Developing Enquiry Skills

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Information about Developing Enquiry Skills
Education

Published on March 4, 2009

Author: GeoBlogs

Source: slideshare.net

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For TIDE Conference - 5th March 2009
Tony Cassidy co-presenting

Developing Enquiry Skills Alan Parkinson Secondary Curriculum Development Leader Geographical Association Tony Cassidy Kirk Hallam Community Technology College

“ But why ?” Questioning is part of basic human curiosity It starts early...

Questioning is part of basic human curiosity

It starts early...

 

 

 

 

“ A curriculum, to be truly educational, will lead the students to unanticipated, rather than predicted, outcomes” John McKernan

Enquiry: more than just curiosity about what’s out there...

“ If the curriculum is a cake, then enquiry is the baking powder that makes it rise...” John Widdowson

ask geographical questions justify conclusions creative ways of using and applying geographical skills plan enquiries solve problems and make decisions essential skills and processes in geography that pupils need to learn to make progress QCA (2007a) Programme of study : Geography key stage 3 http://www.qca.org.uk/secondarycurriculumreview/subject/ks3/geography/index.htm National Curriculum (Geography)

http://daviderogers.blogspot.com

Enquiry? ‘ In my opinion geographical enquiry is poorly understood but is at the heart of geographical thinking. For me it is the framework that geographers use to understand the complex world’ Tom Biebrach ‘ To me the point of an enquiry is to find an answer that you don't yet know. You can only have a worthwhile enquiry if you have a worthwhile question that is capable of being answered’ Ian Murray ‘ Finding out why and how‘ Head of Humanities Harry Carlton School … enquiry must be part of every lesson…

Famine : Google Images : Wikipedia A  famine  is a widespread shortage of food that may apply to any  faunal  species, which phenomenon is usually accompanied by regional  malnutrition ,  starvation ,  epidemic , and increased mortality . Famines in modern time are typically linked to  overpopulation , as the number of humans exceeds regional  carrying capacity . Historically, famines have occurred among the poor because of agricultural problems such as  drought , crop failure, or  pestilence . A famine can be made worse by  increased human population , war, or economic policies which place the poor at a disadvantage. [1]  Epidemics can reduce available labor. Changing weather patterns, the ineffectiveness of medieval governments in dealing with crises, wars, and  epidemic diseases  like the  Black Death  helped to cause hundreds of famines in  Europe  during the  Middle Ages , including 95 in Britain and 75 in France. [2] [3]  In France, the  Hundred Years' War , crop failures and epidemics reduced the population by two-thirds. [4]  Although most famines coincide with regional shortages of food, famine infrequently has occurred amid plenty or on account of acts of economic or military policy that have deprived certain populations of sufficient food to ensure survival.

Enabling global learning.... Questioning the world G2: two enquiry based articles in recent weeks...

QCA Geographical enquiry requires the development of a range of investigative skills both inside and outside the classroom emphasises the importance of geographical questions as a focus for teaching and learning activities requires pupils to undertake sequences of enquiry, as well as learning to develop their own enquiry sequences emphasises the need for pupils to develop a range of subject-specific skills , together with more general personal, social and study skills requires pupils to become skilled at communicating and presenting geographical ideas in a variety of ways to different audiences

Geographical enquiry

requires the development of a range of investigative skills both inside and outside the classroom

emphasises the importance of geographical questions as a focus for teaching and learning activities

requires pupils to undertake sequences of enquiry, as well as learning to develop their own enquiry sequences

emphasises the need for pupils to develop a range of subject-specific skills , together with more general personal, social and study skills

requires pupils to become skilled at communicating and presenting geographical ideas in a variety of ways to different audiences

Who lives in a place like this ?

Liz Taylor – Homerton College, University of Cambridge ENQUIRY QUESTIONS TG Article: Summer 2008 (delegates have copy)

1. Question must have ‘pith’ and ‘rigour’ 2. Sufficient knowledge-building must take place to be able to provide a good answer 3. Over time, pupils should develop enquiry sequences, as their research skills develop

“ There are no right or wrong answers...”

