Post on 07-Oct-2020
WhatweretheexperiencesofthepeopleoftheFirstFleet?GuidedInquiryDesign:UnitPlanningYEAR4AustralianCurriculumHumanitiesandSocialSciences:History-InquiryandSkill
Michele Rutter� 31/10/2016 8:12 PMComment [1]: Newtitleframestheunitasanessentialquestion.
AustralianCurriculumKeyLearningArea:
HumanitiesandSocialSciences
Substrand:History-InquiryandSkills
UnitDuration:
12x50mininquirysessionsdevelopedasanintensiveinquiryacross4-5weeks.
Alsosuitableforimplementationacrossaterm.
TeachingTeam:
ClassroomTeachers-TeacherLibrarian-DifferentiationSupportTeacher
UnitOverview:
Thisunitwillprovideopportunitiesforstudenttodevelopagreaterunderstandingofwhoandwhat
constitutedtheFirstFleet;itspurposeandimpact.Theunitwillfocusonbuildingbackgroundknowledge
oftheexperiencesofavarietyofFirstFleettravellersincludingreasonsforthejourney,whotravelledto
Australia,andtheirexperiencefollowingarrival.Ininquirycirclesstudentswilldiscussandanalysea
selectionofhistoricalsources.Theywillexplore,locateandnotetakerelevantinformationfromavariety
ofprint,audio-visualandonlinesources.Studentswillformulatetheirowninquiryquestionsaroundthe
experiencesofpeoplewhotravelledontheFirstFleet.Theywillcollate,analyseandsynthesiseresearch
findingstoconstructtheirownresponsetotheirfocusquestion.Studentswillcommunicate
understandingbydesigningadigitalpresentationoftheirresponsetobesharedwiththeirinquiry
community.Studentswillconstructivelyreviewclassmates’presentations.Throughouttheunit,students
willself-reflectandshareabouttheirownlearningusinginquiryjournalsandsurveys.
EssentialQuestion(s):
WhatweretheexperiencesofpeoplewhotravelledontheFirstFleet?
ContributingQuestions:
WhatwaslifelikeinEngland300yearsago?WhydidtheFirstFleetcometoAustralia?
WhatwouldithavebeenliketotravelontheFirstFleet?WhowerethepeopleoftheFirstFleet?What
wasthenatureofcontactbetweenFirstFleetsettlersandAboriginalpeoples?
Whatwaslifelikeinthenewsettlement?
Michele Rutter� 31/10/2016 5:24 PMComment [2]: Updatedkeylearningareastoreflectv.8.2ACARA
Michele Rutter� 31/10/2016 8:07 PMComment [3]: ExpandedsessionstoaccommodatefullbreadthofGuidedInquiryDesignFrameworkphasesandallowtimetopursueinquiry.
Michele Rutter� 31/10/2016 5:26 PMComment [4]: Teachingteamtosharedeliveryofunit.
Michele Rutter� 31/10/2016 5:37 PMComment [5]: Unitoverviewtakesintoaccountinquirypedagogy.
Michele Rutter� 31/10/2016 5:29 PMComment [6]: Unitframedbyanessentialandcontributingquestions
LearningOutcomes:
ACARAHistoryAchievementStandard
BytheendofYear4,studentsrecognisethesignificanceofeventsinbringingaboutchange.Theyexplainhowandwhylifechangedinthepastandidentifyaspectsofthepastthathaveremainedthesame.Theydescribetheexperiencesofanindividualorgroupinthepast.
Studentssequenceinformationabouteventsandthelivesofindividualsinchronologicalorderwithreferencetokeydates.Theydevelopquestionsaboutthepastandlocate,collectandsortinformationfromdifferentsourcestoanswerthesequestions.Theyanalysesourcestodetectpointsofview.Studentsdevelopandpresenttexts,includingnarrativerecounts,usinghistoricalterms.
Assessment:
• TeacherobservationofstudentgroupsandindividualsduringInquiryCircles• Inquirytasks–backgroundknowledgenotetaking,formulationoffocusandcontributingquestions,
finalpresentation• InquiryJournals–journalcommentsandreflections• Individualsurveys• Peerreviewsofclassmates’finalpresentations
CriteriaforAssessment
• UnderstandingofreasonsfortheFirstFleetjourney,differenttreatmentofthosewhotravelledontheFirstFleet,dailylifeexperiencesofsettlement,andtheimpactthatBritishcolonisationhadonthelivesofAboriginalandTorresStraitIslanderPeoples
• Identificationofsourcesforhistoricalstudy• Recognitionofdifferentperspectivesandexperiencesofafamiliarevent• Useofhistoricalterms• Developmentofquestionstoinvestigatepeople,events,placesandissues• Reflectiononlearning
Michele Rutter� 31/10/2016 5:37 PMComment [7]: Assessmentfocusisdirectlyrelatedtoinquiryprocess.
PedagogicalApproach:
Aninquiryprocessapproachistakenforboththedesignandimplementationoftheinquiryunit;andincludesthepointofviewofthestudentontheinquiryprocess.TheGuidedInquiryDesignframework(GID)describesthestepsuserstakeinmovingfrombeginninginformationretrievaltounderstandingwheninvolvedinaninquirytask.Useofthemodelallowsteachersandstudentstousestepstobreakdowntheinquirytask.TheGuidedInquiryDesignframeworkisbuiltaroundtheInformationSearchProcess(ISP)withspecificdirectionforguidingstudentsineachphaseoftheinquiryprocess.
