Tuesday, May 9, 2017

A-Team Inquiry Term Two


A Team teachers have thoroughly enjoyed the return to learning this term. We sure hope the students are having as much fun as we are! The feedback from them and parents of A Team students says it certainly looks that way.

           





We wanted to take this opportunity to unpack a little more about teaching and learning in today’s landscape. It’s looks and feels very different from our classroom days, regardless of where in the world you attended school. Frankly, so it should be. With the well researched best approaches to teaching and learning easily accessible and with the tools we now have at our disposal our ‘digital natives’ deserve nothing less than an environment that will allow maximum engagement, growth and achievement.


Using this research and allowing the use of tools for learning Whangaparaoa School has adopted a fully integrated inquiry approach and use our amazing chromebooks to respond to our curiosity and ‘OWN’ our learning.


The Inquiry cycle at WGP School starts with provocation. Last week and this week A Team students have been ‘reclassed’ into groups from each different room. Groups from Year 1 to 6 move around A Team each afternoon and engage in new experiences related to the concept of “CHANGE”, within the context of Science. The purpose of these experiences is not to ‘teach’ science in the old way but to ignite and excite the students curiosity in this area so they can explore, question, research, investigate, test and share their hypothesise and findings with a targeted audience.

We are engaged in the first stage of “INQUIRY”
‘Sandy the Scientist’, a visiting expert ;) has joined us for both Monday’s this term with the intention of sparking student interest in chemical change before all of A Team students are cross grouped for the afternoon session. If you are wondering about where your child is in the afternoons at the moment CLICK HERE.

Following our provocation focus students will be identifying areas of high interest and pinpointing learning they’ve been exposed to that has made them extra curious. You may have noticed them coming home and wanting to reproduce the experiments they have enjoyed at school. This is a good example of how we are trying to incite continuous learning. This then motivates student questions and we know from the research that when a student’s learning is platformed from their own self-directed questions and curiosity it makes the end result powerfully learned.

Our inquiry model has come from Kath Murdoch’s work, an Australasian Educational expert who responds to research by providing a scaffolded way to ‘do it’ for teachers. Here’s a short clip of her explaining what it means to be an Inquiry Teacher:

                                   

Sharing what is learned is an integral part of Inquiry - In essence, we learn, we create, we share. Not necessarily in that order and when you look at your child’s day each aspect of this process should be evident. Creating has taken on a whole new meaning. Before the digital era (and we define this as since ipad technology exploded onto the market, only in 2009) we could access a student’s learning response in books and on classroom walls. This is no longer an accurate indication as the platform they now have to share their work has grown exponentially. Teachers are the experts in analysing and identifying progress and the tools they have to do this also reflect the digital age. This means anyone making an assumption on progress by simply looking in a book could be grossly misguided and just plain wrong. For any questions regarding progress it is best to talk to the teacher.

Our school website is about to be updated to reflect our new understanding around what best practice looks like in an inquiry class. It says this:

Inquiry-based learning is a constructivist approach. This means children are engaged in constructing knowledge rather than simply acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment, meaning students take ownership of their learning. It is the New Zealand Curriculum’s approach to teaching and learning.


Our unique Vertical Learning Communities allow children of all ages to share experiences and knowledge around our inquiry focus, while strengthening our learning community as the children become teachers to each other.
The benefits of learning through inquiry include higher order thinking, improved problem solving abilities and critical thinking skills. These are all identified as the leading skills looked for in today’s employment market. It increases personal ownership and responsibility for learning, develops skills of research and a student’s ability to determine the importance of the information they encounter.
Inquiry Learning supports our school ORCA values of Ownership, Respect, Collaboration and Achievement.

We look forward to the questions our students will ask, the discoveries they will make and how they will share what they’ve learned to others.


Please feel free to ask any questions you may have about how your child is learning and why with the classroom teacher. We are also very happy to share with anyone interested more about the landscape of teaching and learning so any misconceptions out there can be addressed. Ka kite ano...













No comments:

Post a Comment