Teaching Approaches/Inquiry - Revision history

Sara hennessy: /* Inquiry and Mathematics Teaching */

2014-06-08T05:59:02Z

Inquiry and Mathematics Teaching

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	Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[:Category:Collaboration\|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[:Category:Group work\|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[:Category:Questioning\|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules\|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}}		Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[:Category:Collaboration\|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[:Category:Group work\|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[:Category:Questioning\|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules\|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}}

	=Inquiry and ~~Mathematics Teaching~~=		=Inquiry and mathematics teaching=
	{{adaptedfrom\|Fibonacci Project\|Reference\|Ideas of how to solve particular types of mathematical problems, e.g. involving fractions or negative numbers, are built up through bringing together experiences of tackling a range of related problems. In some cases, a conceptual step may also force to deconstruct, then to reconstruct a new and more encompassing idea. Such progression of ideas is only understood if they make sense to the learner because they are products of their own thinking. This view of learning argues for students to have experiences which enable them to work out for themselves how to make sense of different aspects of the world. First-hand experiences are important, particularly for younger children, but all learners need to develop the skills used in testing ideas – questioning, predicting, observing, interpreting, communicating and reflecting.		{{adaptedfrom\|Fibonacci Project\|Reference\|Ideas of how to solve particular types of mathematical problems, e.g. involving fractions or negative numbers, are built up through bringing together experiences of tackling a range of related problems. In some cases, a conceptual step may also force to deconstruct, then to reconstruct a new and more encompassing idea. Such progression of ideas is only understood if they make sense to the learner because they are products of their own thinking. This view of learning argues for students to have experiences which enable them to work out for themselves how to make sense of different aspects of the world. First-hand experiences are important, particularly for younger children, but all learners need to develop the skills used in testing ideas – questioning, predicting, observing, interpreting, communicating and reflecting.

SimonKnight at 15:19, 20 September 2012

2012-09-20T15:19:15Z

← Older revision		Revision as of 15:19, 20 September 2012
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			{{teaching approach header}}

	=Inquiry and Pedagogy=		=Inquiry and Pedagogy=
	You might like to watch this video on use of [[Teaching Approaches/Collaboration\|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.		You might like to watch this video on use of [[Teaching Approaches/Collaboration\|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.
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	* Waight Noemi, Fouad Abd-El-Khalick, From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry, Journal of Research in Science Teaching, 2011, 48, 1. [http://dx.doi.org/10.1002/tea.20393 DOI:10.1002/tea.20393]		* Waight Noemi, Fouad Abd-El-Khalick, From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry, Journal of Research in Science Teaching, 2011, 48, 1. [http://dx.doi.org/10.1002/tea.20393 DOI:10.1002/tea.20393]
	* Watson, B. & Kopnicek, R. (1990). Teaching for Conceptual Change : confronting Children Experience. Phi Delta Kappan, May 1990, pp 680-684.}}		* Watson, B. & Kopnicek, R. (1990). Teaching for Conceptual Change : confronting Children Experience. Phi Delta Kappan, May 1990, pp 680-684.}}


			{{teaching approach footer}}

SimonKnight: /* What characterises higher-order scientific enquiry skills? */

2012-09-14T10:34:00Z

What characterises higher-order scientific enquiry skills?

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	=What characterises higher-order scientific enquiry skills?=		=What characterises higher-order scientific enquiry skills?=
	{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsEnquiry\|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:		{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsEnquiry\|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following

	'''Plan'''		'''Plan'''
	* recognise that science is based on evidenced theories rather than facts		* recognise that science is based on evidenced theories rather than facts

SimonKnight: /* What characterises higher-order scientific enquiry skills? */

2012-09-14T10:33:39Z

What characterises higher-order scientific enquiry skills?

SimonKnight at 09:02, 14 September 2012

2012-09-14T09:02:38Z

Show changes

SimonKnight at 08:59, 14 September 2012

2012-09-14T08:59:28Z

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	~~{{draft}}~~
	=Inquiry and Pedagogy=		=Inquiry and Pedagogy=
			You might like to watch this video on use of [[Teaching Approaches/Collaboration\|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.
	You might ~~want~~ to watch this video on use of [[Teaching Approaches/Collaboration\|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.