ModelofInformationSearchProcess(Kuhlthau,2004)
Attentiontometacognitive-affectivedomain
Tasks Initiation Selection Exploration Formulation Collection PresentationFeelings(affective)
uncertainty optimism confusionfrustrationdoubt
clarity senseofdirection/confidence
satisfactionordisappointment
Thoughts(cognitive)
vaguefocused
Increasedinterest
Actions(physical)
seekingrelevantinformationseekingpertinentinformationExploringdocumenting
GuidedInquiryDesignFramework (Kuhlthau,2012)
Open–Stimulatecuriosity.Invitationtoinquiry.Openminds. Immerse–Buildbackgroundknowledge.Connecttocontent.Discoverinterestingideas. Explore–Exploreinterestingideas.Lookaround/dipin. Identify–Identifyinquiryquestion.Pauseandponder.Decidedirection. Gather–Gatherusefulinformation.Gobroad.Godeep. Create–Createtocommunicate.Reflectonlearning.Gobeyondfacts:interpretandextend. Share–Learnfromeachother.Sharelearning.Tellyourstory. Evaluate–Reflectoncontent.Reflectonprocess.
Michele Rutter� 31/10/2016 8:15 PMComment [8]: Explicitmodelisusedaspedagogicalapproach.Explanationoftheapproachisincludedintheplanningdocumenttoinformteachersofphasesandpurpose.ConsiderationofstudentaffectivedomainisreferencedthroughISPmodel.
GuidedInquiryDesignTermsandTools
GuidedinquiryDesignmakesusesofspecifictermsandinquirytools.Thesestrategieshelpstudentsadvancethroughthephasesofinquiryandworkinconcertasalearningsystemthatsupportsengagementanddeepstudentlearningthroughtheinquiryprocess(Kuhlthauetal,2012).
Thefollowingtermsandtoolsareusedwithinthisunit:
InquiryCommunity-Wholegroupforcollaborating
Acollaborativeenvironmentwherestudentslearnwitheachotherinalargegroup.
InquiryCircles-Smallgroupsforconversing
Organisedforconversationsaboutinterestingideas,meaningfulquestionsandemerginginsights.
InquiryJournals-Individualforcomposing
Journalsprovideawayforindividualstocomposeandreflectthroughoutinquiryprocess.
InquiryCharts-GraphicOrganisersforcharting
Provideawaytovisualise,organise,andsynthesiseideas.
BloomsRevisedTaxonomy
Higherorderthinkingskillsareembeddedintheteachingandlearningactivitiesprovidedintheunitoutline.OpportunitiesforcomplexthinkingcommontothehigherlevelsofBloomsTaxonomyaredevelopedacrosstheeightphaseswithintheGIDframework.TheuseoftheverbsandquestionsassociatedwitheachstageofBloom’sRevisedTaxonomyhelpsclarifythetaskandensurethatstudentshavetheopportunitytoworkatthehigherendoftheBloom’sCognitiveProcessesDimensioninsteadofremainingatthefactgatheringandretellingendoftheCognitiveProcessesspectrum. Image:AndreaHernandez.(CCBY-SA2.0)
https://www.flickr.com/photos/21847073@N05/5857112597
FormulateConstructDevelopInvestigateAuthor
AppraiseSelectCritiqueSupportValue
OrganiseCompareContrastExamineQuestion
Michele Rutter� 31/10/2016 8:09 PMComment [9]: Specifictermsandtoolsdefinedforteachersandusedinunitplanning.
Michele Rutter� 31/10/2016 5:32 PMComment [10]: ReferencetoBloomsTaxonomyforefrontedinplanningoverview.
CurriculumPriorities:AustralianCurriculumVersion8.2
Year4LevelDescription
Thecontentinthehistorysub-strandprovidesopportunitiesforstudentstodevelophistoricalunderstandingthroughkeyconceptsincludingsources,continuityandchange,causeandeffect,perspectives,empathyandsignificance.TheYear4curriculumintroducesworldhistoryandthemovementofpeoples.StudentsstudythediversityofAboriginalandTorresStraitIslanderPeoples,theirconnectiontoplace(sources,perspectives,significance)andtheircontactwithothersocieties(changeandcontinuity,perspectives,empathy).Throughastudyofnavigation,explorationand/ortrade(sources),studentscometolearnaboutAustralia’searlycolonisationanddevelopunderstandingsaboutcontactbetweensocieties(continuityandchange,causeandeffect)anditseffectsonpeopleandtheirenvironments(perspectives,empathy).
KeyInquiryQuestions
• WhydidtheEuropeanssettleinAustralia?
• WhatwasthenatureandconsequenceofcontactbetweenAboriginalandTorresStraitIslanderPeoplesandearlytraders,explorersandsettlers?
