"Inquiry" is defined as "a seeking for truth, information, or knowledge -seeking information by questioning." Individuals carry on the
process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process.
Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put
things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through
applying the human senses: seeing, hearing, touching, tasting, and smelling. Joe Exline (2004)
B. Inquiry is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their
understanding of a problem, topic or issue. It requires more of them than simply answering questions or getting the right answer. It
espouses investigation, exploration, search, quest, research, pursuit, and study. Inquiry does not stand alone, it engages, interests
and challenges students to connect their world with the curriculum. Although it is often thought of as an individual pursuit, it is
enhanced by involvement with a community of learners each learning from the other in social interaction. However, without some
guidance it can be daunting. Kuhlthau et al (2007)
C.
Inquiry is a dynamic process of being open to wonder and puzzlement and coming to know and understand the world. As such, it is a
stance that pervades all aspects of life and is essential to the way in which knowledge is created. Inquiry is based on the belief that
understanding is constructed in the process of people working and conversing together as they pose and solve the problems, make
discoveries and rigorously testing the discoveries that arise in the course of shared activity. http://galileo.org/teachers/designing-learning/articles/what-is-inquiry
D. Inquiry is the beginning of meaningful learning and too many students sit passively in schools
students are curious and can take more control of their own learning. The ability to pose good questions when we are confronted
with complex situations contributes to our growing up - to living our lives to their fullest potential. We cannot wait, however until
our students are (at university) we need to cultivate their curiosities within the curricula from the first day of kindergarten to their
graduation from high school. John Barrell (2003)
E. Inquiry-based learning is a natural human activity in which the learner obtains meaning from experience. Traditionally, inquiry has
been most readily associated with the sciences, yet it has been employed in many other fields of study as well showed how creative
people in the arts and sciences recall their ways of thinking. Whether implicit or implied, specific or general, all inquiries are driven
by questions, issues, and wonderings. Over the past century, it has been implemented as a useful and definite approach to teaching
and learning. It is an approach to learning that involves a process of exploring the natural, empirical, and material world, which leads
to asking many questions, making discoveries, and rigorously testing them in the search for new understanding. Chambers (2010)
F. Within schools, inquiry highlights learning as a process that underlies curriculum across disciplines. Subject areas and age levels For
me, inquiry is a collaborative process of connecting to and reaching beyond current understandings to explore tensions significant to
learners. Inquiry is a stance that requires uncertainty and invitation. A feeling of uncertainty encourages us to wonder and question,
to move beyond current understanding and to pursue new possibilitiesInquiry is not merely a new set of instructional practices,
but a theoretical shift in how we view curriculum, students, learning and teaching. More importantly, however, a stance of inquiry
influences who learners become as human beings. Short, K. (2009: 11-25)
G. Inquiry is an approach to teaching and learning that, in essence, involves students in the exploration of questions/problems/issues
of significance. Through inquiry, we seek to develop students essential competencies as learners and equip them with a set of
transferable skills and dispositions. Inquiry is an active, learner and learning centered approach that develop deep understanding -
not surface coverage. Inquiry is as much a teaching disposition or way of being as it is a method. Inquiry goes to the heart of
how we see our role as teachers - and how we see the nature of learning itself. (Murdoch 2015)
H. For students, the process often involves open-ended investigations into a question or a problem, requiring them to engage in
evidence-based reasoning and creative problem-solving, as well as problem finding. For educators, the process is about being
responsive to the students learning needs, and most importantly, knowing when and how to introduce students to ideas that will
move them forward in their inquiry. Together, educators and students co-author the learning experience, accepting mutual
responsibility for planning, assessment for learning and the advancement of individual as well as class-wide understanding of
personally meaningful content and ideas (Fielding, (2012) in edu.gov.on.ca).
I. Inquiry isnt about the pursuit of the perfect question or the next exciting strategy. It is about being open to new learning and taking
informed actionInquiry involves design, discipline and a critical focus on evidence that matters. (As teachers) we need to take an
inquiry stance must constantly ask ourselves What difference is this making to our learners? and How do we know? Inquiry is
not a set of paint by numbers set of strategies. It is through the artistry and creativity of teams of educators that inquiry tools come
to life. Halbert and Kaser (2013) Inquiry learning : definitions and discussions. Compiled by Kath Murdoch 2016
Ask questions
Make choices about their learning (the what, how, with whom..)