	==Overview==		==Overview==
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	==Models==		==Models==
	There are many models described in the literature. We shall present as an example the ''cyclic inquiry model'' presented on the [http://inquiry.uiuc.edu/ inquiry page] sponsored by [http://www.isrl.uiuc.edu/~chip/ "Chip" Bruce] et. al of the University of Illinois at Urbana-Champaign (UIUC).		There are many models of inquiry-learning described in the literature. We shall present as an example the ''cyclic inquiry model'' presented on the [http://inquiry.uiuc.edu/ inquiry page] sponsored by [http://www.isrl.uiuc.edu/~chip/ "Chip" Bruce] et. al of the University of Illinois at Urbana-Champaign (UIUC).

	=== Cyclic Inquiry model===		=== Cyclic Inquiry model===
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	<small>from: [[http://inquiry.uiuc.edu The Inquiry Page]]</small>		<small>from: [[http://inquiry.uiuc.edu The Inquiry Page]]</small>

	During the preparation of the activity, teachers have to think about how many cycles to do, how to end the activity (at the <i>Ask</i> step): when/how to rephrase questions or answer them and express followup questions.		During the preparation of the activity, teachers have to think about how many cycles to conduct, how to end the activity (at the <i>Ask</i> step): when/how to rephrase questions or answer them and express followup questions.

	====Ask====		====Ask====
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	This step focuses on a problem or a question that students begin to define. These questions are redefined again and again during the cycle. Step's borders are blurred: a step is never completely left when the student begins the next one.		This step focuses on a problem or a question that students begin to define. These questions are redefined again and again during the cycle. Step's borders are blurred: a step is never completely left when the student begins the next one.

	<strong>Rainbow Scenario :</strong> The teacher gives some mirrors to the children, so they can play with the sunlight which ~~are~~ passing trough the classroom's windows. With these manipulations, students can then formulate some questions about light and colors.		<strong>Rainbow Scenario :</strong> The teacher gives some mirrors to the children, so they can play with the sunlight which is passing trough the classroom's windows. With these manipulations, students can then formulate some questions about light and colors.

	====Investigate====		====Investigate====
	<i>Ask</i> naturally leads to <i>Investigate</i> which should exploit initial curiosity and lead to seek and create information. Students or groups of students collect information, study, collect and exploit resources, experiment, look, interview, draw,... They already can redefine "the question", make it clearer or take another direction. <i>Investigate</i> is a self-motivating process totally owned by the active student.		<i>Ask</i> naturally leads to <i>Investigate</i> which should exploit initial curiosity and lead to seek and create information. Students or groups of students collect information, study, collect and exploit resources, experiment, look, interview, draw,... They already can redefine "the question", make it clearer or take another direction. <i>Investigate</i> is a self-motivating process totally owned by the active student.

	<strong>Rainbow Scenario :</strong> Once questions have been asked, the teacher gives to the children some prisms which allow to bend the light and a Round Light Source (RLS), a big cylindrical lamp with four colored windows through a light ray can pass. Then the children can mix the colors and see the result of their mixed ray light on a screen. They begin to collect information...		<strong>Rainbow Scenario :</strong> Once questions have been asked, the teacher gives to the children some prisms which allow them to bend the light and a Round Light Source (RLS), a big cylindrical lamp with four colored windows through which a light ray can pass. Then the children can mix the colors and see the result of their mixed ray light on a screen. They begin to collect information...

	====Create====		====Create====
	Collected information begins to merge. ~~Student~~ start making links. Here, ability to synthesize meaning is the spark which creates new knowledge. Student may generate new thoughts, ideas and theories that are not directly inspired by their own experience. They write them down in some kind of report.		Collected information begins to merge. Students start making links. Here, ability to synthesize meaning is the spark which creates new knowledge. Student may generate new thoughts, ideas and theories that are not directly inspired by their own experience. They write them down in some kind of report.

	<strong>Rainbow Scenario :</strong> Some links are created from collected information and children understand that rainbows have to be created by this kind of phenomenon.		<strong>Rainbow Scenario :</strong> Some links are created from collected information and children understand that rainbows have to be created by this kind of phenomenon.
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	<strong>Rainbow Scenario :</strong> the teacher sets students free to repeat their experiments or to try different things. Some students try to replicate what their friends have done, others do the same things with or without variants. A new cycle begins.		<strong>Rainbow Scenario :</strong> the teacher sets students free to repeat their experiments or to try different things. Some students try to replicate what their friends have done, others do the same things with or without variants. A new cycle begins.