Margaret Roberts – GA President

What does enquiry look like ?

TASC – wheel Different stages

Some possible enquiry questions... The ‘HOOK’ (Animoto.com) FREE account for educators...

Starting it simple… asking questions. Every lesson should involve enquiry- students are presented with key questions to be answered as they ‘travel’ through a lesson. http://transl8it.com/cgi-win/index.pl How did Hurricane Katrina form? whch areas did it fx? wot impact did it hav? wot lessons cn b learnt frm Hurricane Katrina?

Starting it simple… asking questions.

Adding comments/thoughts with speech bubbles in PowerPoint. Starting it simple… asking questions. Adding comments with the record sound tool in PowerPoint. A soundscape can be produced. Surrounding the image with questions- on paper, IWB, or by PowerPoint. Using these questions and comments to produce creative writing/presentations or as a starter for ‘formal’ enquiry. Hot seating the character. Using my senses.

Toilet roll First Aid kit Paper work Insect Repellent Host Gifts Sun cream Starting it simple…asking questions. Which country and why?

Starting it simple…asking questions. Which country and why?

Starting it simple…asking questions. How’s school different?

Starting it simple… validating sources. Find me - Weather Events How many trees were felled in the Great UK Storm of 1987? Teacher generates questions. Students asked to find the answers, but validate them through a number of sources.

Teacher generates questions.

Students asked to find the answers, but validate them through a number of sources.

Starting it simple… developing presentation techniques. Linking home, school and the global.

Leading through the cycle… Teacher leads students through the process of enquiry. New techniques are introduced. Questionnaire Mapping of good and bad management. Annotating photos taken with their mobile phones! Environmental audits. How well managed is our lake?

Teacher leads students through the process of enquiry.

New techniques are introduced.

Questionnaire

Mapping of good and bad management.

Annotating photos taken with their mobile phones!

Environmental audits.

Connecting to the global… Links with Toyota City. Students and teachers both go on yearly exchanges. Students and teachers follow the curriculum during their visits. In Geography we ask them about school life! We have also developed email links. Would we like schooling Japanese style?

Links with Toyota City.

Students and teachers both go on yearly exchanges.

Students and teachers follow the curriculum during their visits.

In Geography we ask them about school life!

We have also developed email links.

A more complex approach… Key Stage 4 Students write to Wanda Lust, who’s planning to lead an expedition to Antarctica, she asks their advice.

A more complex approach… Andrew Cooney, the youngest person to walk to the South Pole works with students for an afternoon. http://www.andrewcooney.co.uk/

The audience… students produce a presentation . Students are given six lessons to produce a response to Wanda. They are supported with Internet links via our Intranet and external blog. Andrew is also happy to have questions emailed to him .

 

 

A more complex approach… Wanda reappears later asking whether Coke is an ethical company. Students like the continuation of character. With thanks- Raise my Voice- Fickr www.flickr.com

Using the Net… We sometimes take the opportunity to encourage staff to contribute to our enquires, via the department blogs. This may also encourage a wider response from a global audience.

Deciding on appropriate formats… One aspect of developing a successful enquiry is the range of presentation options that can be used to enthuse students. Formal writing Presentation Movie Website Newspaper article Letter… Citizenship Project- What’s special about our area?

Enquiry and actions... Tying enquiry to participation: investigation Student-centred enquiries...

 

Earth Hour Video – 2 minutes long...

What would enquiry involve ?

How about enquiry questions that you have used ?

Controlled Assessment “one big enquiry”....

With thanks to: David Rogers, Priory School, Portsmouth for slides 8, 9 and 10 Liz Taylor – Teaching Geography article – Summer 2008 http://www.geography.org.uk/projects/gtip/thinkpieces/geographicalenquiry - Gill Davidson Margaret Roberts & GA colleagues

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