The Inquiry Cycle - Tuning in to our inquiries
How we approach inquiry at ISPP.
There are many different approaches to inquiry based teaching and learning. At ISPP we have adopted Kath Murdoch's Inquiry Cycle.
In this model students work their way back and fourth through the six different stages of the cycle as they develop their understanding of their inquiries. Students will work through the stages at different speeds, spending longer on some than others. They may also find they need to revisit an early stage of the cycle as they find misconceptions in their inquires or need more information about one aspect of their own inquiry.
At the beginning of each inquiry we spend time 'tuning in' to the inquiry. Questions such as "What do I know about this topic"? and "What questions do I have now'? are asked at this time.
To help engage students in the inquiry we set up provocations to enable students to reflect on what they know and to think about what they want to know. Each student will arrive with different prior knowledge on the topic and want to drive the inquiry in their own direction. An inquiry classroom enables students to pursue these individual inquiries while working towards developing their understanding of the central idea.
Last week we began tuning in students to our new unit of inquiry. The Central Idea for this unit is 'Personal perspective influences how we create art'.
Last Tuesday students completed a gallery walk of art in the three Grade 2 classrooms. At each piece of art students could complete a Visible Think Routine called 'I see, I think, I wonder'. The purpose of this was to look at a a range of different forms of art and begin to develop questions about how the different forms of art are connected.
We spend time last Friday afternoon creating five different pieces of art, around the theme 'cafeteria'. Students created a dance, piece of music, drawing, clay model and drama. The purpose of this was to understand that we all have a different perspective on ideas, places etc and they they can be expressed in different ways.
This week we spent more time tuning in to our Central Idea. Students created their 'Not a box' box from last weeks homework.
We developed our own Central Ideas based on what we currently knew about the unit, draw a picture and completed an artist statement and begun developing student questions.
Where to next
The next phase of the inquiry cycle is finding out. During this phase the students will continue to develop their own questions and begin to research and gather data from a range of sources.
There are many different approaches to inquiry based teaching and learning. At ISPP we have adopted Kath Murdoch's Inquiry Cycle.
In this model students work their way back and fourth through the six different stages of the cycle as they develop their understanding of their inquiries. Students will work through the stages at different speeds, spending longer on some than others. They may also find they need to revisit an early stage of the cycle as they find misconceptions in their inquires or need more information about one aspect of their own inquiry.
At the beginning of each inquiry we spend time 'tuning in' to the inquiry. Questions such as "What do I know about this topic"? and "What questions do I have now'? are asked at this time.
To help engage students in the inquiry we set up provocations to enable students to reflect on what they know and to think about what they want to know. Each student will arrive with different prior knowledge on the topic and want to drive the inquiry in their own direction. An inquiry classroom enables students to pursue these individual inquiries while working towards developing their understanding of the central idea.
Last week we began tuning in students to our new unit of inquiry. The Central Idea for this unit is 'Personal perspective influences how we create art'.
Last Tuesday students completed a gallery walk of art in the three Grade 2 classrooms. At each piece of art students could complete a Visible Think Routine called 'I see, I think, I wonder'. The purpose of this was to look at a a range of different forms of art and begin to develop questions about how the different forms of art are connected.
We spend time last Friday afternoon creating five different pieces of art, around the theme 'cafeteria'. Students created a dance, piece of music, drawing, clay model and drama. The purpose of this was to understand that we all have a different perspective on ideas, places etc and they they can be expressed in different ways.
This week we spent more time tuning in to our Central Idea. Students created their 'Not a box' box from last weeks homework.
We developed our own Central Ideas based on what we currently knew about the unit, draw a picture and completed an artist statement and begun developing student questions.
Where to next
The next phase of the inquiry cycle is finding out. During this phase the students will continue to develop their own questions and begin to research and gather data from a range of sources.
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