	The advantage of this model is that it can be applied with lots of student types and lots of matters. Moreover, the teacher can design the scenario by focusing on a part of the cycle or another. He can use one~~, few~~ or more ~~cycle~~.		The advantage of this model is that it can be applied with lots of student types and lots of matters. Moreover, the teacher can design the scenario by focusing on a part of the cycle or another. They can use one or more cycles.
	Most often, a single cycle (formal or not) is not enough and because of that, this model is often drawn in a spiral shape.		Most often, a single cycle (formal or not) is not enough and because of that, this model is often drawn in a spiral shape.

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	==What Is Enquiry?==		==What Is Enquiry?==
	{{adaptedfrom\|Enquiry Skills in a Virtual World\|WhatIsEnquiry\|~~One~~ model of enquiry based learning combines the sixteen habits of mind (Costa and Kallick, 2000) and [[Teaching for Metacognition\|metacognitive]] skills and knowledge. Habits of Mind (Costa and Kallick, 2000) are persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all senses, listening with understanding and empathy, creating, imagining, innovating ,thinking flexibly, responding with wonderment and awe, thinking about thinking ([[Teaching for Metacognition\|metacognition]]), taking responsible risks, striving for accuracy, finding humour, questioning and posing problems, thinking interdependently, applying past knowledge to new situations, remaining open to continuous learning.		{{adaptedfrom\|Enquiry Skills in a Virtual World\|WhatIsEnquiry\|Another model of enquiry based learning combines the sixteen habits of mind (Costa and Kallick, 2000) and [[Teaching for Metacognition\|metacognitive]] skills and knowledge. Habits of Mind (Costa and Kallick, 2000) are persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all senses, listening with understanding and empathy, creating, imagining, innovating ,thinking flexibly, responding with wonderment and awe, thinking about thinking ([[Teaching for Metacognition\|metacognition]]), taking responsible risks, striving for accuracy, finding humour, questioning and posing problems, thinking interdependently, applying past knowledge to new situations, remaining open to continuous learning.

	[[Teaching for Metacognition\|Metacognitive]]skills and knowledge include; knowledge of self, knowledge of disposition, knowledge of strategies and tools, knowledge of problems and outcomes, and the skills of planning, monitoring and refining.		[[Teaching for Metacognition\|Metacognitive]]skills and knowledge include; knowledge of self, knowledge of disposition, knowledge of strategies and tools, knowledge of problems and outcomes, and the skills of planning, monitoring and refining.

	The enquiry model includes a ‘cycle’ of learning from an initiation stage where pupils are given a stimulus to be developed through [[~~Category:~~Questioning\|questioning]]. Pupils then refine questions so that they have one main focus they wish to investigate. Subsequent stages involve planning, monitoring, refining, evaluating and presenting.		The enquiry model includes a ‘cycle’ of learning from an initiation stage where pupils are given a stimulus to be developed through [[Teaching Approaches/Questioning\|questioning]]. Pupils then refine questions so that they have one main focus they wish to investigate. Subsequent stages involve planning, monitoring, refining, evaluating and presenting.

	The enquiry model of learning is also supported by a number of [[Category:Visualisation\|tools]], for example 8Qs, diamond ranking, inference square, odd one out, target board, and mapping.		The enquiry model of learning is also supported by a number of [[Category:Visualisation\|tools]], for example 8Qs, diamond ranking, inference square, odd one out, target board, and mapping.
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	==What characterises higher-order scientific enquiry skills?==		==What characterises higher-order scientific enquiry skills?==
	{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsEnquiry\|~~Learners~~ take responsibility for their own learning and, where appropriate, demonstrate a range of the following:		{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsEnquiry\|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:
	===Plan===		===Plan===
	* recognise that science is based on evidenced theories rather than facts		* recognise that science is based on evidenced theories rather than facts
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	In summary, ICT creates today a new ecology for inquiry-based education in mathematics and science education, that the Fibonacci project must take into consideration, without underestimating what a productive use of ICT requires in terms of design and teacher expertise.}}		In summary, ICT creates today a new ecology for inquiry-based education in mathematics and science education, that the Fibonacci project must take into consideration, without underestimating what a productive use of ICT requires in terms of design and teacher expertise.}}



	If you're interested in using ICT to support the full Inquiry process, you should consider exploring the [http://www.nquire.org.uk www.nquire.org.uk], discussed in the context of use [http://www.open.ac.uk/research/research-highlights/education/giving-children-the-power-to-be-scientists.php here], and another OU tool - [http://www.learningemergence.net/tools/enquiryblogger/ Enquiry Blogger].		If you're interested in using ICT to support the full Inquiry process, you should consider exploring the [http://www.nquire.org.uk www.nquire.org.uk], discussed in the context of use [http://www.open.ac.uk/research/research-highlights/education/giving-children-the-power-to-be-scientists.php here], and another OU tool - [http://www.learningemergence.net/tools/enquiryblogger/ Enquiry Blogger].

