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WHAT DO WE WANT OUR STUDENTS, AS INQURERS, TO DO: SOME ESSENTIAL COMPETENCIES
• • • • •
THINK DEEPLY AND BROADLY SELF-MANAGE COLLABORATE COMMUICATE EFFECTIVELY RESEARCH
•
Ask questions
•
Demonstrate curiosity and ‘wonderment’ in their approach to learning
•
Make choices about their learning (the what, how, with whom..)
•
Think for themselves – take a learning challenge/question and seek to understand prior to possible input from teacher
•
Apply a range of techniques to investigate/ research/explore issues, questions and challenges
•
Transfer learning to other contexts
•
Identify (and make connections with) their prior learning
•
Reflect on their learning
•
Collaborate with others in the pursuit of learning
•
Make connections to develop conceptual understandings
•
Apply creative, critical and reflective thinking to learning situations
•
Demonstrate understanding (not just knowing/remembering)
•
Participate in ‘layered’ or complex tasks that require higher order thinking
•
Manage the challenge of open ended tasks that may have multiple ‘answers’
•
Manage an ongoing task – not simply an ‘activity’ that is completed completed in a lesson !a task that evolves over time
•
Plan for their own learning
•
Structure increasingly complex inquiries for themselves – show that they know what to do when they don’t know! (in all areas)
© KATH MURDOCH 2014 2014
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18
Independent learner prompt cards
Have I been been an an ind indep epe end nde ent lea learn rne er? I made a plan. 1 2 3 4
I kept going even when it got hard.
I checked my own work.
I thought about different ways to solve my problem.
I took some risks beyond my comfort zone.
I stopped to think before I acted.
I tried to understand someone else’s feelings.
I thought up a new idea.
R
ACT
STOP
I asked myself questions.
I made links with what I already know.
I took time to read over I learned something my work. from others.
I was eager and enthusiastic.
I searched and found resources for myself.
? I thought about my thinking.
!! I stayed positive even when it was challenging.
I avoided distractions.
I set myself goals and worked towards them.
@ I stayed on task.
I was organised.
task I tried useful ways to help me get the job done.
I managed my time well.
I tried a new way of doing something.
I sought feedback on my progress.
I stopped to think about what I was doing. STOP
I self-assessed.
I changed my way of thinking/working.
I helped others.
P
Cultivate Curiosity Provoke, model and value curiosity. curiosity. Curate for curiosity. Value the aesthetic and consider the quality of the physical and visual environment. Provide experiences that activate the senses and invite students to share and explore questions that matter to them. Wonder about your students. Stay curious. Be intrigued. Wonder aloud. Be the curious learner you want your students to be.
"#$%& '()*+,& -./0
Question Expect the the unexpected. unexpected. Thoughtful planning allows spontaneity. While keeping the picture in mind, be prepared to allow the learner to lead and stay open to possibilities. Let go of your safe ways of working and surprise yourself. Teach more creatively. Release more responsibility to your students to make decisions, choose pathways and figure things out. Stop doing all the ‘heavy lifting’ – help them learn to think about and do it for themselves. "#$%& '()*+,& -./0
Notice
Keep it real
Take time to notice what is happening (as distinct from what you would like to be happening. Pause to observe and to listen. Help students notice themselves as as they are learning. Share feelings, emotions, reactions, challenges, surprises. Use reflective reflective moments moments to help you decide where to next. Listen more than talk. Help your students listen to themselves and others. Notice yourself - stay mindful of what you are doing, saying, thinking and feeling. Slow down. Wait. Listen.
Aim for authenticity and purpose. Emphasise the the why. Ask: how does does this inquiry connect with the our lives and our community? How might this learning make a difference to our lives now and in the future? Can we embed the the learning in a real context? Is there a real audience for our students’ learning and actions? Can we use the expertise of people in our local and global community to inform and mentor us? Blur the lines between the classroom and the world. Hands on, minds on, hearts on.
"#$%& '()*+,& -./0
Teach students how to find connections and look for patterns and themes. Help students uncover relationships. Resist fragmentation and seek integration and transfer. Teach inductively. It's all about connection. . It's all about connection.
"#$%& '()*+,& -./0
Questions are at the heart of the inquiry classroom. Use questions to inquire into students’ thinking. Don’t be afraid to ask questions to which you don’t don’t know the the answer. Help students learn to ask great questions. Use questions to drive your lessons. Return to your big questions and dig deeper. Question yourself. Invite students to share their questions and use them to inform planning . "#$%& '()*+,& -./0
Build learning assets Don’t get bogged down in ‘content’. Inquiry is about building learning capacity and growing independence. Make the learning conceptual and and focus on the ‘why’ and ‘how’ as much (if not more than) the ‘what’. Build a tool kit of skills and dispositions for learning. Learn to learn. Nurture independenc independence. e. Help students grow their learning power.