ContentDescriptorsandElaborations
HistoryKnowledgeandUnderstanding
StoriesoftheFirstFleet,includingreasonsforthejourney,whotravelledtoAustralia,andtheirexperiencesfollowingarrival(ACHASSK085)
• reasonsfortheFirstFleetjourney,includinganexaminationofthewiderangeofcrimespunishablebytransportation,andlookingatthegroupswhoweretransported
• attitudestothepoor,thetreatmentofprisonersatthattime,andthesocialstandingofthosewhotravelledtoAustraliaontheFirstFleet,includingfamilies,childrenandconvictguards
• dailylifeintheBotanyBaypenalsettlementandchallengesexperiencedbythepeoplethereandhowtheyweremanaged
ThenatureofcontactbetweenAboriginalandTorresStraitIslanderPeoplesandothers,forexample,theMacassansandtheEuropeans,andtheeffectsoftheseinteractionson,forexample,peopleandenvironments(ACHASSK086)
• theimpactthatBritishcolonisationhadonthelivesofAboriginalandTorresStraitIslanderPeoples(dispossession;dislocation;andthelossoflivesthroughconflict,disease,lossoffoodsourcesandmedicines)
• whethertheinteractionsbetweenEuropeansandAboriginalandTorresStraitIslanderPeopleshadpositiveornegativeeffects
• paintingsandaccountstodeterminetheimpactofearlyBritishcolonisationonAboriginalPeoples'Country
Michele Rutter� 31/10/2016 8:16 PMComment [11]: Updatedtov8.2ACARAwithexpandedlinksincludinghyperlinkeddescriptors,andinclusionofelaborationsforteacherreference.
Inquiryandskills
Questioning
Posequestionstoinvestigatepeople,events,placesandissues(ACHASSI073)
• askquestionsbefore,duringandafteraninvestigationusingtoolssuchasaKWLchart(whattheyknow,whattheywanttoknowandwhattheyhavelearned)andfiveW’s+H(who,what,when,where,howandwhy)
• develop‘Howdoweknow?’questionsforevidence,‘Whatcouldbedone?’questionsaboutalternatives,and‘Isthatrightorfair?’questionsaboutdecisionspastandpresent
• discusshowaninvestigationaboutthepastisguidedbyquestionsatdifferentstages,including‘Whyisthatimportantnow?’
Researching
Locateandcollectinformationanddatafromdifferentsources,includingobservations(ACHASSI074)
• identifysourcesforahistoricalstudy,suchassites,paintings(ortheirrepresentations),maps,writtenrecords/accounts,databaseinformation,traditionalballadsandstories
• brainstormwaysthatinformationmightbecollectedforaninquiry
Record,sortandrepresentdataandthelocationofplacesandtheircharacteristicsindifferentformats,includingsimplegraphs,tablesandmaps,usingdiscipline-appropriateconventions(ACHASSI075)
• usegraphicorganiserstosortandrecordinformation
Sequenceinformationaboutpeople’slivesandevents(ACHASSI076)
• createatimelinebyaccuratelyplacinginformationaboutkeyeventsorpeopleinchronologicalorderandexplainingthesequence
Analysing
Examineinformationtoidentifydifferentpointsofviewanddistinguishfactsfromopinions(ACHASSI077)
• exploredifferentpointsofviewaboutafamiliarevent• exploredifferentstoriesassociatedwithapasteventtodiscovertheexperiences,thoughtsor
feelingsofthepeopleatthattime• identifydifferingviewpointsandconsideringtheirrelatedethicalimplicationswhendiscussingthe
pastandpresent• identifystereotypespresentedintextsandpictures,suchasgeneralisationsaboutgenderroles,
andtalkingaboutwhoisadvantagedbystereotypesandwhoisdisadvantaged
Evaluatingandreflecting
Drawsimpleconclusionsbasedonanalysisofinformationanddata(ACHASSI079)
• describerisksinpasttimes(forexample,forthoseinvolvedinseatravel,explorationandcolonisation)andmakinginferencesaboutsimilarriskstoday
• concludefromananalysisofhistoricalrecordshowlaws,andtheconsequencesofnotfollowingthem,havechangedovertime
Interactwithotherswithrespecttosharepointsofview(ACHASSI080)
• participatingincooperativestrategiesthatenabledecision-makingaboutrolesandresponsibilities(forexample,usingdeBono’s’hats)
Reflectonlearningtoproposeactionsinresponsetoanissueorchallengeandconsiderpossibleeffectsofproposedactions(ACHASSI081)
• reflectonlearningwiththeassistanceoftoolssuchasaKWLchart(whattheyknow,whattheywanttoknowandwhattheyhavelearned)whenevaluatingresponsestoanissue
Communicating
Presentideas,findingsandconclusionsintextsandmodesthatincorporatedigitalandnon-digitalrepresentationsanddiscipline-specificterms(ACHASSI082)
• compose,inarangeofdifferenttexttypes,informationtocommunicatefindingsandconclusions(forexample,informationpresentedasimaginativerecounts,biographies,journals,reports)
• selectappropriaterepresentationstosuitandenhancetheircommunication,includinggraphs,tables,timelines,photographsandpictures,indigitalandnon-digitalmodes
• useaccurateandsubject-appropriatetermswhenspeaking,writingandillustrating,forexample,usinghistoricalterms(suchas‘exploration’,‘navigation’,‘trade’,penal’,‘transportation’,‘contact’,‘frontierconflict’,'colonisation’)
Cross-curricularPriorities
AboriginalandTorresStraitIslanderHistoriesandCultures
ThenatureofcontactbetweenAboriginalandTorresStraitIslanderPeoplesandothers,forexample,theMacassansandtheEuropeans,andtheeffectsoftheseinteractionson,forexample,peopleandenvironments(ACHASSK086)
GeneralCapabilities
CriticalandCreativeThinking
IntheF–6/7AustralianCurriculum:HumanitiesandSocialSciences,studentsdevelopcriticalandcreativethinkingcapabilityastheylearnhowtobuilddiscipline-specificknowledgeabouthistory,geography,civicsandcitizenship,andeconomicsandbusiness.Studentslearnandpractisecriticalandcreativethinkingastheyposequestions,research,analyse,evaluateandcommunicateinformation,conceptsandideas.
