Learning+Circles

=Learning Circles= toc

This Term we are holding a series of three learning circles around topics central to facilitating successful inquiry. Our first session was a great success. 45 cluster teachers met to share their inquiry planning, student learning as well as tips and strategies they thought might be useful to others. Feedback on the value of the session has been exceptionally positive with teachers enjoying the opportunity to meet and share. Many realised they are not alone in their inquiry journey and that others are enjoying similar successes and struggling with similar issues. Nearly everyone went away with at least one idea they could incorporate into their practice! Every teacher who attended also got the opportunity to explore the wikispace and to sign up if they hadn't already. Now we have 51 members and a number of teachers commented on how useful they found the site. Our next learning circle will consider how to manage the inquiry process as well as how to take the 'fluff' out of inquiry. It's at Taradale Intermediate School on Wednesday 3rd September - kick off is at 3.30pm. We would love to see as many of you there as can make it - the only requirement is to bring something to share - charts, plans, recording systems - anything you think might be useful to others.

Learning Circle Two - Managing the Inquiry Process
After much debate in small discussion groups the top 3 essentials for managing the inquiry process boils down to:

Other contributions included:
 * 1) Time for shared planning
 * 2) Relevant and authentic provocation
 * 3) Knowing the skills students need to inquire and teaching these
 * Significant questioning - to maintain or narrow a focus
 * momentum - keeping it moving, motivated and controlled
 * teacher or peer modelling
 * setting limits
 * trusting the kids to venture out - directed?
 * keeping information overload down
 * Teaching new skills required to take inquiry further
 * scaffolds for the process
 * Application and synthesis opportunities
 * catering for diversity - social.cooperative, self motivation, behaviour, achievement
 * Assessment
 * Incorporation of thinking tools

'Fluffy' and 'Tight' Inquiry
We also discussed the question 'what takes the fluff out of inquiry?'

Lack of understanding of inquiry process Little understanding of where students are at Isolated ideas No deep understanding Not authentic Too much detail (overplanned) Information overload Not prepared Unmotivated || Deep understandings established Identified skills needed to teach sound understanding of inquiry process able to differentiate for student learning Encourage risk-taking and cooperative and collaborative skills Relevant provocative statement/question Rich questions (fat) Clear planning Effective management - pace/timeframe Relationship between student and teacher drives the process Motivated || Don't know what they are looking for Lack of cooperation Isolated ideas No purpose Not authentic Not involved in planning || Good research skills Clear direction Good questioning skills Interdependence Success criteria KCs involved in process Engaged and focused Purpose Knowledge of timeframe Student-driven Scaffolding - loads of examples, direction || Lack of authenticity No provocation Fun Purposeless Too many groups/directions No direction No flow Running on own || Rules, routines, boundaries Resources and the ability to use them An authentic provocation Using experts, role models Evidence of learning Structure - scaffolds Access to technology Child-centred Display space Fun Variety resources/activities/experiences Shared dialogue Open, receptive and safe Motivating ||
 * || **Fluffy Inquiry** || **Tight inquiry** ||
 * **Teacher** || Lack of direction
 * **Student** || Lack of skills
 * **Learning Environment** || Minimum resources with little organisation

Questioning
We ran out of time in Learning Circle One to look more closely at questioning. One group got onto this though and here are these thoughts about how we can support student questioning within the inquiry process:
 * Teach them what questions are and what they look like - model, key words, visuals to look back on
 * Teach orally first
 * Get them to write and use questions lots
 * display questions that studetns ask (they are often the ones who can identify questions that aren't good)
 * open/closed, rich, fat/thin, so what questions