Think for themselves take a learning challenge/question and seek to understand prior to
possible input from teacher
Manage the challenge of open ended tasks that may have multiple answers
Manage an ongoing task not simply an activity that is completed in a lessona task that
evolves over time
Structure increasingly complex inquiries for themselves show that they know what to
do when they dont know! (in all areas)
Traditional
(teacher
centred)
vs
inquiry
(student
and
learning
centred)
Kath
Murdoch
2015
Means
of
learning
Traditional
learning
Receiving,
Memorization
Ultimate
outcomes
Information/knowledge
Evidence
of
learning
Replication
Motivation
Attitudes
Relationships
External/rewards-based
Contexts
Compliant,
passive
Dependent,
one-way,
arms
length
School/classroom
-
inauthentic
I made a plan.
1
2
3
4
I checked my own
work.
I thought about
different ways to solve
my problem.
I stopped to think
before I acted.
I tried to understand
someone elses
feelings.
I thought up a new
idea.
ACT
STOP
I asked myself
questions.
I learned something
from others.
I thought about my
thinking.
!!
I stayed positive
even when it was
challenging.
I avoided distractions.
@
I stayed on task.
I was organised.
task
I tried useful ways to
help me get the job
done.
I managed my time
well.
I sought feedback on
my progress.
I stopped to think
about what I was
doing.
STOP
I self-assessed.
I changed my way of
thinking/working.
I helped others.
Cultivate Curiosity
Kath Murdoch 2016
Release
Notice
Take time to notice what is
happening (as distinct from what
you would like to be happening.
Pause to observe and to listen.
Help students notice themselves as
they are learning. Share feelings,
emotions, reactions, challenges,
surprises. Use reflective moments
to help you decide where to next.
Listen more than talk. Help your
students listen to themselves and
others. Notice yourself - stay
mindful of what you are doing,
saying, thinking and feeling.
Slow down. Wait. Listen.
Kath Murdoch 2016
Make connections
Keep it real
Question
Build learning
assets
Collaborate
Use the expertise in your community:
your class, your school, your wider
community. Build understanding
together, learn how to exchange and
build on each others thinking.
Collaborate with colleagues at and
beyond school. Co-create. Co-construct.
Stay open and interestedkeep talking
with each other. Invite students to help
design for their learning.
Kath Murdoch 2016
Get Personal
the
Power Inquiry
of
Kath Murdoch
S A M P L E PAG E
teachers are
1. Allow the inquiry to grow in response to assessments made of childrens needs and
interests. Planning should be ongoing and regularly reviewed.
2. Allow time for conversations to build a shared view about the conceptual
understandings underpinning the inquiry.
3. Give children voice in the design process . Engaging with students for planning and
assessment purposes results in higher engagement and powerful learning.
4. Use direct, shared experiences as a way to help students find out. Involving students in
real experiences is the key to engagement and curiosity.
5. The team needs to own the planning not one person.
6. Documentation should support quality planning conversations and assist with
accountability.
7. Where possible, inquiries into big questions should support integrative learning. We
should be helping children make connections across learning areas.
8. Inquiries should have a split screen structure where children are building learning
assets (skills and dispositions) while they are developing conceptual understandings.
9. Use the curriculum to guide the design of your big picture understandings. Find
connections between learning areas.
10.Seek authentic contexts and purposes. Use the school and local community as contexts
for investigations or audiences for actions
Kath Murdoch 2016
When teaching
Have
students
share
their
early
thinking
about
how
they
see
the
concept/s
have
them
write,
draw,
make,
perform,
find
images
to
represent
their
current
way
of
thinking
about
these
ideas
and
return
to
those
for
re-thinking
throughout
the
unit.
Rather
than
explain
or
define
the
conceptual
understanding
at
the
beginning
of
the
unit
provide
students
with
multiple
examples/case
studies
that
illustrate
the
concept
and
ask
them
to
look
for
patterns
and
connections.