TypicallybytheendofYear4,students:
Inquiring–identifying,exploringandorganisinginformationandideas
Posequestions
• posequestionstoexpandtheirknowledgeabouttheworld
Identifyandclarifyinformationandideas
• identifymainideasandselectandclarifyinformationfromarangeofsources
Organiseandprocessinformation
• collect,compareandcategorisefactsandopinionsfoundinawideningrangeofsources
Generatingideas,possibilitiesandactions
Imaginepossibilitiesandconnectideas
• expandonknownideastocreatenewandimaginativecombinations
Consideralternatives
• exploresituationsusingcreativethinkingstrategiestoproposearangeofalternatives
Seeksolutionsandputideasintoaction
• experimentwitharangeofoptionswhenseekingsolutionsandputtingideasintoaction
Reflectingonthinkingandprocesses
Thinkaboutthinking(metacognition)
• reflecton,explainandchecktheprocessesusedtocometoconclusions
Reflectonprocesses
• identifypertinentinformationinaninvestigationandseparateintosmallerpartsorideas
Transferknowledgeintonewcontexts
• transferandapplyinformationinonesettingtoenrichanother
Analysing,synthesisingandevaluatingreasoningandprocedures
Applylogicandreasoning
• identifyandapplyappropriatereasoningandthinkingstrategiesforparticularoutcomes
Drawconclusionsanddesignacourseofaction
• drawonpriorknowledgeanduseevidencewhenchoosingacourseofactionordrawingaconclusion
Evaluateproceduresandoutcomes
• explainandjustifyideasandoutcome
WhatweretheexperiencesofthepeopleoftheFirstFleet?GuidedInquiryDesign:TeachingandLearningSequence
PhaseofInquiry:OpenCreateapowerfulopenthatinvitesstudentstoengagewiththetopic.
• Invitationtoinquiry• Openminds• Stimulatecuriosity
Aim:Inspirestudentstopursuetheinquiry.Getstudentsexcitedabouttheinquirytopic.
TeacherConsiderations(ISP)Studentsfeelapprehensiveanduncertainaboutwhatisexpected,overwhelmedbytheamountofworkahead.ThetaskisnotintroduceduntilstudentsarriveatameaningfulquestioninIdentifyphase.
Scaffolds/Strategies
Session1StudentsviewandexploreconvictandearlysettlementartefactsfromQueenslandMuseumLoanskit.(Alternative-attendmuseumexcursion–e.g.BrisbaneCommissariatMuseum)Studentsreflectonkeyquestions.Whatdoyousee?Whatdoyouthinkthisis?Whatmakesyouthinkthat?Whatdoyouthinkabouttheseitems?Whatdoyouwonder/wanttoknow?Independently,writeideasusingthevisualthinkingstrategy‘See–Think–Wonder’tobecomecuriousaboutexperiencesofFirstFleettravellers.Inpairssharethoughts.
Shareasawholegrouptodeterminewhattheseitemsrepresent.TellstudentspeoplewhotravelledontheFirstFleetuseditems.DiscusswithstudentsthatwewillbelearningabouttheexperiencesoftravellersontheFirstFleet.
Session2Asaninquirycommunitybrainstormexistingknowledgeand‘wanttoknow’aboutexperiencesontheFirstFleetinaKWHL.Studentsviewvideoclipsfromavarietyofsourcesthatdepictearlysettlementandconvictlifefromdifferentperspectives.StudentsareintroducedtoanInquiryJournal.Studentswriteareflectionintheirinquiryjournalusingtheprompts–Ididn’tknowthat…,It’sinterestingthat…,Iwanttolearnmoreabout…Resources
InquiryJournalQueenslandMuseumLoansArtefacts:StoriesoftheFirstFleet/Convictskithttp://www.qm.qld.gov.au/learning+resources/qm+loans#.WAyQTrXTHKkVisualThinkingstrategyresponse–‘SEETHINKWONDER’http://bit.ly/1s5MueVVideoclips:‘MyPlace’clips,YouTubevideos,‘BoundforBotanyBay’DVDhttp://www.myplace.edu.au/decades_timeline/1780/decade_landing_22.html?tabRank=2KWHLchart/template-https://www.ncsu.edu/midlink/KWL.chart.html
Michele Rutter� 31/10/2016 5:39 PMComment [12]: Opportunityprovidedtostimulatecuriosityandgetstudentsthinking.PlanningisdevelopedwithintheGIDFramework.
Michele Rutter� 31/10/2016 5:43 PMComment [13]: Considerationofstudentpointofviewtakenintoaccountandembeddedinplanning.
Michele Rutter� 31/10/2016 5:40 PMComment [14]: Meaningfulandinterestingresourcestoengagelearners.
