21 st Century Learning Guided Inquiry

1. 21st Century LearningGuided Inquiry We live in a world where there is more and more information, and less and less meaning. Jean BaudrillardSimulacra and Simulation, 1981 “Great drama is great questions or it is nothing but technique. I could not imagine a theater worth my time that did not want to change the world.” ― Arthur Miller

2. “Socrates himself said, 'One thing only I know, and this is that I know nothing.' Remember this statement, because it is an admission that is rare, even among philosophers. Moreover, it can be so dangerous to say in public that it can cost you your life. The most subversive people are those who ask questions. Giving answers is not nearly as threatening. Any one question can be more explosive than a thousand answers.” ― JosteinGaarder, Sophie's World

4. What is it? • Inquiry is: • Driven by desire to solve a problem. • Process begins with observing a new concept, or something that represents the possibility of such. • It action. A series of steps designed to solve the problem. In the animal kingdom, the rule is, eat or be eaten; in the human kingdom, define or be defined. Thomas Szasz

5. A Guided Inquiry unit looks like… Live the questions now. Perhaps then, someday far in the future, you will gradually, without even noticing it, live your way into the answer. Rainer Maria Rilke, 1903 in Letters to a Young Poet • Set the stage • Driving question • Process/investigation • Resources • Scaffolding • Collaboration • Reflection/presentation

6. Roles: Student • View themselves as learners in a process • Authentic invitation to learn • Raise questions, make proposals, observe • Implement • Communicate • Critique “He who has a why to live for can bear almost any how.” ― Friedrich Nietzsche

7. Roles: Teacher • Reflect on purpose of learning • Map/predict possibilities • roles/expectations how the collaborators will know they are being fulfilled. • Learning/content/resource/technology demands and needs • Make plans • Facilitate/Coach

8. Pathways

9. One does not simply listen at a Workshop Framing Model Remembering Understanding Applying Analysing Evaluating Creating • Essential Questions • Unit Questions • Content Questions Phases • Ask • Investigate • Create • Discuss • Reflect

20. Pre-Reflection • Why are you learning this? • What do you know from previous work that can help you with this project? • What problems do you usually have with projects and how are you going to deal with them? • How are you going to use your strengths in this project? • How interested are you in learning this? • How difficult will it be for you to learn? • What are the critical questions? • What should you do first? • Do you know what you need to know? What questions do you need to ask? • Where can you find answers to these questions? • How much time will you need to do this? • What can you do during this project that will challenge you?

21. Reflection - During • What do you do when you are working on a project and you find yourself unable to do something? • What are some strategies you can use to keep on track? • What do you notice about your thinking? • How did you remember that information? • Are you checking your understanding as you work? How? • Are there other ways you could work that may be better? • How can you see an error if you make one? • How could you expand on this? What is the logical next step? What is missing? What needs to be filled in? • When might it be a good idea to revise something? Why do you think that is so?

22. Post-Reflection • What can you tell me about your project? • What is the most important thing you learned from this? Why? • What did you think was easy to do and hard to do? Why? • What changes would you want to make? • Did you meet all of your goals? • How did your planning contribute to the success of the project? • What did you learn about yourself by doing this project? • How has your thinking affected your learning? • What goals can you set for the future? • How can you apply your learning to new situations?

23. Celebration • Party for English. • Do it. • You know you want to.

24. Graphic Organisers • Draw your favourite Graphic Organiser • Does it have a name? • Share “Albert grunted. "Do you know what happens to lads who ask too many questions?" Mort thought for a moment. "No," he said eventually, "what?" There was silence. Then Albert straightened up and said, "Damned if I know. Probably they get answers, and serve 'em right.” ― Terry Pratchett, Mort

25. Image: https://smart-strutters.wikispaces.com/file/view/bloom_pyramid.jpg/191662172/672x425/bloom_pyramid.jpg

26. Sources • http://www.thirteen.org/edonline/concept2class/inquiry/ • http://educate.intel.com/au/ProjectDesign/ThinkingSkills/ThinkingFrameworks/Bloom_Taxonomy.htm • http://edorigami.edublogs.org/2010/01/12/blooms-digital-taxonomy-resources/ • http://www.thirteen.org/edonline/concept2class/interdisciplinary/implementation.html#s4d • http://www.techforlearning.org/ • http://www.csus.edu/indiv/p/peachj/330ab/essential.html • http://www.galileo.org/tips/essential_questions.html • http://www.pblnet.org/ • http://questioning.org/articles.html

27. http://projects.coe.uga.edu/epltt/index.php?title=Case-Based_Learninghttp://projects.coe.uga.edu/epltt/index.php?title=Case-Based_Learning • http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm • http://www.glencoe.com/ps/buscomm/article.php4?articleId=243&modId=3 • http://eduscapes.com/tap/topic43.htm • http://imet.csus.edu/imet2/stanfillj/workshops/pbl/description.htm • http://www.edutopia.org/project-based-learning • http://www.fno.org/nov97/toolkit.html • http://www.socraticseminars.com/education/whatare.html • http://www.nsf.gov/pubs/2000/nsf99148/intro.htm • http://www.bie.org/index.php/site/PBL/overview_pbl/