Inquiry learning is a constructivist pedagogy that takes student-posed questions as a starting point for learning. (Lupton, 2012)
Project-based learning and inquiry learning approaches in:
Australian Curriculum
Inquiry
skills probably fit easiest into the science curriculum as students
are expected to hypothesise
and pose questions, then plan and test outcomes. Student have already
been conducting science experiments in classes well before the
Australian Curriculum. The
science domain in the Australian Curriculum has been divided into
three strands
which will work through each unit of work. These strands
are Science Understanding, Science as Human Endeavour and Science
Inquiry Skills. There are five sub-strands of 'Science Inquiry Skills'. These are:
- Questioning and predicting: Identifying and constructing questions, proposing hypotheses and suggesting possible outcomes.
- Planning and conducting: Making decisions regarding how to investigate or solve a problem and carrying out an investigation, including the collection of data.
- Processing and analysing data and information: Representing data in meaningful and useful ways; identifying trends, patterns and relationships in data, and using this evidence to justify conclusions.
- Evaluating: Considering the quality of available evidence and the merit or significance of a claim, proposition or conclusion with reference to that evidence.
- Communicating: Conveying information or ideas to others through appropriate representations, text types and modes.
Retrieved
from:
http://www.australiancurriculum.edu.au/Science/Content-structure
At
a foundational level students
are expected to respond to questions about familiar objects
and events and make observations using their senses. By the end of a
students
education they should be able to formulate
questions that can be investigated
scientifically, plan the method for
experimentation, analyse patterns, evaluate conclusions and then
communicate the scientific ideas. This is using the full inquiry
cycle model discussed in the inquiry based learning edutech wiki
(2010). There is room within the curriculum for teacher-guided
activities and also student-guided inquiry activities.
Unlike
in science the history structure in the Australian Curriculum is not
as clearly divided in the strands.
It has two over arching strands 'Historical Knowledge and
Understanding' and 'Historical Skills'. Within these strands
are lots of subtopics which interrelate. Within each HK&U topic
there are inquiry questions and the historical skills give a
framework for inquiry learning. Depth studies will be areas where
project based learning can occur.
In
the mathematics learning area inquiry learning fits into the 'problem
solving' proficiency strand. In the English learning area the
'literacy' strand introduces inquiry learning approaches.
Lupton,
M. (2012) Inquiry skills in the Australian Curriculum, ACCESS, June
(pp. 12-18)
AusVELS
The
Victorian
Essential Learning Standards (VELS) are
currently being rewritten by the
Victorian
Curriculum and Assessment Authority (VCAA) to incorporate the
Australian Curriculum, AusVELS is the result. Inquiry learning
approaches find their place in the
'Interdisciplinary
Learning' domain within
the 'Think
Processes' dimension.
Students are expected to progress in the following areas:
- Reasoning, processing and inquiry
- Creativity
- Reflection, evaluation and metacognition
Aside
from this AusVELS follows the Australian Curriculum expectations of
inquiry learning, this is for the subject learning areas Science,
History, English and Mathematics.
http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ThinkingProcessesProgressionPoints.pdf
What is the appropriate role for
the teacher librarian in curriculum development?
The
teacher librarian should be working alongside classroom teachers in
curriculum development. I don't think the librarian should be working
above the teacher handing down curriculum. Teachers may feel an 'I
don't tell you how to do your job, so don't tell me how to do mine'
attitude. If this is felt programs and resources will not be used by
teachers and the teacher librarian's
time has been wasted. In partnership a teacher and teacher librarian
can work together to
have input into shaping the curriculum.
What benefits can a school
obtain from the active involvement of the teacher librarian in
curriculum development?
Diversity
in the curriculum, a broader range of resources than may have been
used by a teacher by themselves. Identification
of external initiatives that the school can participate in that fit
with the curriculum.
Should a principal expect that
teachers plan units of work with the teacher librarian?
The
principal should model what he expects done, if they
want collaboration in unit planning they should model it in their own
planning. A principal should provide time for collaborative planning
and encourage
and promote it. I think that the principal should not expect
collaboration for every unit of work, there needs to be room for
teachers to feel like they are creating something of their own that
is meaningful. I am
an independent worker, and as a teacher I would have hated it
if I was forced into
team work for every unit. I take pride in my own work and creativity.
Having said this I feel that
there are
certainly times when you need that extra set of eyes looking out for
resources or activities which can boost
a unit. There is also the need for a sounding board which the teacher
librarian can be.
How are students disadvantaged
in schools that exclude the teacher librarian
from curriculum development?
Cross-curriculum
activities or priorities can be missed. Information literacy skills
are not as foundational to students.
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