IPO STAGES, INQUIRY STEPS, PURPOSES, STRATEGIES, SKILLS AND EXPERIENCES OF INQUIRY LEARNING

IPO Stages
Inquiry Steps Preparing Also known as: Prior KnowledgeTuning In/Define/Ignite to find out Purpose To engage students in the topic. To gauge student interest and attitudes. To find out what students believe (understandings / misconceptions). To provide opportunities for students to share what they already know and believe. To introduce/clarify language/key words. To identify gaps in their knowledge. To assist with teacher planning of the unit. ? ? ? ? ? ? ? ? Possible Teacher Questions What do you need to know about? What interests you? What questions do you have about.? What would you like to learn more about.? How might you find this out? Where might we get information from? Who can help us in our study? What do we need to first/next? Strategies Employed Concept mapping Brainstorming Drawing, making diagrams Listing questions Listing statements Class and small group discussions Skills Required to Achieve Strategies Questioning Organising Representing ideas visually Sharing ideas with others Hypothesising/Predicting Listening Planning research Estimating Example Experiences Identifying and Listing Keywords Posing Questions Listing known experiences Picture charts/ sketching / drawing Making models Simulation games Using multimediavideo/computer Create a class definition of the rich concept Newsboard Books/Journals Newspaper Articles

Input

Big Concept: CHANGE Big Question:

Possible Contexts:

Learning Experiences:

Thinking/Questioning Tools & Strategies:

Resources:

Process

Also known as: Processing the shared Sorting Out Shared Also known as: Direct ExperiencesFinding Out Experience experience/s

To take students beyond what they already know. To challenge students ideas, beliefs and values. To enable students to use skills (such as thinking, communication, co-operation and research) and knowledge to collect new information.

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What are you asked to do here? What are your plans now? What do you need help with? What resource/s will be most helpful to you? What questions have been answered? Do you have new questions?

Watching videos Interviewing guest speakers Surveying Reading books Observing real events

Observing Summarising Questioning Locating/selecting relevant material Note-taking Listening Comparing/contrasting Reading Viewing Inferring Recognising bias

Excursions Guest Speakers Experiments Films Books Surveys Websites Performance

To sort out, organise, represent and present information from the Finding Out stage of the unit. To provide opportunities for the students to use their preferred ways of learning to demonstrate their learning (knowledge, skills, values)

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What have you learnt? How will you organise this information? How will you record this information? How will you share / present/communicate this information? What will you do first/next? Do you have all the information you need to answer your question?

Classifying key words, pictures etc Artistic representations Composing a piece of music Representing statistics using graphs Preparing factual texts Classifying

Organising Classifying Seeing patterns Representing ideas in a range of ways Working so-operatively Presenting ideas to others Interpreting information Analysing Challenging Making choices Explaining Reporting Persuading Testing and checking Designing

Creating and organising data, such as making graphs, grouping and labelling Values clarification Computer simulations Constructions Role-play Artistic representations Video production

Also known as: Extending the unit / Related Going Further activities/experiences

To extend/broaden the unit if appropriate. To allow students to investigate area of personal interest. To allow students to use their preferred learning style. To present another perspective on, or dimension to, the topic.

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What would you like to learn more about? How is this linked to the topic, understandings, concepts? How will you do this? What resources do you need now/ Who/What can help you? Why do you want to investigate this aspect of the topic?

Writing statements of generalisation Constructing consequence wheels Constructing concept maps Revisiting early work

Synthesising Interpreting Generalising Reflecting Self assessing Revising Restating Ordering events Providing Feedback Summarising Elaborating

Revisiting earlier questions Contract work Individual or group interest mini research projects Learning centre tasks Exhibitions Community projects

Output

Also known as: Thinking about the unit / Making connectionsReflection Drawing conclusions

To provide opportunities for the students to think about their learning how they learnt what they learnt and why. To identify changes in skills, knowledge and values. To draw conclusions and make connections between ideas.

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What is the most significant/interesting thing you have learnt? Why? What have been the benefits of this study? What would you do differently next time? What are you still unsure of? What challenged you the most? What has helped/hindered your learning? What would you like to find out more about?

Self assessment Peer assessment Learning logs Learning maps

Working to a timeline Considering options Reflecting Responding to the work of others Seeking advice Working Independently

Self/peer/group assessment Comparing Tuning In ideas with current ideas Writing generalisations Journals (written and visual)

Also known as:Action Taking Action

To identify what the students have learnt and the implications for personal actions. To enable students to make choices and apply their ideas. To relate their learning to real life situations.

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What have you learnt that you can now use in your everyday life? What are your plans now? How can you apply this knowledge /skill in your everyday life? How will this affect your feelings on this concept in future? What do you want to do as a result of your learning?

Informing others oral presentations, making posters etc Mini campaigns in the local community Taking recommendations to school council/BOT/PTA

Speaking clearly Performing Justifying

Publicising findings, such as through newsletters/brochures Contacting relevant organisations Making personal action plan Public performance

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