Use
inductive
rather
than
deductive
strategies
to
engage
students
in
more
independent
and
rigorous
thinking.
Use
a
question
as
your
learning
intention
(at
unit
and
lesson
level).
Where
appropriate,
include
a
key
concept
word/s
in
the
intention.
Eg:
How
does
migrating
to
a
new
country
change
peoples
lives?
Seek
out
literature
(picture
story
books
and
novels)
that
explore
the
same
concept
in
different
ways
and
have
students
make
text-text
and
text-world
connections
as
they
analyse
them.
The
same
can
be
done
with
film
snippets/youtube
clips,
songs,
paintings,
cartoons
poetry
and
photographs.
Use
non
examples
to
help
children
understand
what
the
concept
is
NOT
as
well
as
what
it
IS.
Invite
them
to
find
examples
and
non-examples.
Make
conceptual
connections
across
the
curriculum
and
make
them
explicit.
These
will
be
easier
with
macro
concepts
like
change,
systems,
diversity,
pattern,
evidence,
relationships,
cause
and
effect
perspective
and
more
challenging
with
more
subject/context-specific
concepts
like
technology,
conflict,
habitat,
measurement,
space
-
but
aim
for
transfer
as
much
as
possible!
Have
students
do
their
own
inquiry
into
a
question/issue/example
that
links
to
the
overarching
concept
being
explored
by
the
class.
When
they
share
the
learning
from
their
personal
inquiry
help
them
seek
connections
and
patterns
between
their
learning/experience
and
other
students
learning.
Question
with
conceptual
understanding
in
mind:
Can
you
make
a
connection
betweenand.
What
patterns
can
you
see?
How
might
you
link
with.?
Can
you
give
us
some
more
examples
of
this?
What
is
an
example
of
this
in
a
different
context?
At
home?
In
the
community?
How
does
your
thinking/idea
relate
to
.
Idea?
Where
else
have
we
explored
this
idea?
What
is
this
NOT
like?
What
else
does
this
remind
you
of?
Promote
conceptual
thinking
and
understanding
by:
Making
your
own
connections
out
loud
Using
metaphor
and
analogy
(and
have
kids
create
their
own)
Making
forced
associations
between
seemingly
unrelated
ideas/objects
Using
multiple
examples
lots
of
comparing
and
constrasting
Creating
data
charts
to
organise
information
and
then
identify
patterns
within
it
Using
graphic
organisers
that
cluster,
classify
and
emphasise
relationships
(lotus
diagrams,
mindmaps,
concept
maps)
Returning
to
the
compelling
question
and
looking
at
how
thinking
changes
Using
the
concept
attainment
strategy
Asking
students
to
select
or
create
demonstrations
of
understanding
in
more
than
one
way
Encouraging
students
to
see
what
they
can
figure
out
(while
ensuring
they
have
a
clear
purpose/intention)
-
direct
instruction
at
the
point
of
need.
Use
a
concept
frame
(is,
has,
does,
examples,
non
examples)
to
help
children
explore
a
concept
Have
a
list
of
concepts
on
the
classroom
wall
and
encourage
students
to
make
connections
to
them
as
they
learn
Some
key
references:
Bennet,
B.
and
Rolheiser,
C.
(2001)
Beyond
Monet,
Bookation.
Erickson,
L.
and
Lanning,
L.
(2014)
Transitioning
to
Concept
Based
Curriculum
and
Instruction.
Corwin
press.
Lattanzio,
T.
and
Muller,
A.
(2015)
Taking
the
Complexity
out
of
Concepts,
Hawker
Brownlow
Marzano,
R.
(2007)
The
Art
and
Science
of
Teaching,
ASCD
Murdoch,
K.
(2015)
The
Power
of
Inquiry,
Seastar
Education
Kath
Murdoch
2016
Overarching,
unit-long
Compelling
question
Yr
1
What
can
we
learn
by
investigating
other
cultures?
How
do
children
live
in
Japan?
Researchers:
How
can
we
ask
people
questions
to
find
out
information
?
Thinkers:
How
can
we
use
our
thinking
to
make
connections?
Communicators:
How
can
we
explain
and
test
out
our
theories?