"#$%& '()*+,& -./0
"#$%& '()*+,& -./0
Collaborate
Get Personal
Use the expertise in your community: your class, your school, your wider community. Build understanding together, learn how to exchange and build on each other’s thinking. Collaborate with colleagues at and beyond school. Co-create. Co-construct. Stay open and interested–keep talking with each each other. Invite students to help design for their learning.
Know your students as people and as learners. Help them know you. Provide opportunities for them to investigate the things that interest, intrigue and trouble them. Help them inquire into themselves as learners and as people. Provide choice and acknowledge the diversity in your community of learners. Keep nurturing your own interests and skills.
"#$%& '()*+,& -./0
"#$%& '()*+,& -./0
TH E
Power Inquiry OF
© Kath Murdoch SAMPLE PAGE
WHAT’S GOING ON? Before we continue, let’s take a moment
to consider what we might expect to see happening in the inquiry classroom. Determining ways to create and nurture the visible, physical and emotional space should be informed by our understanding of how inquiry teachers and students use the space. The following table outlines some of the key activities happening in a typical inquiry classroom. STUDENTS ARE…
TEACHERS ARE…
•
•
• • • • • •
• • • • • • • • • • • • •
working in different areas and not necessarily on the same task talking to each other moving around the space accessing technologies technologies and other resources as needed working in small focus groups with the teacher for short, intensive instructional sessions using materials using anchor charts (and/or digital equivalents) and other reference items to check criteria, intentions or requirements for a task recording and documenting their thinking in a range of ways working on sustained projects rather than one-off activities negotiating with teachers and others about learning tasks and how they will approach them setting and reflecting on personal goals generating, recording and exploring questions self and peer assessing returning to tasks to re-work them based on teacher feedback offering their expertise to other students inviting peer assistance as well as teachers talking about their learning expressing ideas and opinions taking time to laugh and enjoy learning sitting, standing, moving to different parts of the space
• • • • • • • • • •
• • • • • • • •
• • • •
working in different parts of the space – most often with small groups and individuals listening interacting with students – moving around the space talking with individual and small groups of students – engaging in deeper dialogue to elicit thinking questioning students to encourage deeper, challenging challenging thinking modelling skills and processes making intentions clear and explicit throughout the day helping create visible records of learning (digital or hard copy) collaborating with other teachers and adults in the learning space using sophisticated language of learning and cognitive terminology, e.g. ‘ classify’, ‘reflect’, ‘analyze’, ‘predict’ observing and documenting student learning – capturing learning with photos, video, notes etc. to be used for planning listening to students using a wide range of resources: visual, print, hands-on etc. conducting quick ‘check-ins’ ‘check-ins’ for understanding understanding giving specific feedback thinking out loud – modeling what it means to be an inquirer posing questions, providing interesting provocations inviting students to help plan tasks, excursions and other learning experiences maintaining clear, shared expectations – helping students observe protocol for a safe and active environment encouraging full participation referring to the anchor charts, menu and criteria lists around the room to help build independent independent learning reflecting taking time to laugh and enjoy learning
page 31 / chapter two / Beyond ‘Topics’: What’s worth inquiring into?
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OVERVIEW OF AN INQUIRY JOURNEY TYPICAL TEACHER AND STUDENT ACTIVITY
PHASE AND INTENTION
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Framing the inquiry establishing a worthwhile worthwhile context and compelling question Identifying conceptual underpinnings underpinnings making links with the system/school curriculum identifying understanding goals identifying key skills and dispositions identifying possible indicators of understanding
Teachers gather initial student ideas, questions and suggestions. Here, teachers are in the initial design phase, framing up possibilities and clarifying the big picture. picture. They refer to curriculum standards, whole-school guidelines guidelines and other elements that inform their programming. Students participate in sharing, with the teacher and each other, their views on what the inquiry may entail. Depending on their readiness and on the context for inquiry, students may sometimes attend, or provide advice to, planning meetings. Teachers Teachers at this stage are in dialogue about the higher purpose of the inquiry. They need to be able to ‘see the horizon’ at a conceptual level, even if the journey towards it remains unknown.
Tuning in provoking interest, curiosity, tension or uncertainty gathering data about students’ existing thinking, knowledge, feeling and understanding helping students make connections with the key concept/s providing purpose, the big picture and authenticity motivating, exciting, engaging
In this phase of an inquiry, the teacher is essentially tuning in to in to the students’ thinking (and so too are the students tuning in to their own thinking). own thinking). The teacher takes a very active role as inquirer with with student thinking being the focus of their inquiry! Students are typically making their thinking visible in a range of ways, through play and structured tasks. They are producing evidence of their early theories, possibly beginning to ask questions and they are becoming more aware of how this inquiry links with their lives and what they will be learning more about and learning to do. Increasingly, students are able to identify and share their early ideas confidently and in a range of ways. They are aware that their ideas are tentative and are likely to change through the course of the inquiry. Depending on the nature of the inquiry itself, this may be a time when students are challenged with a project or task that they will be working towards or a problem that they will be addressing. Importantly, the information teachers are gathering at this stage helps inform subsequent planning.
