Chisnallwood Intermediate School Principles for Inquiry

What are we hoping to achieve?

Authentic purpose and contextsDevelopment of self-directed learning skills

Students choosing motivating focused questions-Designing personal learning paths

Discovery of innate learning capacity – students thinking about their learningCombining skills across the curriculum

Developing meaningful opportunities to discuss learningBuilding respectful relationships with peers

Knowledge is the beginning and the end result‘Pursuit of excellence’- intrinsic gratification

These are the Chisnallwood principles that underpin my planning

PlanningConstructing questions that will determine the path of inquiry.Complete a plan of action.

Reflecting and Evaluating

Reflect on learning and determine next steps throughout the inquiry

process.

Locating and Selecting

To select, collate and evaluate information from various sources.

PresentingTo create and communicate a professional presentation to a selected audience.

ProcessingTo sort out, analyse, interpret, record and summarise findings to answer focus questions.

Inquiry in Room 9; why?- to teach my students to use inquiry as an

effective learning tool

- I want to use Term 3 to run a teacher directed inquiry (I’m not ready to let the students do

their own thing yet)

- to use this as a way to allow independent research at student’s own level with a

common goal at the end

- I want to gain 3 or 4 pieces of great work in writing and reading that allow me to assess

competently. A connected idea lets that happen with ease.

- produce a newspaper front page as the final piece from an intensive study

HOW?A very brief, modified, inquiry with a set outcome crossing a number of

curriculum areas as well as the competencies of managing self and participating and contributing.

My aim was to set the students a series of learning tasks with a pre determined end result so we could focus on them developing questions, ideas and

becoming well informed on a topic that they felt passionate about.

Hence…

The Term Three TaskIssues paper….. front page

 

SS / Tech / English; written, reading /Arts (my plan)

 Using all knowledge and any means at your disposal you

are to create a front page of a newspaper. 

Room 9 will look at issues in brief. Blood Diamonds, fur, fair trade, eggs, child soldiers, environmental degradation, water and poverty.

We will look at the cause of these issues and will be making a ‘big thing’ out of the positive solutions to these issues.

We will study each one, note make and form opinions.

Students will then select one issue and explore it in depth with the task ahead that they must produce an A2 sized newspaper front page with articles, readings, facts and bits on it. (see newspaper plan)

Students will not be restricted to these issues. If they are passionate about others they may be pursued. 

Key Questions / Developing Conceptual Understandings

What problems exist for the environment and people as a result of the diamond trade, wage inequities, child labour, land use, child soldiers, illegal trade, black markets?

How are people managing their resources in order to survive? (water)

How are political and social practices in some countries impacting on peoples standards of living and their environments? (fair trade policies)

How can humans make a positive change and use resources in a sustainable manner? (aid and solutions)

How does fair-trade make a difference? (UNICEF etc)

Students will develop understandings that; : people interact with the environment and use resources in

different ways: sustainable use of resources protects the environment

: sustainability also involves social, political and economic practices

This is from the curriculum document for Social Studies (CIS plan)

The immersion list…Success Criteria Students will…..

Complete all notes and reflections on a set topic 

Independently explore a chosen issue and present findings as a feature front page for a newspaper. 

Can identify and explain cause and effect in some detail of at least three issues. 

Has read and interpreted 3 set poems (teacher set) 

Written an argument for or against a chosen issue 

Can differentiate between fact, opinion and misconception 

Complete an Earth message for display 

Has based their speech and delivered it on a theme that they hold dear! 

(This was given to each child prior to the unit starting so they could monitor their progress)

The paper must include the following…. 

MastheadArticle (1) A factual piece that informs the reader with illustration

Advertisements (3)Letter to Editor that states your opinion on the issue you have

chosenOdd spot (series of interesting facts about your issue)

Your persuasive speechThumbprint cartoon relevant to the issue

A map showing where in the world these issues occurFree verse Issues based poem

 

The Common Requirements

Feedback 2011

• I found my newspaper rather a challenge. It made me use my time more efficiently, work to a standard fit for a queen and develop an understanding for my chosen world issue. Overall I feel my newspaper was a huge success, I enjoyed it immensely and had an enjoyable time accomplishing it! Alice

• I think that the newspaper was a challenge as there were many different tasks to be completed but it was easier as I could do it in any order I wanted to. William

• The time involved in this task was more than I realised, When given the task we all thought this couldn’t be that hard, because of the work we had been given earlier this year. We soon realised that it was much more. This task has given me the opportunity to study things I have never before. It has opened my mind and made me realise that I can do stuff like this. If I ever had the opportunity to do this again I would do it in the blink of an eye. Skylar

Team 9 results

My newspaper turned out to be a success.