Michele Rutter� 31/10/2016 8:17 PMComment [15]: Visiblethinkingstrategiesareexplicit–Higherorderthinking
Michele Rutter� 31/10/2016 8:04 PMComment [16]: Generativequestioningframeworks
Michele Rutter� 31/10/2016 8:17 PMComment [17]: Useofinquirytoolsforcomposingandreflecting.Higherorderthinking.
PhaseofInquiry:ImmerseStudentsbuildbackgroundknowledgebyimmersioninthecontent.Studentsreflectonthecontentandselectatopicforfurtherinvestigation.
• Buildbackgroundknowledge• Connecttocontent• Discoverinterestingideas
Aim:Studentsbuildbackgroundknowledgeaboutthethemetobestudied.Studentsgetthebigpictureaboutthetopic.Minimalnotetakingatthisstage.
Considerations(ISP)Teachershouldsupportspeculationthataidesdeeperthinkingratherthanusingconclusiveorjudgementalstatementse.g.‘Ithinkthat..’‘Iwonderif..’‘Itmightbe..’Bewareofdeliveringtoomanyfactsasitcanoverwhelmstudents.
Scaffolds/Strategies
Sessions3,4and5
TeacherLibrarianminilesson:navigationofFirstFleetdatabaseandconvictrecordswebsites.
IntroduceInquiryCircles.
StudentsengagewithoverallideasofthecontentareatogetaBIGpictureoftheFirstFleet.ThroughdifferenttopiclensesstudentsinvestigatevarioushistoricalaspectsconnectedtotheexperiencesofFirstFleettravellersusingquestionstarters5wsandH/orQuestionMatrix
• Lifein18thCenturyEngland:Causeandeffecttimelinesortanddiscussionprompts• Reasonsforthevoyage:SixThinkinghatsdiscussionof‘transportation’• Lifeontheship:NationalLibraryofAustraliaimages/paintingsandDailyroutinelist• PeopleoftheFirstFleet:FirstFleetDatabase–simplesearches• Firstcontacts:Arrivalpaintingsdifferentperspectives• LifeintheSettlement:‘MyPlace’videoexcerpts
Studentsrotatethroughstationstodiscussandrespondtoeachtopicusingarangeofreflectiontoolsandquestioningframeworksincluding5wsandH,DeBono’sthinkinghats,ReadingHistoricalImages.
Usinganinterviewingprotocolstudentshelponeanotherreflectonthestationsexperience.Addnotesfromthepartnerworktotheinquiryjournal.Resources
5WsandH–http://coe.jmu.edu/learningtoolbox/5w1h.htmlKnowledgeCompassQuestionMatrixhttp://knowledgecompass.weebly.com/question-matrix.htmlInterviewprotocolinquirychart-seeAppendixStationResources:1.Causeandeffecttimelinehttp://www.achistoryunits.edu.au/verve/_resources/Htaa_first_fleet_chronology.pdf2.Imagesofprisonhulks–NationalLibraryofAustralia(NLA),non-fictiontextsSixThinkingHatspromptshttp://www.achistoryunits.edu.au/verve/_resources/Htaa_first_fleet_six_hat_thinking.pdf3.Lifeontheship–http://firstfleetfellowship.org.au/ships/eleven-ships/Dailyroutinelisthttp://www.achistoryunits.edu.au/verve/_resources/Htaa_first_fleet_daily_routine.pdf4.FirstFleetdatabase:http://firstfleet.uow.edu.au/search.html5.WilliamBradleypaintings–ArrivalpaintingsFirstAustraliansvideo-http://aso.gov.au/titles/documentaries/first-australians-episode-1/clip2/Differentperspectivesquestions–Readinghistoricalimages-questionshttp://www.achistoryunits.edu.au/verve/_resources/Htaa_first_fleet_reading_historical_images.pdf6.MyPlace:http://www.myplace.edu.au/decades_timeline/1780/decade_landing_22.html?tabRank=2
Michele Rutter� 31/10/2016 6:05 PMComment [18]: Focusisonconnectingtocontentandnotonrecalloffacts.
Michele Rutter� 31/10/2016 5:45 PMComment [19]: Explicitteachingofskillsforinquiry.Michele Rutter� 31/10/2016 5:44 PMComment [20]: Collaborationanddiscussiontoconnecttocontentandtooneanother.Michele Rutter� 31/10/2016 8:18 PMComment [21]: Explicitquestionframeworksused–generative.Questionmatrixaddsdepth–Higherorderthinking.
Michele Rutter� 31/10/2016 5:51 PMComment [22]: Basedonlessonsfromoriginalunit.Somearemodified.Somequestionframeworksretained–Evaluative.
Michele Rutter� 31/10/2016 6:06 PMComment [23]: Varietyofsources
Michele Rutter� 31/10/2016 6:06 PMComment [24]: HigherorderthinkingandExpressivewindow.
PhaseofInquiry:ExploreStudentsbrowsethroughvarioussourcesofinformationtoexploreinterestingideasandpreparetodeveloptheirinquiryquestions.
• Exploreinterestingideas• Lookaround• Dipin
Aim:Studentsbuildfurtherbackgroundknowledgeofsubtopic–peopleoftheFirstFleet.Studentsareguidedinexploration.