Finding out gathering new information to address address the the compelling question developing the required research skills learning how to to organize and manage the process of finding out having some shared experiences that will allow us to talk and share our thinking with others stimulating curiosity through new experiences and information learning how to record information gathered in efficient ways
Typically, students at this phase are involved in the process of planning for and researching new information. What they do depends on the manner in which they will be finding out. They may be experimenting, experimenting, surveying, searching the web, watching clips, emailing or Skyping experts, asking their parents or others, making phone calls, reading texts, viewing images, listening to podcasts, stories or speakers, examining artworks or working through a trial and error process. They are also recording what they are finding so they can refer back to it when they take their thinking deeper. deeper. They may also add tto o their wonderings or wonder for the first time: I think we could/should… Maybe should search for… How about we ask… I found out… Oh, now I know… This makes me wonder about…
page 78 / chapter five / Finding our way: What role can frameworks and models play in scaffolding inquiry learning?
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OVERVIEW OF AN INQUIRY JOURNEY (CONT’D) TYPICAL TEACHER AND STUDENT ACTIVITY
PHASE AND INTENTION
• • • • •
Sorting out comprehending comprehending – making meaning of the information gathered revealing new thinking and deeper understanding answering questions reviewing/revising reviewing/revising early thinking and synthesizing interpreting the information and communicating with others
This is a critical phase in the assessment of understanding. In this phase students are typically analyzing and sharing their discoveries. They may use math, art, language, graphic organizers, drama, dance, music etc to process and respond to the information they have. They are talking, responding, sharing and processing. They are revealing a new and deeper understanding of the concept and noticing patterns and trends. New questions may emerge as a result of this processing of information. Verbal evidence I used to think…but now I think…. I can answer some of my questions. I wasn’t expecting to find out that…. I can connect this with…. I have learned that…. This means/I think this means…. This tells me that…. Now I’m wondering…. I’m learning how to…. Other forms may include: art works written pieces digital products graphic graphic organiz organizers ers (many of these work best with an accompanying explanation)
Going Further • opportunities for students to pursue questions and interests arising from the journey journey so so far • learners work more independently independently on investigations
This phase typically involves teachers releasing more responsibility to students. They may be working on projects/investigations that are more independent independent and focused on aspects of the inquiry they need to find out more about or have become most interested in. I want to find out more about… Why/who/what/where/when/how…? Can we/I…? I think I should/could…. I’m confused about…. I still need to know/do…. Students are also applying some of the skills they have been learning in the shared inquiry to a more personalized context.
Finding our way: What role can frameworks and models play in scaffolding inquiry learning? / chapter five / page 79
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OVERVIEW OF AN INQUIRY JOURNEY
(CONT’D)
TYPICAL TEACHER AND STUDENT ACTIVITY
PHASE AND INTENTION Reflecting and acting • helping students apply their learning to other contexts – to put the learning to use • enabling students to reflect reflect on what what and how they have learned and set goals for the future • assessing final understanding and growth in skills (These ‘phases’ are activated throughout the cycle.)
Evaluating • reviewing the inquiry to identify strengths and weaknesses • identifying recommendations recommendations for future planning
Typically students are engaged in tasks that put their learning into ‘action’ in some way. This might be individual or collaborative. It might be the end of the inquiry or during it. Students are also reviewing, revising and reflecting on what and how they have learned. They are involved in tasks that provide some closure to the inquiry but are also mindful that new questions have arisen and further investigation is possible. Importantly, students are sharing their awareness of how they they are learning. I used to think…but now I think…. I can use this when…. I /we should…. I/we have learned to…. I have learned more about…. Next time I need to…. I wish I had…. I have got better at…. Using feedback from students, assessments of learning and their own reflections during the journey of inquiry, teachers t eachers now pause to review the effectiveness of the whole. They look back over the learning and ask themselves whether whether the planned understanding goals had been reached and whether the skills they intended students to strengthen had indeed developed. Reflections on the inquiry are recorded and many will prompt thinking ahead for the next journey of inquiry, especially where skills have emerged as needing attention.
The cycle should inform and inform and guide planning but, as previously stated, it does not mean a completed cycle can or should be devised before the learning begins. Planning emerges over the course of the inquiry in response to teachers’ assessment of students’ needs and the students’ own interests and questions.
