What were the experiences of the people of the First Fleet? · Exploring documenting ... ,...

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.


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.


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?’


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

What were the experiences of the people of the First Fleet? · Exploring documenting ... ,...

Documents

Transcript of What were the experiences of the people of the First Fleet? · Exploring documenting ... ,...