Considerations(ISP)Studentsoftenbecomeoverwhelmedbyalltheinformationandconfusedbyideasthatdon’tfittogether.Makestudentsawareofthis.Avoiddetailednotetaking.
Scaffolds/StrategiesSession6
TeacherLibrarianminilessononnotetakingandcitation.Models‘StopandJot’notetaking.
Studentsbrowsemultipleresourcesrelatedtothe1to2topicsoftheirinterest.
Resourcesaredisplayedontablesinthelibrary,curatedinonlineresourcebanks(libraryweborwikipage)andaregroupedintopicthemes.
MinimalnotetakingandStopandJotsheets.
StudentsreflectinInquiryjournalnotingtopicstheyfoundinteresting,sharemostinterestingtopicwithpartner,thencirclemostinterestingtopic.Tasksheetintroducedattheconclusionofthisphase.Teachingteamreviewinquiryjournals/StopandJotforms.Thisgivesdataoncontentlearningormisconceptions.ThisalsoallowstimebeforeIdentifyphasetoensuretopicsarestrongenoughforinquiry.Inadditionsupportcanbeputinplaceforanystudentsstruggling.ResourcesOnlineresourcescuratedinwikipage:http://getsmarts.weebly.com/british-colonisation.htmlNonfictiontextsgatheredbyTeacherLibrarianincludingresourcesusedinImmersephaseStopandJottemplate-seeAppendix
Michele Rutter� 31/10/2016 5:52 PMComment [25]: Explicitskillslessons.Michele Rutter� 31/10/2016 8:19 PMComment [26]: Choiceandstudentautonomyvalued.
Michele Rutter� 31/10/2016 8:19 PMComment [27]: ‘Zonesofintervention’addedtounitplanningtosupportlearning.
PhaseofInquiry:IdentifyLearnerspauseintheinquiryprocesstoaskameaningfulquestionandformafocus.
• Identifyinquiryquestion• Pauseandponder• Decidedirection
Aim:Studentscomposearesearchquestionandfocusfortheirresearch.Studentsnarrowtheirfocusandidentifythetopictheyhavechosen.
Considerations(ISP)Feelingsofuncertainlyusuallydiminishandstudentsbegintofeelmoreconfident.Careneedstobetakennottopressstudentstoidentifyingafocusbeforetheyareready,withoutthisstudentswillfailtomakeittheirownandgaindeepunderstanding.
Scaffolds/Strategies
Session7
Studentsgiventimeatthebeginningofthesessiontopauseandponderontheirideasandinterestsfromthepastsessionsinwholeclassdiscussion.
TeacherLibrarianminilessononquestionformationwithfocusonopenendedandclosedquestionstarters,higherorderandlowerorderquestions.Modelcriteriaforwritingafocusquestion.
Ininquiryjournalstudentsbrainstormeverythingtheyknowabouttheirtopicusinganideaclustermodel(Teachersmodelswhatthislookslike–withseveralexampleguidingquestions).Ininquirycirclesdeterminewhichquestionfitsbestanddeterminewhyothersdonot.
TeachersmodeleverystepofIdentifystageusingastudentexemplar:• StartingwithgeneraltopicofFirstFleettravellers• Narrowedtofocusontopice.g.Lifeontheship• Finally,toaspecificquestione.g.‘WhatwasitliketobeaconvictontheshipsoftheFirstFleet?’
Afterdiscussionstudentsworkinpairstocreateafocusquestionandcontributingquestions.
ReflectinInquiryJournal:Whatwaschallenging/whatwaseasy?Studentsthenconferencedraftquestionswithamemberofteachingteamtoensurequestionsarerelevantforinquiry.Thisalsoallowsteachertoidentifystudentsrequiringsupportwithtargetedinterventiontoprogresslearning.Resources
IdeaClustertemplate-seeAppendix
Criteriaforwritingfocusquestions:
1. Thetopicmustinterestyou.2. Startthequestionwith‘How’or‘What’.3. Usestrongverbs.4. Ifyourquestioncanbeansweredinawordorasentence,itisnotafocusquestion.5. Goldilocksrule:Can’tbetoobigortoosmall,mustbejustright.
Forteacherreferencewhendiscussingquestionformulation:
HungandPopp’sPrimertoFrameHistoricalQuestions:http://www.williamcronon.net/researching/questions.htm
Bond’sQuestioningRubric:http://question-skills.wikispaces.com/Questioning+Framework
KnowledgeCompass–InformationProcessQuestions:http://knowledgecompass.weebly.com/information-process-compass.html
Michele Rutter� 31/10/2016 5:56 PMComment [28]: Explicitteachingofhowtoformulatequestions.
Michele Rutter� 31/10/2016 5:57 PMComment [29]: Higherorderthinking
Michele Rutter� 31/10/2016 8:20 PMComment [30]: Complexmodelsofferedtoassistteachersindeepeninglearning–Higherorderthinking.
PhaseofInquiry:GatherStudentsareencouragedtocollectdetailedinformationfromavarietyofsources.
• Gatherusefulinformation• Gobroad• GoDeep
Aim:Studentslocateandcollectinformationfromavarietyofsourcestohelpanswerguidingandcontributingquestions.
Considerations(ISP)Studentswhohavedifficultyhereusuallydonothaveaclearfocusinmindandneedrelevantintervention.
