Warrington School/Curriculum/Inquiry Process

GNU and Tux - and?

the "AND" inquiry process

Immersion in:

• Knowledge, concepts, processes and skills
• Issues or further aspects which will engage emotionally and cognitively
• Opportunities to check consolidation of past learning; and to check if learners actually know what they are intending to focus on

and how is this learning going to make a difference in their life or the lives of others?

GNU and Tux - Inquiring

Brainstorm Ideas

• Engage learners in brainstorming what they know about the focus challenge/s using a recording tool of their choice
• Invite learners to determine what they will need to know; these wonderings may be incorporated into the inquiry
• Learners need to design questions that consider and?

Plan

• Share with learners the classroom models indicating the skills, tools and strategies that they will be introduced to during the inquiry process

Brian theories, learning philosophies etc

• Learners once they develop their understanding of thinking will use planners with guidance
• Inquiries using the thinking framework of their choice

Planner

• Provide learners with a planner that outlines the entire learning journey; all steps should be clearly identified

Criteria

• Create with learners criteria in the format of a rubric; learners will reference this criteria to self evaluate

Investigate/Organise/Internalise

• Provide learners with the learning and thinking tools associated with each stage of the inquiry for,

Knowledge/comprehension, analysis, evaluation, synthesis as each tool and/or strategy is used

• As each tool is used, it should be immediately identified
• Informal internalisation time is provided at the end of each learning session
• Learners are encouraged to record discoveries and wonderings within their learning journals at this time
• Target teaching and/or explicit whole class teaching is provided as required
• Regular debrief sessions are conducted to ensure accuracy and completeness of student accessed information

GNU and Tux - Pausing

Pause for thought

• Invite learners to self select a strategy and tool for internalisation of newly accessed information - thought time
• Invite learners to self select a strategy and tool for sharing their comprehension : What do you now know?

Learners are not to ‘regurgitate’ what they KNOW - the communication vehicle is NOT
assessed and evaluated - learners are simply given the opportunity to, 
‘get it out’ so that they and you can determine if they need
to move back before they move forward

And

• Invite learners to reconsider how they might use their new learning to make a difference in their life or the lives of others?
• Learners may continue with their original idea as per the brainstorming & question stage; they may make modifications; or

include additional actions

• Invite learners to determine a communication vehicle which will get their idea to an appropriate audience (this may result in an

additional inquiry so that learners can generate criteria for their specific communication vehicle)

• Direct learners to put their and idea into action

Innovate & Celebrate

• Direct learners to trial and monitor the results of their inquiry
• Invite learners to celebrate the learning journey while waiting to identify if their and made the intended difference
• Celebration includes a formal, informal and social time

GNU and Tux - Innovating

Evaluate

• Direct learners to track the thinking skills, tools and strategies used during the inquiry
• Invite learners to identify the strengths and weaknesses of their inquiry and set goals for improving it next time