	~~See also resources xyz~~

	You might also like to look at this EARLI [http://kaleidoscope.gw.utwente.nl/SIG-IL/ page] which lists software packages for teaching (go to 'edit'->'find' on your menu bar, and search for 'inquiry' to find relevant software.		You might also like to look at this EARLI [http://kaleidoscope.gw.utwente.nl/SIG-IL/ page] which lists software packages for teaching (go to 'edit'->'find' on your menu bar, and search for 'inquiry' to find relevant software.
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	=Inquiry for Professional Development=		=Inquiry for Professional Development=

	The DfE links to an Australian report '[http://www.decd.sa.gov.au/learnerwellbeing/files/links/link_72576.pdf Towards a Culture of Inquiry]' which provides a useful summary.		The DfE links to an Australian report '[http://www.decd.sa.gov.au/learnerwellbeing/files/links/link_72576.pdf Towards a Culture of Inquiry]' which provides a useful summary of how staff might think about their Professional Development in terms of inquiry.

SimonKnight at 08:47, 14 September 2012

2012-09-14T08:47:36Z

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	==Overview==		==Overview==
	{{adaptedfrom\|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed\|WholePage\|}}Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).		{{adaptedfrom\|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed\|WholePage\|}}
	IBL is a student-centered and student-lead process. The purpose is to engage the student in ~~[[Category:Active learning\|~~active learning]], ideally based on their own questions. Learning activities are ~~organized in a~~ cyclic ~~way, independently of the subject. Each~~ question ~~leads~~ to the creation of new ideas and other questions.		Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).
			IBL is a student-centered and student-lead process. The purpose is to engage the student in active learning, ideally based on their own questions. Learning activities are cyclic with each question leading to the creation of new ideas and other questions.

	This learning process by exploration of the natural or the constructed/social world leads the learner to questions and discoveries in the seeking of new understandings. With this pedagogic strategy, children learn science by doing it (Aubé & David,2003). The main goal is conceptual change.		IBL is socio-constructivist (based broadly on Vygotskian ideas), emphasising the importance of [[Teaching Approaches/Collaboration\|collaboration]] within which the student finds resources, uses tools and resources produced by inquiry partners. Thus, the student make progress by work-sharing, [[Teaching Approaches/Group Talk\|talking]] and building on everyone's work.

	IBL is socio-constructivist (based broadly on Vygotskian ideas), emphasising the importance of [[~~Category:~~Collaboration\|collaboration]] within which the student finds resources, uses tools and resources produced by inquiry partners. Thus, the student make progress by work-sharing, [[~~Category:~~Group ~~talk~~\|talking]] and building on everyone's work.

	==Models==		==Models==

SimonKnight at 08:45, 14 September 2012

2012-09-14T08:45:10Z

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	==Overview==		==Overview==
	{{adaptedfrom\|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed\|WholePage\|Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).		{{adaptedfrom\|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed\|WholePage\|}}Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).
	IBL is a student-centered and student-lead process. The purpose is to engage the student in [[Category:Active learning\|active learning]], ideally based on their own questions. Learning activities are organized in a cyclic way, independently of the subject. Each question leads to the creation of new ideas and other questions.		IBL is a student-centered and student-lead process. The purpose is to engage the student in [[Category:Active learning\|active learning]], ideally based on their own questions. Learning activities are organized in a cyclic way, independently of the subject. Each question leads to the creation of new ideas and other questions.

SimonKnight: /* Overview */

2012-09-14T08:44:00Z

Overview

← Older revision		Revision as of 08:44, 14 September 2012
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	==Overview==		==Overview==
	{{adaptedfrom\|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed\|WholePage\|"''Inquiry learning is not about memorizing facts - it is about formulation questions and finding appropriate resolutions to questions and issues. Inquiry can be a complex undertaking and it therefore requires dedicated instructional design and support to facilitate that students experience the excitement of solving a task or problem on their own. Carefully designed inquiry learning environments can assist students in the process of transforming information and data into useful knowledge''" <sup>([http://kaleidoscope.gw.utwente.nl/SIG%2DIL/ Computer Supported Inquiry Learning], retrieved 18:31, 28 June 2007 (MEST).</sup>		{{adaptedfrom\|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed\|WholePage\|Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).

