---

Revision as of 13:55, 11 January 2012

Contents 1 Inquiry Resources 1.1 1. Preparing the Learning Environment for Student Inquiry 1.2 2. Building Expertise. 1.3 3. Generating Student Questions 1.4 4. Thinking about what has been discovered. 1.5 5. Identifying strengths and weaknesses. 1.6 6. Looking more deeply. 1.7 7. Refining questions 1.8 8. Sharing new thinking with others.

Inquiry Resources

Toc
Hooked on Thinking Resources for Student Inquiry/Research.

1. Preparing the Learning Environment for Student Inquiry

Preparing the learning environment embeds the inquiry in the deep conceptual knowledge principles of the domain. This step is important because the alternative, operational factual procedural knowledge is better learned through pedagogies of direct instruction and practice than through student inquiry.
Ideal learning environments for student inquiry contain: cognitively differentiated learning outcomes; different perspectives; connections to the student's world view; an authentic real world problem/ situation.

How do we do this?
Teacher planning discussion identifying and aligning - Insights (enduring understandings), Controversies (What if questions), Fertile Question (criteria: open, undermining, rich, connected, charged, practical) and or Fertile Scenario, The New Zealand Curriculum Achievement Objectives, Learning Intentions and Key Competencies.

HOT Resources:
HOT Inquiry Planning Template
HOT What if Questions

2. Building Expertise.

Before students can generate good research questions and do independent inquiry they need to become "experts" in the content domain.

How do we do this?
Planning learning experiences designed to build student "expert" knowledge. Learning experiences are aligned to increasingly deep connected and abstracted student cognitive goals and learning outcomes.
Alignment of learning interventions, thinking skills, and ICTs, to student cognitive goals and learning outcomes.
Planning for social interaction to undermine and challenge student thinking.

HOT Resources:
HOT Planning Template
HOT SOLO Taxonomy
HOT SOLO Coded Visual Mapping
HOT Student Self Assessment Visual Mapping Rubrics
HOT SOLO Coded Thinking Interventions
HOT Student Thinking Intervention Self Assessment Rubrics
HOT SOLO Coded ICT Intervention
HOT Student ICT Intervention Self Assessment Rubrics
HOT SOLO Coded Web2.0 Intervention
HOT Student Web2.0 Self Assessment Rubrics

3. Generating Student Questions

How do we do this?
Introduce different question frameworks, and strategies to help generate rich inquiry questions and theories.
Planning for social interaction to undermine and challenge student thinking.

HOT Resources:
HOT Questions, Questioners, Questioning
HOT Connecting for Understanding Categories
HOT Student Question Self Assessment Rubric
HOT Student Questioning Self Assessment Rubric

4. Thinking about what has been discovered.

Students construct their own ideas, about the information they have discovered in response to their inquiry question/s, and discuss these with others.

How do we do this?
Introduce thinking strategies, SOLO coded self assessment rubrics and student exemplars that model how students can analyse and synthesise the information and ideas they have discovered.
Planning for social interaction to undermine, and challenge, student thinking.

HOT Resources:
HOT SOLO Coded Visual Mapping
HOT Student Self Assessment Visual Mapping Rubrics

5. Identifying strengths and weaknesses.

Challenging and testing new ideas through evaluation and social interaction with others.

How do we do this?
Introduce thinking strategies, ict interventions, SOLO coded self assessment rubrics and student exemplars that model how students can evaluate the strengths and weaknesses in the information and ideas they have analysed and synthesized.
Planning for social interaction to undermine, and challenge, student thinking.

HOT Resources
HOT SOLO Coded Visual Mapping
HOT Student Self Assessment Visual Mapping Rubrics
HOT SOLO Coded ICT Intervention
HOT Student ICT Intervention Self Assessment Rubrics
HOT SOLO Coded Web2.0 Intervention
HOT Student Web2.0 Self Assessment Rubrics

6. Looking more deeply.

Ask more questions, read more widely, collect more data, explore assumptions, and experiment.

How do we do this?
Challenge students to look more deeply at their content domain.
Planning for social interaction to undermine, and challenge, student thinking.

HOT Resources:
HOT Questions, Questioners, Questioning
HOT SOLO Coded Questioning Rubrics
HOT Connecting for Understanding Categories
HOT Student Question Self Assessment Rubric
HOT Student Questioning Self Assessment Rubric

7. Refining questions

Generate more focused questions.

8. Sharing new thinking with others.

Students share their new thinking with others, explaining their understanding and asking for further critique.

How do we do this?
Planning for social interaction to undermine and challenge student thinking.
The results of student's new thinking are shared through various participatory media literacies.