Yr
4
How
does
the
human
body
work
and
how
can
we
look
after
it?
Yr
5
How
and
why
is
light
so
important
in
the
natural
and
built
environment?
Yr
5
How
and
why
does
the
earth
change?
Yr
3/4
Why
and
how
do
humans
explore?
What
have
we
learned
so
far
about
body
systems?
What
do
we
know
about
shadows?
Yr
5/6
How
does
the
media
influence
our
choices?
What
forms
of
media
do
we
use?
Yr
k/1
How
do
living
things
grown
and
change?
What
can
we
discover
about
the
lifecycle
of
a
stick
insect?
Yr
4
How
do
and
why
do
we
preserve
memories?
What
are
the
purposes
of
museums
and
how
do
they
communicate
to
the
public?
Whats
it
like
to
grow
up
on
a
farm?
Year
1/2
Are
we
more
the
same
or
more
different?
Yr
2
Are
we
more
the
same
or
more
different?
Kath
Murdoch
October
2014
What
science
ideas
do
we
think
we
really
understand?
What
does
the
term
exploration
mean
to
us?
How
do
people
around
the
world
shelter
themselves?
Communicators:
How
can
we
explain
a
science
idea
clearly
and
compellingly?
Thinkers:
How
can
we
use
images
and
symbols
to
make
our
thinking
visible?
Collaborators:
What
can
we
do
and
say
to
effectively
negotiate
with
others
in
a
group.
Researchers:
How
can
we
observe
something
carefully
and
gather
accurate
information
Self-managers:
How
can
we
plan
and
manage
our
time
when
we
are
working
independently?
Thinkers:
How
can
we
compare
and
contrast
information
-
and
show
this
to
others?
Researchers:
How
can
we
effectively
summarise
information.
the
Power Inquiry
of
Kath Murdoch
S A M P L E PAG E
Tuning in
provoking interest, curiosity, tension or
uncertainty
gathering data about students existing
thinking, knowledge, feeling and
understanding
helping students make connections with
the key concept/s
providing purpose, the big picture and
authenticity
motivating, exciting, engaging
Finding out
gathering new information to address the
compelling question
developing the required research skills
learning how to organize and manage the
process of finding out
having some shared experiences that will
allow us to talk and share our thinking
with others
stimulating curiosity through new
experiences and information
learning how to record information
gathered in efficient ways
Typically, students at this phase are involved in the process of planning for and
researching new information. What they do depends on the manner in which
they will be finding out. They may be experimenting, surveying, searching
the web, watching clips, emailing or Skyping experts, asking their parents
or others, making phone calls, reading texts, viewing images, listening to
podcasts, stories or speakers, examining artworks or working through a trial
and error process. They are also recording what they are finding so they can
refer back to it when they take their thinking deeper. They may also add to
their wonderings or wonder for the first time:
I think we could/should
Maybe should search for
How about we ask
I found out
Oh, now I know
This makes me wonder about
page 78 / chapter five / Finding our way: What role can frameworks and models play in scaffolding inquiry learning?
the
Power Inquiry
of
Kath Murdoch
S A M P L E PAG E
Sorting out
comprehending making meaning of the
information gathered
revealing new thinking and deeper
understanding
answering questions
reviewing/revising early thinking and
synthesizing
interpreting the information and
communicating with others
Going Further
opportunities for students to pursue
questions and interests arising from the
journey so far
learners work more independently on
investigations
Finding our way: What role can frameworks and models play in scaffolding inquiry learning? / chapter five / page 79
the
Power Inquiry
of
Kath Murdoch
S A M P L E PAG E
Evaluating
reviewing the inquiry to identify strengths
and weaknesses
identifying recommendations for future
planning
Typically students are engaged in tasks that put their learning into action
in some way. This might be individual or collaborative. It might be the end of
the inquiry or during it. Students are also reviewing, revising and reflecting on
what and how they have learned. They are involved in tasks that provide some
closure to the inquiry but are also mindful that new questions have arisen
and further investigation is possible. Importantly, students are sharing their
awareness of how they are learning.
I used to thinkbut now I think.
I can use this when.
I /we should.
I/we have learned to.
