on
in
rela>on
to
your
hat.
2.
Listen
to
the
story
of
“The
Flood”
hRp://www.oxfordowl.co.uk/EBooks/Flood/index.html
Note
your
informa>on
into
a
bubble
map
(for
those
capable
of
wri>ng
independently).
3.
Share
your
informa>on
with
your
group
so
you
get
a
full
understanding
of
the
text
.
127. “Once you have learned how to ask
relevant and appropriate questions,
you have learned how to learn and no
one can keep you from learning
whatever you want or need to know”.
Neil Postman
Teaching as a subversive activity
129. What are the attributes of an effective questioner?
• Is aware of a need for information.
• Able to clarify what information is needed.
• Has a base set of vocabulary that is relevant to the
context or issue.
• Is able to ask a range of relevant questions.
• Takes that range of relevant questions to a range of
appropriate resources.
• Persists in their search for the answer/s.
• Edits their questions as necessary
http://ictnz.com/Questioningskills.htm
130. What are the
components of a
“good” question?
Discuss in pairs, then share your
ideas with another pair.
131. Questioning Rubric for creating and evaluating
“Effective Questions”
Trevor Bond, 2008
Stage Question Type
Used multiple question words to create a probing question when
7 interviewing an “expert”.
Used relevant synonyms to edit questions.
6
Used the seven servants and relevant key words and phrases to create
5 questions. (Which, could, might, can, will)
Used the seven servants to write/ask open thick questions (who, when,
4 what, where, how, which, why)
Asked a relevant yes/no/maybe question. Closed / Open, thin (is, can, does,
3 could, may)
Any non-relevant question (does not contain contextual key words, or
2 phrases)
Created statements, rather than questions
1
132. Without strong questioning skills, you
are just a passenger on someone
else’s bus tour. You may be on the
highway, but someone is doing the
driving.
Jamie Mc Kenzie
But how do we get our students
there???
135. Question Matrix
Is Did Can Would Will Might
Who
What
Where
When
How
Why
136. Questioning types and examples
Source: L. Watchcorn & Gail Cochrane, NZNL service.
Type of question Type of thinking Type of response Example
Closed Convergent Single answer or How old are you?
limited number of What is 6 X 6?
answers How did you travel to
Eg: Yes/No school?
(Factual answers) How high is Mt Cook?
Open Divergent Many possible How would the story be
answers. Not only one different if it was set in
correct answer. the future?
(Creative and Critical
thinking)
Skinny Simple response Little explanation What is the name our
required. Requires Prime Minister?
recall, knowledge,
comprehension
Fat Complex response Requires a degree of What would you do to
explanation and conserve the wetlands?
interpretation.
137. Lets put all this into a
context using a mini
inquiry…
140. Before we start …
• What do you predict will happen when we
drop a mentos into the coke? (Prediction
Key & Red Hat (gut/hunch)
• What could go wrong? (Black hat & Brick
Wall Key)
• What questions do you have?
• What information/do you know already
from your past experiences? (White Hat &
Brainstorming Key)
Record your ideas on the handout
141. Record Key words to build a
“word wall”.
Either the teacher can list these, or the
students, or a mix of the two approaches.
In your groups, create a “word wall” of key
words that relate to your discussions on the
topic. Start to add some now. Eg: investigate
142. Record student questions on a
“Wonder Wall”
Either the teacher can list these, or the
students, or a mix of the two approaches.
143. Reflections
Lets now consider the following thinkers
keys to expand your thinking…
u What if?
u The variations?
u The picture?
u The interpretations?
u The forced relationships
146. How might we go about using
our key words or questions to
help search on the internet?
147. Boolify
Visual
search
engine
that
helps
students
understand
the
concept
of
Boolean
searching
148. Search
words
in
your
ques>ons
Underline
the
key
words
(nouns
&
verbs),
in
two
of
your
ques>ons.
Write
synonyms
for
each
of
these
words
(or
as
many
as
possible).
Another
technique:
“The
ques>on
is
the
answer”
Eg:
What
is
causing
Arc>c
ice
to
melt?
“Arc>c
ice
is
mel>ng
because…”
149. Revisi>ng
ques>ons…
Learners will re-visit this step for 3 different
possible reasons:
• To compose new search questions using newly
acquired key words or phrases.
• To re-write search questions using synonyms
of key words (nouns and verbs) or phrases
earlier.
• To alter or modify search questions which may
have been poorly phrased.
153. What
makes
ques>oning
effec>ve?
1.
Prepare
key
ques)ons
to
ask
2. Ask
fewer
and
beler
ques)ons
3. Use
appropriate
language
and
content
4.
Distribute
ques)ons
around
the
class
5.