USING THE ‘ARC’ OF INQUIRY IN A SINGLE LESSON When applied to planning to planning processes, an inquiry-based approach has most often been associated with extended units of study. In these units, the phases of inquiry are encountered (and re-encountered) over several weeks. The phases of an inquiry journey can also be experienced over a much shorter period. A cycle may be complete within a morning or even within a lesson. When we take a more nuanced, flexible approach to this basic process it becomes a useful way to frame any investigation, investigation, whether short or long term. Over the past few years, my work has increasingly involved modelling instructional strategies in classrooms. This work has strengthened my own understanding of inquiry as a pedagogy
and of the way my understanding understanding of inquiry learning processes can help me design a single lesson (which may be within a larger inquiry). The following framework is one I find helpful when designing or re-designing a lesson so students are more engaged as inquirers. Essential to this structure is the emphasis on giving students more time to see what they can find out/ work out for themselves before I before I step in with more direct instruction. I want students to be actively involved in figuring things out for themselves, and then my role becomes one of stepping in and providing direct instruction at the point of need . •
•
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provocation – something to spark Consider a quick provocation – curiosity/raise a problem/establish a question/engage question/engage interest. Share the lesson’s intentions with intentions with students as questions. Create a ‘split ‘ split screen’ screen’ set of intentions: one that links to conceptual understanding and the other that links to skills/dispositions. skills/dispositions. Give students an opportunity to connect with their prior learning and learning and current thinking (theories/
page 80 / chapter five / Finding our way: What role can frameworks and models play in scaffolding inquiry learning?
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DESIGNING COMPELLING QUESTIONS FOR (A GUIDE FOR TEACHERS AND STUDENTS) © KATH MURDOCH MURDOC H 2015
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significant/important/special A question about why it is significant/important/special A question about how it has changed over changed over time A question about how it compares to compares to something else A question about how to improve it improve it A question about why it matters to matters to the community A question about how it works and works and how to use it perspectives/opinions on this A question about perspectives/opinions on influences things A question about how it influences things A question about how to make a difference to difference to this/with this A question about why something why something is the way it is A question about the role of role of this in our lives problem with this might be solved A question about how a problem with best way A question about how to do/use this the best way A question about caring/being responsible for responsible for something A question about feelings or opinions about opinions about something A question about influence/impact/cause and effect A question about diversity/variety A question about how to make something better/stronger/more powerful change/redesign something A question about how to change/redesign something A question about how something came to be A question about what something means something means A question about the about the use of something
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AN INQUIRY CYCLE FOR STUDENTS (May support the Going Further phase) phase)
TUNING IN
What do I already think, know and feel about this? Do I have questions at this stage? What are they? How can I show what I think about this already? What am I expecting to find out/do with this? Why is this important to do/learn about? What else does this remind me of? What puzzles me about this? EVALUATING
FINDING OUT
How valuable was this inquiry? What were my strengths as a learner? What did I do well? What do I need to work on? What might I have done differently? What do I need to remember for next time?
THINKING COLLABORATING SELF-MANAGING
What do I need to do? Where do I need to go? Who could I talk to? How could I investigate this? How will I record/document what I find out? What skills do I need to use to find out? What will help me learn more? What do I need to organize?
RESEARCHING COMMUNICATING
REFLECTING AND ACTING
What have I learned about learning? How can I use this learning elsewhere? How has my thinking and feeling changed? What might I do with this new understanding? How can this learning make a difference to my life or the lives of others? What questions remain? How do I feel about this learning?
SORTING OUT
What information is useful? What patterns and connections am I noticing? How is my thinking growing and changing? Are my questions being answered? Do I have some new questions? How could I share this with others? Do I need to go back and find out some new information? What is confusing? Challenging?
Finding our way: What role can frameworks and models play in scaffolding inquiry learning? / chapter five / page 89
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Using an inquiry approach to teaching means we need to build a repertoire of strategies and techniques that position students as active, responsible, curious connected learners. A work sheet just won't do it. A novelty colour-cut and paste task won’t do it either. We need our teaching strategies to work hard for us. Good strategies are layered, transferable and open – ended. Whether ‘micro’ or ‘macro’ techniques, they are all about helping kids learn to be powerful learners. During this workshop, several of the strategies below will be used. This list is to help you keep a record of those strategies so you can try them out back in your classroom…with your own ‘twist’ of course… •
Circle games (to build trust and strengthen dispositions)
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Mini inquiries (eg: what is the story of your name? What brought you here?)
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Line ups (to group, get learners talking, change positions)
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Personal goals/my intentions (sentence starters)
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Speed teaching
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Jigsaw/expert groupings
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Where do you stand? (agree/disagree….most/lest confident)
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Walk ‘n talk (directed sharing while walking with a partner)
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Jigsaw/expert grouping
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Blind sequencing
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Split screen learning intentions
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Flat chat thinking routine
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Creating symbols (or sourcing them) to illustrate thinking
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Wonderings - as a ticket of leave, wonder wonder wall, wonder wonder box
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Forced associations (how is ….. like a ….) or any of Tony Ryan’s thinker’s keys
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Round Robin sharing
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Full circle technique to build ideas and work collaboratively
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5 whys
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Think, Ink, Link routine
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I used to think but now I think
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Traffic light reflections (stop, keep, start)
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Creative challenges (eg: circle transformation, pipe cleaner creations)
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Fishbowl demonstrations
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Think aloud
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Diamond ranking
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1-2-4 consensus strategy
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Some resources for inquiring into inquiry Compiled by Kath Murdoch 2016 (Note: this list is only the beginning - there’s a WORLD of inquiry out there!)
