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Teaching Approaches/Inquiry: Difference between revisions
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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. | 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. | ||
==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. | |||
[[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 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 framework for enquiry is based on a model of formative self-[[Category:Assessment|assessment]] by the pupils against [[Teaching for Metacognition|metacognitive]] skills and knowledge using the habits of mind (Costa and Kallick, 2000) as a language for learning. Indeed, the aim is that by developing pupils’ awareness of and proficiency in these skills, they will ‘engage in the excitement of learning’ (DfES, 2005) and become better at it.}} | |||
==What characterises higher-order scientific enquiry skills?== | ==What characterises higher-order scientific enquiry skills?== | ||