	Inquiry-based learning is often described as a cycle or a spiral, which ~~implies formulation~~ of a question, investigation, creation of a solution or an appropriate response, discussion and reflexion in connexion with results (Bishop et al., 2004).
	IBL is a student-centered and student-lead process. The purpose is to engage the student in [[Category:Active learning\|active learning]], ideally based on their own questions. Learning activities are organized in a cyclic way, independently of the subject. Each question leads to the creation of new ideas and other questions.		IBL is a student-centered and student-lead process. The purpose is to engage the student in [[Category:Active learning\|active learning]], ideally based on their own questions. Learning activities are organized in a cyclic way, independently of the subject. Each question leads to the creation of new ideas and other questions.

SimonKnight: /* Inquiry and Science Teaching */

2012-08-29T13:22:42Z

Inquiry and Science Teaching

← Older revision		Revision as of 13:22, 29 August 2012
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	From these results a tentative conclusion can be drawn about the initial idea. If it gives a good explanation then the existing ideas is not only confirmed, but becomes more powerful – ‘bigger’ –because it then explains a wider range of phenomena. Even if it doesn’t ‘work’ and an alternative idea has to be tried (one of the alternative ideas in Figure 1), the experience has helped to refine the idea, so knowing that the existing idea does not fit is also useful. This is the process of building understanding through collecting evidence to test possible explanations and the ideas behind them in a scientific manner, which we describe as learning through scientific inquiry.		From these results a tentative conclusion can be drawn about the initial idea. If it gives a good explanation then the existing ideas is not only confirmed, but becomes more powerful – ‘bigger’ –because it then explains a wider range of phenomena. Even if it doesn’t ‘work’ and an alternative idea has to be tried (one of the alternative ideas in Figure 1), the experience has helped to refine the idea, so knowing that the existing idea does not fit is also useful. This is the process of building understanding through collecting evidence to test possible explanations and the ideas behind them in a scientific manner, which we describe as learning through scientific inquiry.

	[[Image:InquiryProcess.PNG]]}}		[[Image:InquiryProcess.PNG]]<br/>}}

	=The use of ICT to support Inquiry=		=The use of ICT to support Inquiry=

← Older revision		Revision as of 10:33, 14 September 2012
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	=What characterises higher-order scientific enquiry skills?=		=What characterises higher-order scientific enquiry skills?=
	{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsEnquiry\|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:		{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsEnquiry\|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:
	~~===~~Plan~~===~~		'''Plan'''
	* recognise that science is based on evidenced theories rather than facts		* recognise that science is based on evidenced theories rather than facts
	* justify the methods and strategies that are going to be used in the enquiry		* justify the methods and strategies that are going to be used in the enquiry
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	* determine success criteria in complex, abstract tasks		* determine success criteria in complex, abstract tasks

	~~===~~Develop~~===~~		'''Develop'''
	* communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience		* communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience
	* measure systematically with accuracy		* measure systematically with accuracy
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	* apply abstract, linked scientific knowledge in a way that demonstrates understanding		* apply abstract, linked scientific knowledge in a way that demonstrates understanding

	~~===~~Reflect~~===~~		'''Reflect'''
	* evaluate success criteria in complex, abstract tasks		* evaluate success criteria in complex, abstract tasks
	* link the learning to abstract ideas in order to make further predictions		* link the learning to abstract ideas in order to make further predictions
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	==What are the features of quality enquiries?==		==What are the features of quality enquiries?==
	===Learner-centred learning===		===Learner-centred learning===
	{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsGoodEnquiry\|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[Category:Assessment\|assessment]] is key to this.		{{adaptedfrom\|Developing Higher Order Scientific Enquiry Skills\|WhatIsGoodEnquiry\|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[:Category:Assessment\|assessment]] is key to this.

	~~===~~Classroom management~~===~~		'''Classroom management'''
	Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[Category:Collaboration\|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[Category:Group work\|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[Category:Questioning\|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules\|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}}		Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[:Category:Collaboration\|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[:Category:Group work\|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[:Category:Questioning\|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules\|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}}

	=Inquiry and Mathematics Teaching=		=Inquiry and Mathematics Teaching=