I have learned more about.
Next time I need to.
I wish I had.
I have got better at.
Using feedback from students, assessments of learning and their own reflections
during the journey of inquiry, teachers now pause to review the effectiveness
of the whole. They look back over the learning and ask themselves whether
the planned understanding goals had been reached and whether the skills they
intended students to strengthen had indeed developed. Reflections on the
inquiry are recorded and many will prompt thinking ahead for the next journey of
inquiry, especially where skills have emerged as needing attention.
page 80 / chapter five / Finding our way: What role can frameworks and models play in scaffolding inquiry learning?
Encouraging
deeper
thinking
through
prompts
and
questions
As
children
go
about
their
learning
it
is
the
teachers
role
to
observe,
question,
asses
and
document.
Some
teachers
opt
to
focus
on
specific
children
each
session,
ensuring
they
have
records
of
each
child
over
several
weeks.
Often,
the
best
thing
a
teacher
can
do
is
to
listen
and
to
show
an
active
interest
in
what
the
child
is
doing.
Encouraging
the
child
to
articulate
their
thinking
first
requires
confidence
and
a
sense
that
what
they
are
doing
has
value
and
worth.
The
following
questions
can
help
support
young
childrens
thinking
as
they
inquire:
Kath
Murdoch
2014
the
Power Inquiry
of
Kath Murdoch
S A M P L E PAG E
Tuning in
What do I already think, know and feel about this?
Do I have questions at this stage? What are they?
How can I show what I think about this already?
What am I expecting to find out/do with this?
Why is this important to do/learn about?
What else does this remind me of?
What puzzles me about this?
Evaluating
How valuable was this inquiry?
What were my strengths as a learner?
What did I do well?
What do I need to work on?
What might I have done differently?
What do I need to remember for next time?
THINKING
COLLABORATING
SELF-MANAGING
RESEARCHING
COMMUNICATING
Finding out
What do I need to do?
Where do I need to go?
Who could I talk to?
How could I investigate this?
How will I record/document what I find out?
What skills do I need to use to find out?
What will help me learn more?
What do I need to organize?
Sorting out
What information is useful?
What patterns and connections am I noticing?
How is my thinking growing and changing?
Are my questions being answered?
Do I have some new questions?
How could I share this with others?
Do I need to go back and find out
some new information?
What is confusing? Challenging?
Finding our way: What role can frameworks and models play in scaffolding inquiry learning? / chapter five / page 89
Using an inquiry approach to teaching means we need to build a repertoire of strategies and techniques that position
students as active, responsible, curious connected learners. A work sheet just won't do it. A novelty colour-cut and
paste task wont do it either. We need our teaching strategies to work hard for us. Good strategies are layered,
transferable and open ended. Whether micro or macro techniques, they are all about helping kids learn to be
powerful learners. During this workshop, several of the strategies below will be used. This list is to help you keep a
record of those strategies so you can try them out back in your classroomwith your own twist of course
Mini inquiries (eg: what is the story of your name? What brought you here?)
Speed teaching
Jigsaw/expert groupings
Jigsaw/expert grouping
Blind sequencing
5 whys
Fishbowl demonstrations
Think aloud
Diamond ranking
When
teaching.
The
constructivist
view
of
learning
that
underpins
inquiry
beautifully
supports
the
development
of
conceptual
understanding
in
students.
Inquiry
encourages
students
to
gather
information,
look
for
patterns,
make
connections
and
formulate
generalisations.
Because
the
learner
goes
through
this
process
in
a
highly
active,
involved
way
the
learning
is
more
robust.
It
is
the
teachers
role
to
facilitate
these
connection-making
opportunities.
If
inquiry
is
simply
about
finding
out
information
without
processing,
analysising,
organizing
and
synthesizing
conceptual
understanding
is
compromised.
There
are
a
number
of
key
strategies
that
teachers
can
use
to
build
conceptual
understanding.
Have
students
share
their
early
thinking
about
how
they
see
the
concept/s
have
them
write,
draw,
make,
perform,
find
images
to
represent
their
current
way
of
thinking
about
these
ideas
and
return
to
those
for
re-thinking
throughout
the
unit.