http://inquiryblog.wordpr ess.com/ (INQUIREWITHIN – excellent global site with quality posts http://whatedsaid.wordpress.com/ (Melbourne based blogger – high quality conte http://www.justwonderingblog. com (yours truly – go to my website www.kathmurdoch.com.au www.kathmurdoch.com.au and and subscribe) http://timespaceeducation.wordpr ess.com/ (popular blog that explores both practical classroom ideas as well as reflecting on bigger picture learning issues) https://lindybuckley1.wordpress.com/ (Lindy is a teacher at Nanjing International School – many of her entries are wonderfully practical reflections on using inquiry across the curriculum http://bie.org/blog (project based learning) http://www.inquiry-based. http://www.inquiry-based.com/blog.html com/blog.html (teacher based in Canada – some good practical examples) http://www.thinkinginmi nd.com/category/inquiry-based-learning/ (one section of a very engaging blog)\ http://atelierista-anna. blogspot.com.au (early childhood, art and inquiry)\ http://www.heidisiwak.com/ (Canadian based, award winning inquiry teacher with good classroom examples) http://thestylinglibrar ian.com/ (library teacher in inquiry school) http://authenticinquirymat hs.blogspot.com.au (inquiry based maths – an Australian teacher !fantastic blog) http://feedingmyeddiction.blogspot .com.au Steve Box – a principal of an inquiry (PYP) school in QLD http://primaryschoolmusings.wor dpress.com (Mary Collins at Bandung International School – a thoughtful and comprehensive blogger on inquiry) https://sites.google.com/sit e/inquirymaths/ (secondary maths teacher who uses an inquiry approach) http://www.pyppewithandy.com/index.html (PE teacher/consultant who blogs about inquiry) http://acultureofthinking.weebly.com (GREAT) link for early years teachers http://wordsinbogor.blogspot.com.au (inquiring into language – spelling and word study – structured inquiry approach to spelling) http://stevemouldey.wordpress.com (secondary http://stevemouldey.wordpress.com (secondary school teacher and blogger – inquiry educator) http://www.traintheteacher.me (Singapore http://www.traintheteacher.me (Singapore based PYP teacher) http://inquiry-based.blogspot.co.id/ (Canadian based inquiry educator) https://inquirylearningblog.wordpress.com/ Australian academic with a keen interest in inquiry based learning – great for analysis and updates on latest research http://morecuriousminds.blogspot.com.au/ Archived posts from American Inquiry Educator John Barrell http://blogs.yis.ac.jp/cowdyt/ : http://blogs.yis.ac.jp/cowdyt/ : this is an archived blog but has many lovely posts from Tasha about her experience of running an inquiry based classroom in the early years. http://www.maggiehosmcgrane.com / (excellent inquiry teacher (in a PYP setting) who writes broadly on learner centred education often with a tech focus.)
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http://www.thelandscapeoflearning.com http://larryferlazzo.edubl ogs.org (incredibly prolific blogger with a focus on resources that teachers can use – so so often find something useful here! http://blogs.kqed.org/mindshift/ http://stumpteacher.blogspot.com.au/ http://willrichardson.com / http://helloliteracy.blogspot. com.au/ (Jennifer Jones – American reading specialist with some very useful, practical ideas) http://www.kleinspiration.com: http://www.kleinspirati on.com: prolific blogger with some some lovely stuff on classroom organisation and set ups for inquiry and tech tools http://biancahewes.wordpress.com This blogger works with year 7/8 students and is passionate and generous about her work – she is a problem/project based learning expert http://missspinkontech.global2.vic.edu. au Melbourne based blogger with great tech know how and practical examples from work with her 5/6 students http://langwitches.org/blog/ (strong tech focus, great for documentation ideas and some great materials)
http://www.inquirypartners.com http://www.inquiringmind.co.nz/ (Jan http://www.inquiringmind.co.nz/ (Jan Kallow is a NZ based inquiry based educator with lots of great, practical
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resources on her site) http://www.bie.org/ (problem based learning institute – excellent resources) http://www.inquirypartners.com/blog/ (excellent resources and posts on inquiry learning) http://www.schoollibrarymonthly.com/index.html http://www.schoollibrarym onthly.com/index.html (Barbara Stripling’s site - she has developed quite a well known model of inquiry) www.thirteen.org/edonline/concept2cl ass/inquiry (general info on inquiry)\ http://www.inquiryhub.org/ http://www.inquiryhub.or g/ (general info on inquiry) www.nzcurriculum.tki.org.nz www.nzcurriculum.tki.org. nz (NZ website – lots of great stuff on inquiry here) http://big6.com/ (an information literacy