Working individually helped me work better and made me

manage my time. Completing this task improved my knowledge on the chosen

topic. - Josh

•I didn’t realise how much time was needed for this task. I soon

realised the effort that was needed for each individual task. The end result of my newspaper

was to a neat and very successful standard. I was rather

surprised at how much I got stuck into my topic and would

definitely love to keep going with the topic that I learnt about. I enhanced my knowledge an incredible amount and will

continue to on other interesting world issues. The newspaper

was very enjoyable and educational and I would definitely

do it again if I had the opportunity!

¤Georgia

My paper is a reflection of the work I have been doing. I found that the individual

research has worked well and meant I could manage my time and work in a order that worked

well for me. ¢ Matt

The newspaper was a great opportunity for me to

challenge my skills. The time management needed was

also a big challenge.

I didn’t realise how much time and effort had to go into it to make sure the final product

was successful.

I found doing this independently a fun

challenge.

I enjoyed having just the resources and a time frame, not a step by step time table of what we have to do and when. I am very happy with

my outcome.

¢Jaimee

How did it go?

• This was not a real inquiry BUT it sure set the scene and showed me what my team could do.

• I saw it as a stepping stone, so if I had completed this in Term 2 the Term 3 plan would be to let the team go after a 3 week immersion session.

• My class achieved way more than I ever thought possible.

• Written work was insightful, thoughts were clearly noted and the maturity shown in personal reflection was superb.

• My team were accountable for all of it. They had to plan and schedule.

• Conferences were direct and focused as my team worked to achieve what was set.

• The class are proud and shared their work. They are confident speaking about their chosen issues.

• Rubric for assessment was easy to use.

• The end, printed result speaks for itself.

Chisnallwood Intermediate School Inquiry Rubric

Level 2 (Beginning) Level 3 (Developing)Level 4

(Accomplished) Level 5

Planning

Has attempted to formulate open-ended questions related to the investigation.Has attempted to fill in thePlan of Action.

Has formulated relevant open-ended questions relating to the investigation using questioning tools.Has completed the Plan of Action and has attempted to use it throughout the inquiry.

Has formulated relevant and effective open-ended questions using questioning tools that reflect deep thinking relating specifically to the investigation.Has completed the Plan of Action and has effectively used it throughout the inquiry.

Has formulated relevant and effective open-ended questions using questioning tools that reflect high levels of deep thinking relating specifically to the investigation.Has completed the Plan of Action and has effectively used it throughout the inquiry justifying choices.

Locating andSelecting

Is able to use one notated source of information.Has attempted to evaluate credible and relevant information.

Is able to use two varied, notated sources of information.Is developing the ability to evaluate credible and relevant information.

Is able to use three or more varied, notated sources of information.Is able to effectively evaluate credible and relevant information.

Is able to use four or more varied, correctly notated sources of information.Is able to effectively evaluate credible and relevant information.

Processing

Has attempted to record and organise information.Has attempted to put some of the information into their own words.Information begins to answer the focus question/s.

Has recorded and organised information.Has put most of the information into their own words.Information answers the focus question/s.

Has recorded and organised information.Has put all of the information into their own words.Information answers the focus question/s in detail.

Has effectively recorded and organised information.Has put all of the information into their own words.Information answers the focus question/s in detail using sophisticated ideas.

Presenting

Some thought has been given to the presentation method.

Presentation method is suitable for the audience.

Presentation method is suitable for the audience and is presented in an effective manner.

Presentation method is suitable for the audience and is presented in an effective and creative manner.

Reflecting and Evaluating

Has attempted to evaluate and reflect on the inquiry process.

Has evaluated and reflected on the inquiry process.

Has effectively evaluated and reflected on the inquiry process.

Has confidently and critically evaluated and reflected on the inquiry process.