Scaffolds/StrategiesSessions8and9
TeacherLibrarianminilesson:Criticalevaluationofinformation–‘CRAP’test
Studentsaccessnon-fictiontexts,onlineresources,databasestogatherinformationthatwillhelpanswertheirfocusandcontributingquestions.
Teachingteamassiststudentstodevelopkeywordsandshowthemhowtosearchforanduseinformation.Studentsconferwithteacherstodetermineiftheyhaveenoughinformationorneedmore.
ReflectinInquiryJournal:Reviewnotes.Studentswriteashortreflectiononwhattheyhavelearnedandwhattheyneedtoknowmoreabout,whattheirnextstepswillbe.NOTE:Differingliteracylevelsmayimpactinstruction.Scaffoldingforreadinglevelsduringindependentresearchmaybenecessary.Strategiesmayincludeprovidingatargetedselectionofresourcesatsuitablereadinglevelsforsomestudents.ResourcesCRAPTest-https://librariesandtransliteracy.wordpress.com/2010/09/16/crap-detection-a-21st-century-literacy/
KnowledgeCompass–InformationProcessQuestions:http://knowledgecompass.weebly.com/information-process-compass.html
Michele Rutter� 31/10/2016 6:00 PMComment [31]: Criticalquestionsguideevaluationofsources.–explicitlesson.
Michele Rutter� 31/10/2016 8:20 PMComment [32]: Opportunitytolocateandcollateowninformation–movingtowardsautonomy.
Michele Rutter� 31/10/2016 8:21 PMComment [33]: Processquestionsarefoundateachinquiryphaseduringreflectionactivities–moveinquiryforward.
Michele Rutter� 31/10/2016 6:08 PMComment [34]: Specificprocessquestions.
PhaseofInquiry:CreateStudentsorganisetheirgatheredinformationtoconstructtheirownunderstandinginacreativepresentation.
• Createtocommunicate• Reflectonlearning• Gobeyondthefacts
Aim:Studentspullideastogethertoconstructtheirownunderstanding.
Considerations(ISP)Keepstudentsmotivated.
Scaffolds/StrategiesSession10and11Oncestudentshaveenoughinformationontheirtopictheymaybegintocreatetheirresponseandpresentation.Teacher/orTeacherLibrarianminilesson:Usinganexemplarandgraphicorganiserteachermodelsthecreationofaresponse.Teacherdemonstratesaselectionofonline/apppresentationtools.Studentscollate,analyseandsynthesiseresearchedinformationusingtheirresearchnotestodraftawrittenresponseandplan/designfinalpresentation.Teachingteammonitorandassistasneeded.Ininquirycirclesstudentsshareresponsesandplans.Groupsgivefeedbackandcritiqueideas.Continuewriting,editingandplanningprocess.Studentsmodifyifneededandcontinuetogeneratethefinalpresentation(iPad,web-based,other).ReflectinInquiryJournal:ThinkPairShareactivityusingprotocolpromptspriortoawholeclasscommunityconversation.Cometogetheranddiscussresponsesandplansheardtoday.Giverationaleforcommentsmade.ResourcesExemplarGraphicOrganiser–Brunner’sRecordingtemplate:ReportFindingshttp://youthlearn.org/wp-content/uploads/Inquiry_Based_Learning.pdfCreatePairSharetemplate–seeAppendix
Michele Rutter� 31/10/2016 6:09 PMComment [35]: Higherorderthinking.
Michele Rutter� 31/10/2016 6:01 PMComment [36]: Feedbackandreflectionisstudentdriven–teacherguided.
Michele Rutter� 31/10/2016 6:09 PMComment [37]: Higherorderthinking.
PhaseofInquiry:ShareStudentspresenttheirideastoothers,andcommunicatewhattheyhavelearned.
• Createtocommunicate• Sharelearning• Tellyourstory
Aim:Studentswillpresenttheirideastoothersandcommunicatewhattheyhavelearned
Considerations(ISP)Focusstudentstowardsauthenticquestionsandnotjust‘didyoulikeit?’
Scaffolds/Strategies
Session12
Studentssharepresentationswithotherinquirycirclegroups.Studentsreviewotherpresentationscompletingawrittenevaluationscaffold,includingreflectiononwhattheyhavelearnedfromthepresentation.Presentationscouldbeuploadedtoclass/librarywebsite,sharedoniPadplatformorconvertedtoQRCodestobeplacedonandaccessedinaclassroom/librarydisplay.ResourcesEvaluationscaffold:Whathaveyoulearnedfromthispresentation?Whatimpressedyouaboutthispresentation?Howcouldthispresentationhavebeenenhanced?Whatscore/10?
Michele Rutter� 31/10/2016 6:02 PMComment [38]: Reflectionontheworkofothersisnewtounit.Authenticaudience.
PhaseofInquiry:EvaluateStudentsreflectontheircontentlearningandprogressthroughtheinquiryprocess.
• Evaluateachievementonlearninggoals• Reflectoncontent• Reflectonprocess
Aim:Studentswillself-reflectonwhattheyhavelearnedthroughtheinquiryprocess.
Considerations(ISP)Focusstudentstowardsauthenticquestionsandnotjust‘didyoulikeit?’
Scaffolds/StrategiesCompletionofunitcelebrationandreflection
Studentsreflectontheprocesstheywentthroughinculminatingconversationsandbycompletingonself-reflectionform/oronlinesurvey.