Revisiting
or
looping
back
the
big
ideas
helps
students
see
how
their
understanding
is
growing
and
deepening
over
time.
Kath
Murdoch
2016
Rather
than
explain
or
define
the
conceptual
understanding
at
the
beginning
of
the
unit
provide
students
with
multiple
examples/case
studies
that
illustrate
the
concept
and
ask
them
to
look
for
patterns
and
connections.
Have
students
seek
out
their
own
examples.
Use
inductive
rather
than
deductive
strategies
to
engage
students
in
more
independent
and
rigorous
thinking.
Use
a
question
as
your
learning
intention
(at
unit
and
lesson
level).
Include
a
key
concept
word/s
in
the
intention.
Eg:
How
does
migrating
to
a
new
country
change
peoples
lives?
Have
students
identify
examples
of
the
concept
in
contexts
that
go
beyond
the
unit
itself.
For
example,
you
may
be
exploring
the
way
changes
to
substances
can
be
irreversible
or
reversible
.
Have
students
find
examples
of
reversible
and
irreversible
changes
in
other
contexts
(life
decisions,
daily
actions,
historical
incidents)
Seek
out
literature
(picture
story
books
and
novels)
that
explore
the
same
concept
in
different
ways
and
have
students
make
text-text
and
text-world
connections
as
they
analyse
them.
The
same
can
be
done
with
film
snippets/youtube
clips,
songs,
paintings,
cartoons
poetry
and
photographs.
Use
non
examples
to
help
children
understand
what
the
concept
is
NOT
as
well
as
what
it
IS.
Invite
them
to
find
examples
and
non-examples.
Make
conceptual
connections
across
the
curriculum
and
make
them
explicit.
These
will
be
easier
with
macro
concepts
like
change,
systems,
diversity,
pattern,
evidence,
relationships,
cause
and
effect
perspective
and
more
challenging
with
more
subject/context-specific
concepts
like
technology,
conflict,
habitat,
measurement,
space
-
but
aim
for
transfer
as
much
as
possible!
Specialist
and
generalist
teachers
can
enable
this
integration
by
co-planning
for
deliberate
concept
connections.
Have
students
do
their
own
inquiry
into
a
question/issue/example
that
links
to
the
overarching
concept
being
explored
by
the
class.
When
they
share
the
learning
from
their
personal
inquiry
help
them
seek
connections
and
patterns
between
their
learning/experience
and
other
students
learning.
Question
with
conceptual
understanding
in
mind:
Can
you
make
a
connection
betweenand.
What
patterns
can
you
see?
How
might
you
link
with.?
Can
you
give
us
some
more
examples
of
this?
What
is
an
example
of
this
in
a
different
context?
At
home?
In
the
community?
How
does
your
thinking/idea
relate
to
.
Idea?
Where
else
have
we
explored
this
idea?
What
is
this
NOT
like?
What
else
does
this
remind
you
of?
Kath
Murdoch
2016
Promote
conceptual
thinking
and
understanding
by:
Making
your
own
connections
out
loud
Using
metaphor
and
analogy
(and
have
kids
create
their
own)
Making
forced
associations
between
seemingly
unrelated
ideas/objects
Using
multiple
examples
lots
of
comparing
and
constrasting
Creating
data
charts
to
organise
information
and
then
identify
patterns
within
it
Using
graphic
organisers
that
cluster,
classify
and
emphasise
relationships
(lotus
diagrams,
mindmaps,
concept
maps)
Returning
to
the
compelling
question
and
looking
at
how
thinking
changes
Using
the
concept
attainment
strategy
Asking
students
to
select
or
create
demonstrations
of
understanding
in
more
than
one
way
Encouraging
students
to
see
what
they
can
figure
out
(while
ensuring
they
have
a
clear
purpose/intention)
-
direct
instruction
at
the
point
of
need.