framework compatible with inquiry – some useful templates http://www.inquiry-based.com (teacher-curated http://www.inquiry-based.com (teacher-curated website from Canada) http://www.inquiryschools.net / (not updated since 2009 but some great video footage of inquiry in action) www.kathmurdoch.com.au (my own website – general information) http://rightquestion.org/ (focuses on questioning) www.inquiryschools.net (includes clips of different schools in action) http://www.galileo.or g/tips/inquiry.html (general inquiry information and support) http://earlylife.com. au/info/ (Kathy Walker – play based learning) http://www.playbasedlearning.com .au/ (excellent early years resource) http://www.reggioaustral ia.org.au/ (Australian site for Reggio Emilia – (student centred early childhood approach) similar sites around the world) http://www.challengebasedlearning. org/pages/welcome (Apple promoted idea that offers some useful scope for inquiry with a strong digital focus)
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http://www.studentsatthecenter .org/home (as the title suggests!) http://www.teachthought.com/ category/learning/ (great resource for articles etc on contemporary learning) www.edutopia.com (great for project based learning and many other resources) www.mindsetonline.com (all about Carol Dweck’s mindset work) www.yoramharpaz.com (essential questions, thinking, inquiry) http://learningcurveplanner.com. au/home.html (very comprehensive, user friendly list of thinking tools) http://biepbl.blogspot.com/ (problem based learning) http://www.authenticeducation. org/index.lasso (Understanding by design) http://www.p21.org (21 C skills) www.newhorizons.org (for articles and links - contemporary practice) http://www.personalizelearni ng.com/ (great for voice and choice info.) http://www.clerestorylearning.com/ http://www.clerestorylear ning.com/ (great contemporary learning stuff!) http://www.tonyryan.com.au/ home/ (thinkers keys) http://blogs.kqed.org/mindshift/ http://www.greatlearning.com/lfl/\\ http://www.greatlearning.com/lfl/ http://www.teachthought.com
www.wonderopolis.com (great resource for generating wonder AND for researching interesting questions) www.wonderopolis.com (great www.literacyshed.com (excellent www.literacyshed.com (excellent collection of videos and teaching ideas) http://thekidshouldseethis.com (fantastic http://thekidshouldseethis.com (fantastic collection of videos to ignite curiosity) www.exploratorium.edu www.teded.com (videos www.teded.com (videos created to explore a range of issues/topics) http://thekidshouldseethis.com (fantastic http://thekidshouldseethis.com (fantastic collection of videos to ignite curiosity) http://thekidshouldseethis.com (fantastic http://thekidshouldseethis.com (fantastic collection of videos to ignite curiosity) http://taggalaxy.de/ http://education.skype.com/projects/2751 http://www.nationalgeographic.com http://www.101qs.com/ (for generating questions) https://sites.google.com/a/gapps. uwcsea.edu.sg/researchhub/ (a site to help kids with research) http://www.mos.org (Museum of science – loads of amazing resources) http://sylviashow.com (young girl’s own blog with a design and make focus – great videos!) videos!) http://www.meetmeatthecorner.org (lots http://www.meetmeatthecorner.org (lots of great short videos on a range of topics) https://www.smore.com/0ruh-taking-student-genius-global (global action projects) http://www.did-you-knows.com (a http://www.did-you-knows.com (a great compilation of intriguing facts that could spark further inquiry)
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http://learnitin5.com/_TaggedPages?tag=Lesson%20Starters Lots of videos that can be used as provocations and lesson starters http://kidworldcitizen.org/ (great resources for global ed) www.enchantedlearning.com http://agoogleaday.com/ (to http://agoogleaday.com/ (to help practice search skills AND generate curiosity) http://www.stumbleupon.com/ (great http://www.stumbleupon.com/ (great way to locate resources/sites but not recommend for kids to access on their own – good for teachers) http://www.trycuriosit y.com/ (focus on books that can support your program)