Thinking
)me
and
pauses
between
ques)ons
6.
Use
ques)ons
to
make
progressive
cogni)ve
demands
7.
Prompt
pupils,
give
clues
8.
Use
pupils’
responses,
even
incorrect
ones
9.
Encourage
pupils
to
ask
ques)ons
10.
Listen
and
acknowledge
pupils’
responses
posi)vely
154. Exploring
your
“handout”
• Get
into
10
home
groups.
Assign
one
aspect
per
person.
• Divide
into
10
“Expert”
groups
• Make
meaning
of
your
reading.
• Go
back
to
your
home
group
and
explain
to
them
the
concept
of
your
reading.
155. Prepare
key
ques)ons
I
Iden>fy
the
key
ques>ons
in
rela>on
to
the
learning
inten>ons.
D
Decide
on
the
level
and
order
(>ming)
of
the
ques>ons.
E
Extend
the
key
ques>ons
with
subsidiary
ques>ons
to
ask.
A
Analyse
the
answers
you
are
given
and
decide
on
‘follow
–
up’responses.
158. Pausing
to
wait
for
an
answer
provides
vital
)me
in
which
thoughts
flow
and
get
processed.
Studies
indicate
that
increasing
this
‘wait
)me’
(from
around
3
–
7secs),
can
result
in
significant
changes
for
the
beler.
For
example:
v
pupils
give
extended
answers;
v
more
pupils
are
likely
to
offer
an
answer;
v
the
number
of
‘I
don’t
know’
responses
decreases
v
the
responses
that
are
given
are
more
thoughvul
and
crea>ve;
v
the
number
of
hypothe>cal
answers
increases
significantly;
v
the
frequency
of
ques>ons
raised
by
the
pupils
increases;
v
the
frequency
of
responses
from
less
able
pupils
increases.
159. Lower
Order
Higher
Order
1.Recall/Knowledge
4.
Analysis
“Who
was…”
“What
evidence
can
you
find?”
“What
is…?”
“What
are
the
features
of?”
“Where
is?”
“What
informaiton
will
you
need?
When
is..”
“What
might
this
mean?”
“How
would
you
describe?”
“What
conclusions
can
you
draw?
2.
Comprehension
5.
Synthesis
“What
do
we
mean
by…?
“Could
you
design
something
to…?”
“Can
you
explain
what
is
happening?”
“How
could
we
solve…?”
“Can
you
think
of…?”
“What
do
you
think
is
likely?”
What
can
you
say
about?”
“How
ould
you
test?”
“Suppose
you
could…
what
would
you
do?
3.
Applica)on
6.
Evalua)on
“How
could
we
use…?”
“What
do
you
think
about…?”
“What
other
examples
can
you
find
to/…?”
“How
else
was
that…?”
“What
would
happen
if…?”
“Which
is
beRer
and
why?
“What
other
wayy
could
you
plan
to…?”
“What
is
your
opinion
of…?”
“What
facts
would
you
select
to
show…?”
“Why
do
you
think…?”
162. 1. Gathering/Recall:
• What
were
Cinderella’s
slippers
made
of?
• How
did
Cinderella
get
to
the
ball?
2.
Processing:/Analysis/Inference:
• Why
does
Cinderella’s
stepmother
care
whether
or
not
she
goes
to
the
ball?
• Why
did
everything
turn
back
the
way
it
was
except
the
glass
slipper?
• Why
don’t
the
step
sisters
like
Cinderella?
3.
Applying/Synthesis:
• Does
good
always
overcome
evil?
163. Take a look at question starters
in the handout
164. Take a look at 3 level
questioning in action
• Consider the Mythbuster experiment we
did. In your groups, write 2 questions for
each of the three levels.
• Place your questions up for display
166. Why
co-‐opera)ve
learning?
The
primary
architects
of
knowledge
and
learning
are
the
knowers
and
learners
themselves.
Stephen
Downes
“Designing
Learning
Objects”
2003
167. Linking
to
the
Key
Competencies
“Opportuni)es
to
develop
the
competencies
occur
in
social
contexts”.
Pg
12
NZC
• Thinking
• Using
Language,
symbols
and
texts
• Managing
Self
• Rela>ng
to
others
• Par>cipa>ng
and
Contribu>ng
168. At
your
tables,
take
a
look
through
the
co-‐opera)ve
strategies
in
your
handouts.
Clarify
then
consider
which
would
be
“workable”
within
your
own
situa)ons.
182. In
conclusion
• U>lise
thinking
frameworks,
tools
and
maps.
• Facilitate
ques>oning
and
encourage
the
students
to
ques>on.
• Remember
Learning
is
the
driver
of
inquiry;
not
the
model