Use
a
concept
frame
(is,
has,
does,
examples,
non
examples)
to
help
children
explore
a
concept
Have
a
list
of
concepts
on
the
classroom
wall
and
encourage
students
to
make
connections
to
them
as
they
learn
A drop
A taste of the m any sites that w ill help you nurture curiosity
- www.wonderopolis.com (great resource for generating wonder AND for researching interesting questions)
www.literacyshed.com (excellent collection of videos and teaching ideas)
- http://thekidshouldseethis.com (fantastic collection of videos to ignite curiosity)
- www.exploratorium.edu
- www.teded.com (videos created to explore a range of issues/topics)
- http://thekidshouldseethis.com (fantastic collection of videos to ignite curiosity)
- http://thekidshouldseethis.com (fantastic collection of videos to ignite curiosity)
- http://taggalaxy.de/
- http://education.skype.com/projects/2751
- http://www.nationalgeographic.com
- http://www.101qs.com/ (for generating questions)
- https://sites.google.com/a/gapps.uwcsea.edu.sg/researchhub/ (a site to help kids with research)
- http://www.mos.org (Museum of science loads of amazing resources)
- http://sylviashow.com (young girls own blog with a design and make focus great videos!)
http://www.meetmeatthecorner.org (lots of great short videos on a range of topics)
- https://www.smore.com/0ruh-taking-student-genius-global (global action projects)
- http://www.did-you-knows.com (a great compilation of intriguing facts that could spark further inquiry)
A fraction of the vast reso urce based for play and inquiry-based early years
education
An Everyday Story: Child-Led Homeschooling/Reggio Emilia Inspired Living & Learning (Kate)
Atelierista: Stories from the Studio (Anna Golden)
Crayons, Wand & Building Blocks; A Journey Through Inquiry-Based Play
Designing Early Childhood Australia: Planning, PD & Provocation (Paulette)
Early Learning @ ISZL (International School Zug & Luzern)
Extraordinary Classroom (Tiziana Ciccone)
Fairy Dust Teaching (Sally Haughey)
Interaction Imagination (Suzanne Axelsson)
Investigating Choice Time: Inquiry, Exploration & Play (Renee Dinerstein)
Irresistible Ideas for Play-based Learning (Sherry Hutton & Donna Ridley)
Journey into Early Childhood (Debra)
Journey Together in Full Day Kindergarten (Caroline Thorton & Shirley Silva)
Let the Children Play
Marla McLean, Atelierista School Within School
Play Based Inquiry
Playful Learning (Mariah Bruehl)
Technology Rich Inquiry-Based Research (Louise Jupp & Diane Kashin)
The Compass School (Cincinnati, USA)
This Kindergarten Life (Laurel Fynes)
Tinkerlab (Rachelle Doorley)
TransformEd: Transforming our Learning into a Space of Possibilities (Joanne Babilis)
Under 3 Roofs (Peabody Terrace Childrens Center)
Wonders in Kindergarten (Anamaria Ralph)
Yokohama International School Early Learning Centre
Zella Said Purple (Jeanne Zuech)
http://www.reggioaustralia.org.au/ (Australian site for Reggio Emilia (student centred early childhood approach)
similar sites around the world)
http://www.discoverytime.co.nz
http://www.playbasedlearning.com.au (GORGEOUS examples)
http://pinterest.com/camtown/play-based-learning-ideas/ (a pinterest board)
http://www.galileonetwork.ca/earlylearning/
http://pinterest.com/kidsplayspace/kids-loose-parts-play-inspiration/
http://acultureofthinking.weebly.com
A scattering of TW ITTER HANDLES TO FOLLOW there are m any m ore!