An Everyday Story: Child-Led Hom eschooling/Reggio Emilia Inspired Living & Learning (Kate (Kate)) Atelierista: Stories fr om the Studio (Anna Golden) Crayons, Wand & Building Blocks; A Journey Through Inquiry-Based Play Designing Early Childhood Australia: Planning, PD & Provocation (Paulette) Early Learning @ ISZL (International School Zug & Luzern) Extraordinary Classroom (Tiziana Ciccone) Fairy Dust Teaching (Sally Haughey) Interaction Imagination (Suzanne Axelsson) Investigating Choice Time: Inquiry, Exploration & Play (Renee Dinerstein) Irresistible Ideas for Play-based Learning (Sherry Hutton & Donna Ridley) Journey into Early Childhood (Debra) Journey Together in Full Day Kindergarten (Caroline Thorton & Shirley Silva) Let the Children Play Marla McLean, Atelierista – School Within School Play Based Inquiry Playful Learning (Mariah Bruehl) Technology Rich Inquiry-Based Research (Louise Jupp & Diane Kashin) The Compass School (Cincinnati, USA) This Kindergarten Life (Laurel Fynes) Tinkerlab (Rachelle Doorley) TransformEd: Transforming our Learning into a Space of Possibilities (Joanne Babilis) Under 3 Roofs (Peabody Terrace Children’s Center) Wonders in Kindergarten (Anamaria Ralph) Yokohama International School – Early Learning Centre Zella Said Purple (Jeanne Zuech) http://www.reggioaustralia.org.au/ (Australian site for Reggio Emilia – (student centred early childhood approach) similar sites around the world) http://www.discoverytime.co.nz http://www.playbasedlearning.com.au (GORGEOUS http://www.playbasedlearning.com.au (GORGEOUS examples!) http://pinterest.com/camtown/play-based-learning-ideas/ (a pinterest board) http://www.galileonetwork.ca/earlylearning/ http://pinterest.com/kidsplayspace/kids-loose-parts-play-inspiration/ http://acultureofthinking.weebly.com
@whatedsaid @kjinquiry (that’s me! Check out those I follow – most connected to inquiry in some way) @capitanoAmazing @curiosityTV @ibpyp @Saigon_Craig @DwyerTeacher @jennysfen @edutopia @ronritchhart @LindyBuckley1 @mumbaimaggie @sherattsam ! #$%& '()*+,& -./0
@hurleyinchina @graemeAnshaw @tombarrett @heidiSiwak @sugatam @fullonlearning @namastececi @naturlcuriosity @gallit_z @craigkemp @geomouldey @jjuliani @inquirypartners
http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves http://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning https://www.youtube.com/watch?v=LFt15Ig64Yg (The Power of Ummm) https://www.youtube.com/watch?v=BlvKWEvKSi8 (Dan Meyer)
Kath Murdoch consulting Lisa Burman Inquiry Partners Visible thinking Walker Learning Edutopia Natural Curiosity
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Barell, J.(2003) Developing more curious minds. ASCD Barrell, J.(2007) Why are school buses always yellow? Teaching for inquiry K-5. ASCD Barrell, J. (2008) Problem based learning: an inquiry approach, approach, Hawker Brownlow Bennet, B. and Rolhesier, C. (2001) Beyond Monet Bookation Bookation Inc Toronro Blythe, T. and associates (1998) The Teaching for Understanding Guide Jossey Guide Jossey Bass San Fransisco Bransford, John, Ann Brown, and Rodney Cocking, eds. How people learn. national research council, Washington, DC: National Academy Press, 1999. Brooks, J. and Brooks, M. (1999) In search of understanding: The Case for Constructivist Classrooms, Classrooms, ASCD Behrenbruch, B. (2012) Dancing in the Light, Essential Elements for an Inquiry Classroom. Sense Publishing, Melbourne. Claxton, G. (2011) The Learning Powered School: School: Pioneering 21st Century Education Education TLO LTD Claxton, G. Educating Ruby: What Our Children Really Need to Learn. Crown House Publishing, Carmathen Couros,G. (2015) The Innovators Mindset: Empower Learning, Unleash Talent and Lead a Culture of Creativity, Dave Burgess Consulting D’ Acquisto, (2006) L. Learning on Display: student-created museums that build understanding, ASCD Daniels and Harvey (2009) : Comprehension and collaboration – Inquiry circles in Action, Heinneman Action, Heinneman Dweck,C. (2007) Mindset: The New Psychology of Success Random House Publishing Group Elder, Z. (2012) Full on Learning : Involve Me and I’ll Understand. Crown House Publishing, UK. Erickson, L. (2002) Concept Based Curriculum and Instruction: teaching beyond the facts. Corwin facts. Corwin Press Gardner, H. (1993), Multiple (1993), Multiple Intelligences: the theory in practice , Basic Books, New York. Gallas, K. (1995) Talking their way into Science. Science. Teachers College Press Gillon, K. and Pope, J. (2012) INquiry! Inquiry learning for any classroom. Hatbox publications NZ Glover, M. (2015) The Teacher you Want to be: Essays Essays about Children, Teaching and Learning, Henneman. Hamston, J. and Murdoch, K. 1996, 1996, Integrating Socially: units of work for social education, Eleanor Curtain, Melbourne Harvey and Goudvis (2000) Strategies (2000) Strategies that work (comprehension) – Stenhouse. – Stenhouse. Johnston, P. (2004) Choice words: how our language affects children’s learning. Stenhouse. learning. Stenhouse. Johnston, P. (2012) Opening Minds: using language to change lives Stenhouse lives Stenhouse Juliani, Aj. (2014) Inquiry and Innovation in the Classroom:using 20% Time, Genius Hour and PBL to Drive