Congratulatestudentsonhardwork,persistenceandcreativeresponses.
Introduceself-reflectionform/surveyandencouragestudentstobehonest,thinkaboutwhattheylearnedandhowtheylearnedit.
Studentsworksilentlyonandindependentlyonform/survey.Teachingteamhasbriefconferenceswithstudentsduringthisworktime.
CulminatingconversationTeachingTeamTeachingteamsreflectonachievementoflearninggoalsandgeneratenextsteps.
ResourcesSelfreflectiononinquirytemplate–contentandprocessesWhatdidyoulearn?WhatIlearnedabouttheexperienceofpeopleontheFirstFleet.WhatIlearnedaboutresearchingatopic.WhatIlearnedaboutcreatingapresentation.WhatIlearnedaboutworkingwithothers.ReflectonhowInquiryToolshelpedyou.1.Circlethetool/sthatmosthelpedyourlearning.2.Completethesentenceforeachtoolyoucircled.Writinginmyinquiryjournalhelpedmeto______________Theinquirycharts(graphicorganisers)weremostusefultomewhen______________Theinquirycirclehelpedmeto_________________Ourinquirycommunitysupportedmeby_______________________Respondtoeachoftheseasyouthinkabouthowyoulearnedthroughthisinquiryprocess.
1. Thelearninginthisunitwaseasyformebecause_______________2. Thelearninginthisunitwashardformebecause_______________3. SomethingIwilldodifferentlynexttimeis__________________because_________________
Michele Rutter� 31/10/2016 6:02 PMComment [39]: Reflectionontheprocessoflearning.
Michele Rutter� 31/10/2016 6:03 PMComment [40]: Opportunityforteachingteamtoreflectonprogressofstudentsandsuccess,modificationstounit.
Appendix
AdditionalResourcesandTemplates
1. InterviewProtocolinquiryChart2. CreatePairShareProtocol3. StopandJottemplate4. IdeaCluster
InterviewprotocolinquirychartInterviewapartnerandwritedownnotesforyourpartnerintheirinquiryjournalastheytalkabouteachquestion.Handthemthenotesaftertheinterviewsotheycanfillinanygapsoraddtotheirthinking.Reverseroles.ReflectionQuestions MyNotes:WhatdidyoufindoutaboutexperiencesofpeoplewhotravelledontheFirstFleet?
Summarisethemostinterestinginformationyouheard.Nametheartefactorsource.
Whatconnectionsdidyoumaketotheinformationpresented?
Whatinterestingwordsdidyouhear/learn?
Whattopicmightbeinterestingtofindoutmoreabout?Whatmakesitinteresting?
DoyouthinkpeopleinourcommunityknowenoughabouttheexperiencesofpeopleoftheFirstFleet?Isthatimportanttoyou,whyorwhynot?
Adapted From Guided Inquiry Design in Action: Middle School by Leslie K. Maniotes, LaDawna Harrington, and Patrice Lambusta. Santa Barbara, CA: Libraries Unlimited. Page 39. Copyright © 2016.
CreatePairShareProtocolPairShareProtocolPrompts GobeyondthefactstomakemeaningAsrereadyourcoresourcesandreviewjournal,thinkaboutwhatyouhavelearned.Explaininyourownwordswhatyouarethinkingnowaboutthistopic.
Ilearned…Ithink…
Readoverwhatyouhavewrittenandwritewhatyouthinkwillhelpyoutellyourstoryinyourpresentation.
Whythesewillhelpmetellmystory…
PairSharePartnerA:Shares.PartnerB:Listensandtakesnotes.PartnerB:Shares.PartnerA:Listensandtakesnotes.
Sharewithyourpartnerandtakenotes.Tellinghelpstoclarifyyourideas.Doyouhaveanysuggestionsforyourpartner?
Partnersexchangenotes. Yourpartner’snotesonwhatyousharedcangiveyouinsightforyourpresentation.
ReflectandRevise Nowwriteanythingyoulearnedormightchange,addinganynewideastoyournotes
From Guided Inquiry Design: A Framework for Inquiry in Your School by Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Caspari. Santa Barbara, CA: Libraries Unlimited. Page 136. Copyright © 2012.
StopandJotWhenyoucomeacrossagoodideaoraquestionoccurstoyou,getinthehabitofstoppingtojotitdowninyourinquiryjournal.Youdon’tneedtogointodetailatthispoint.Usethisformormaketwocolumnsinyourjournalwiththepagenumberinthemarginandjottednotesbesideit.
Thisisimportantforkeepingtrackofwhereyoufoundtheideasothatyoucanfinditagainwhenyouwantto.Inaddition,youwillrecordthecitationinyourinquirylogsothatlater,whenyouarefurtheralonginyourinquiry,youcancitethesourcethatyouused.
Source:
PageNumber Ideasandquestions
From Guided Inquiry Design: A Framework for Inquiry in Your School by Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Caspari. Santa Barbara, CA: Libraries Unlimited. Page 78. Copyright © 2012.
Source:
PageNumber Ideasandquestions
FromGuidedInquiryDesign:AFrameworkforInquiryinYourSchoolbyCarolC.Kuhlthau,LeslieK.Maniotes,andAnnK.Caspari.SantaBarbara,CA:LibrariesUnlimited.Page103.Copyright©2012