@whatedsaid
@kjinquiry (thats me! Check out those I follow most connected to inquiry in some way)
@capitanoAmazing
@curiosityTV
@ibpyp
@Saigon_Craig
@DwyerTeacher
@jennysfen
@edutopia
@ronritchhart
@LindyBuckley1
@mumbaimaggie
@sherattsam
@hurleyinchina
@graemeAnshaw
@tombarrett
@heidiSiwak
@sugatam
@fullonlearning
@namastececi
@naturlcuriosity
@gallit_z
@craigkemp
@geomouldey
@jjuliani
@inquirypartners
A w hiff of the world of relevant TED Talks about student-centred learning
http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves
http://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning
https://www.youtube.com/watch?v=LFt15Ig64Yg (The Power of Ummm)
https://www.youtube.com/watch?v=BlvKWEvKSi8 (Dan Meyer)
And a sliver of facebook pages to like
Kath Murdoch consulting
Lisa Burman
Inquiry Partners
Visible thinking
Walker Learning
Edutopia
Natural Curiosity
Finally a sam ple of a huge array of useful books about inquiry
Barell, J.(2003) Developing more curious minds. ASCD
Barrell, J.(2007) Why are school buses always yellow? Teaching for inquiry K-5. ASCD
Barrell, J. (2008) Problem based learning: an inquiry approach, Hawker Brownlow
Bennet, B. and Rolhesier, C. (2001) Beyond Monet Bookation Inc Toronro
Blythe, T. and associates (1998) The Teaching for Understanding Guide Jossey Bass San Fransisco
Bransford, John, Ann Brown, and Rodney Cocking, eds. How people learn. national research council,
Washington, DC: National Academy Press, 1999.
Brooks, J. and Brooks, M. (1999) In search of understanding: The Case for Constructivist Classrooms, ASCD
Behrenbruch, B. (2012) Dancing in the Light, Essential Elements for an Inquiry Classroom. Sense Publishing,
Melbourne.
Claxton, G. (2011) The Learning Powered School: Pioneering 21st Century Education TLO LTD
Claxton, G. Educating Ruby: What Our Children Really Need to Learn. Crown House Publishing, Carmathen
Couros,G. (2015) The Innovators Mindset: Empower Learning, Unleash Talent and Lead a Culture of Creativity,
Dave Burgess Consulting
D Acquisto, (2006) L. Learning on Display: student-created museums that build understanding, ASCD
Daniels and Harvey (2009) : Comprehension and collaboration Inquiry circles in Action, Heinneman
Dweck,C. (2007) Mindset: The New Psychology of Success Random House Publishing Group
Elder, Z. (2012) Full on Learning : Involve Me and Ill
Understand. Crown House Publishing, UK.
Erickson, L. (2002) Concept Based Curriculum and Instruction: teaching beyond the facts. Corwin Press
Gardner, H. (1993), Multiple Intelligences: the theory in practice , Basic Books, New York.
Gallas, K. (1995) Talking their way into Science. Teachers College Press
Gillon, K. and Pope, J. (2012) INquiry! Inquiry learning for any classroom. Hatbox publications NZ
Glover, M. (2015) The Teacher you Want to be: Essays about Children, Teaching and Learning, Henneman.
Hamston, J. and Murdoch, K. 1996, Integrating Socially: units of work for social education, Eleanor Curtain,
Melbourne
Harvey and Goudvis (2000) Strategies that work (comprehension) Stenhouse.
Johnston, P. (2004) Choice words: how our language affects childrens learning. Stenhouse.
Johnston, P. (2012) Opening Minds: using language to change lives Stenhouse
Juliani, Aj. (2014) Inquiry and Innovation in the Classroom:using 20% Time, Genius Hour and PBL to Drive
Little Books of Big Ideas (most of these are now out of print but may be in your school library)
How to Succeed with Thinking (Jeni Wilson and Kath Murdoch)
How to Succeed with learner-centred assessment (Wilson and Murdoch)
How to Succeed wit Questioning Robyn English and Jeni Wilson
How to Succeed with Cooperative Learning Kath Murdoch and Jeni Wilson
How to Succeed with Creating a Learning Community - Kath Murdoch and Jeni Wilson
Great Resources for Prep-2 play based Inquiry;
Cadwell, L. Bringing Learning to Life. Teachers College Press
Reggio Children: Everything has a shadow expect Ants (Reggio Emilia Publishing)
Jabion, J. The Power of Observation, Teaching Strategies
Katz, Lillian. Engaging Children s Minds: the project Approach, Ablex Publishing Association
Walker, K. (2008) Play Matters: a play and project based philosophy ACER press
Just Imagine
Just Investigate
Just Improvise
Just Discover (All published by Tertiary press) EXCELLENT ideas for discovery centres
Curtis, Deb. Designs for Living and learning, Redleaf Press
(All these resources are available through the Lady Gowrie Centres online book shop):
www.gowrie-melbourne.com.au/bookshop