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Student Success. Routledge, London. Katz, L. Engaging Children’s Minds: the project approach.Ablex Publishing Association. Kuhlthau, C., et al. (2007) Guided Inquiry: Learning in the21C. Libraries Unlimited, Santa Barbara, CA. Kruse, D. (2009) Thinking Strategies for the Inquiry Classroom, Curriculum Corporation Kruse, D. (2009) Thinking Tools for the Inquiry Classroom, Curriculum Corporation Kuhlthau, Carol. (2007) Et al Guided Inquiry”: learning in the 21C . Libraries Unlimited Littkey, D. and Grabelle (2004) The Big Picture : education is everyone’s business ASCD Marzano, R, et al. (2001) Classroom Instruction that Works ASCD Works ASCD Milller, D. (2002) Reading with Meaning , teaching comprehension in the primary grades Stenhouse Miller, D.(2008) Teaching with Intention : Intention : defining beliefs, aligning practice, Taking Action Stenhouse Murdoch (2015) The Power of Inquiry: teaching and learning with curiosity, creativity and purpose in the contemporary classroom. Seastar Education (available OCTOBER 2015) Murdoch, K. (2006) Take a moment: forty frameworks for reflection, reflection, Seastar Education, Melbourne (available through [email protected]) Murdoch, K. (1988) Classroom Connections: strategies for integrated learning, Eleanor learning, Eleanor Curtain. Murdoch, K. and Hamston, J (1999) Knowing Me, Knowing You: Units You: Units of work about identity and difference , Dellasta/Eleanor Curtain Murdoch and Wilson (2004) Learning Links,: strategic teaching in the learner centred classroom, Curriculum classroom, Curriculum Corporation, Melb. Mraz, K. and Hertz, C. (2015) A Mindset for Learning: Teaching the Traits of Joyful, Joyful, Independent Growth, Henneman. Perkins, D. (2014) Future Wise: Educating our Children for a Changing World. Jossey-Bass San Francisco, CA. Ricchart, R. (2011) Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners Jossey Bass Ricchart, Ron.(2015) Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Jossey-Bass, San Francisco, CA. Rothstein, D. and Santana, L. (2011) Make Just One Change:Teach Students to Ask Their Own Questions. Questions. Harvard Education Publishing Group, Cambridge, MA. Short, K., Schroeder, J., Laird,J., Kauffman, G. , Ferguson, M. and Crawford,K. 1996 Learning Together through Stenhouse, York, Maine. Inquiry: from Columbus to integrated curriculum, Stenhouse, Kathy G. Short and Jerome Harste (1996) Creating Classrooms for Authors and Inquirers, Heinemann Short, K. (1997) Literature as a Way of Knowing , , The Galef Institute Swan, C. (2009) Teaching strategies for literacy in the Early Years, ALEA, melb Tomlinson, C. and McTighe, J. (2006) Integrating Differentiated Differentiated Instruction and Understanding by Design , ASCD Vietri, Debbie (2008) The Essentials: Units of work for the integrated Curriculum, Pearson Ward, C. and Daly, J. learning to Learn (NZ publication) Wells, G. (2001). Action, (2001). Action, talk & text: Lear ning & teaching through inquiry. New inquiry. New York, NY: Teachers College Press Wiggins, G. and McTighe, J. (1998) Understanding by Design, Design, ASCD Wilson (2013) Activate (2013) Activate Inquiry Education Services Australia Wilson, J. and Murdoch, K. Learning for themselves. Curriculum Corporation Wilson, J. and Wing Jan L.(2003, 2009) Focus on Inquiry Curriculum Curriculum Corp Wilson, J. and Wing Jan,(1998) L. Self Assessment for Students, Eleanor Students, Eleanor Curtain. Wilson,J. and Wing Jan, L. (1998) Integrated Assessment , Oxford Wilhelm, J. and Edmiston, B. 1998 Imagining to learn: inquiry, ethics and integration through drama. drama. Heinemann Portsmouth Wolfe, P (2001) Brain Matters: Translating Research into Classroom Practice, Practice , ASCD
Little Books of Big Ideas (most of these are now out of print but may be in your school library) How to Succeed with Thinking (Jeni Wilson and Kath Murdoch) How to Succeed with learner-centred assessment (Wilson and Murdoch) How to Succeed wit Questioning – Robyn English and Jeni Wilson How to Succeed with Cooperative Learning – Kath Murdoch and Jeni Wilson How to Succeed with Creating a Learning Community - Kath Murdoch and Jeni Wilson Great Resources for Prep-2 play based Inquiry; Cadwell, L. Bringing Learning to Life. Teachers College Press Reggio Children: Everything has a shadow expect Ants (Reggio Emilia Publishing) Jabion, J. The Power of Observation, Teaching Strategies Katz, Lillian. Engaging Children’ s Minds: the project Approach, Ablex Publishing Association Walker, K. (2008) Play Matters: a play and project based based philosophy ACER press Just Imagine ! #$%& '()*+,& -./0
Just Investigate Just Improvise Just Discover (All published by Tertiary press) EXCELLENT ideas for discovery discovery centres Curtis, Deb. Designs for Living and learning, Redleaf learning, Redleaf Press (All these resources are available through the Lady Gowrie Centre’s online book shop): www.gowrie-melbourne.com.au/bookshop
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