Action Research

Implementing Kath Murdoch

Yvonne, Rodney, Matthew, Gerry

Broa d Aim

To instigate Kath Murdoch strategies for Integrated Learning in

our Sustainability inquiry.

Specific Focus

To complete the inquiry process, using the Kath Murdoch

sequence of experiences from “Tuning In” to “Taking Action
and Reflection”.

Kath Murdoch states (1997): Why Inquiry?

o Vehicle for integration of the curriculum

o Fosters connected rather than episodic teaching and
learning
o Caters for range of learning styles
o Transferable process
o Taps into students' curiosity

Resea rch Question s

o Can we improve the quality of student’s self-management

in Inquiry using the Kath Murdoch Model?
o Is the process manageable? Can we incorporate all the
Kath Murdoch sequences of learning in a 1 term Inquiry
on sustainability?
Methodology

Resources

Classroom Connections – Kath Murdoch 1998

Websites

http://www.energyplanet.info/
http://mysusthouse.org
http://www.aeoogle.com/
http://library.thinkquest.org/06aug/00442/
http://library.thinkquest.org/06aug/01885/
http://library.thinkquest.org/06aug/01346/
http://www.biodiversity.govt.nz/kids/
http://www.teachlive.org.au/
http://www.earthwatch.org/australia/our_work/education
http://www.ifaw.org/ifaw_united_states/join_campaigns/animal_a
ction_week/index.php
http://www.leonardodicaprio.org/
http://www.treehugger.com
http://www.stopglobalwarming.org
http://epa.gov/climatechange/kids/change.html
http://epa.gov/climatechange/kids/index.html
http://www.globaleye.org.uk/primary_summer2002/focuson/intro.
html
http://www.4million.org.nz/climatechange/understanding/schools
tuff/playitcool/index.php
www.eeca.govt.nz
http://www.4million.org.nz/climatechange/understanding/schools
tuff/pictures/index.php
http://www.4million.org.nz/climatechange/stuff/index.php
http://www.niwascience.co.nz/edu/students/faq/change
http://www.olliesworld.com/
http://tiki.oneworld.net/sustain/quizzes/sustainability_quiz.html
http://www.links4kids.co.uk/environment.htm
Google Sketch Up
Sustainable Houses using Wonder Wheels.

The following graphic organizers were used

o Wonderwall
o Mind maps
o Placemats
o Global Warming Bingo
o Thinking Hats Retrieval Chart
o Alternative Energy Sources Gathering Grid
o My SustHouse Interactive Game
o Ryan’s Thinking Keys
o Google Sketch-Up
o Sustainable House Models

Entry data was through classroom observations, teaching

practice, journey journals and end of term reflections.

The specific teaching of the Kath Murdoch sequences was

taught during Inquiry times and practiced in opportunities
across the curriculum, e.g. Thinking Skills and Literacy. Skills
were practiced with self, peer and teacher feedback.
End data was collected and collated as per entry data and
student self-evaluations.
Timetable:

o Entry data collected from term 2 Inquiry in week 10 of

term 2
o The teaching intervention was implemented throughout
Term 3
o End data was collected and collated in term 4, weeks 1-3.

Specific T eaching Strateg y Exa mples

I. Wonderwall

II. Mind Mapping

III. Placemats

IV. Global Warming Bingo

V. Thinking Hats Retrieval Charts

VI. Alternative Energy Sources Gathering Grid

VII. My SustHouse Interactive Game

VIII. Ryan’s Thinkers Keys

IX. Google Sketch Up

X. Sustainable Housing Models

Feedback Methods
 I. Two ’s and a ? – Students designed their own
assessment rubric, setting their own criteria, before self
reflection and teacher’s formative assessment.
II. Group Inquiry presentations shared to the class, as picture
books, posters, slideshows, diagrams etc…
III. Pair presentations on Sustainable House models from
Google Sketch Up designs.
IV. Anecdotal and formative assessment of organizers in the
Toolbox.
V. At the end of each session students completed reflection
charts to assess their progress on achieving target skills.

Results

o When comparing our entry data before and after the

intervention, there was a significant increase in the
students self management skills.
o All classes involved in the Inquiry this term were
successful in completing the full Kath Murdoch model.
o Individual and Group Reflection sheets indicated a high
level of self-satisfaction, learning and practices that could
be applied in real life situations.
Conclusion

o After the specific teaching of graphic organizers as a

means to producing quality Inquiry Investigations on
Sustainability, there was definitely a rise in both quality
and quality of presentations to each class.
o Time management was closely adhered to and all stages
of the Kath Murdoch model were completed.
o Having a student introduce Google Sketch Up to the
classes involved, worked really well and he has gone on
to submit a tentative proposal on our new Science lab at
Tahuna, as well as instruct at an ICT workshop.
o Student’s self-evaluation showed they felt more confident
in sharing their ideas and opinions with the class, as well
as gaining mastery of their self-management key
competency. They felt there was improvement in their
targeted skills.
o After our action learning we would hope that our learners
continue to apply their self-management in all areas of
their learning.
o Teachers now feel more confident in using the Kath
Murdoch model for Inquiry and will continue to use this
as an effective teaching practice after seeing such positive
results from this process