1- Inquiry: Establishing the purpose of the unit • Key and related concepts • Global contexts • Statement of inquiry • Inquiry questions • Subject group objectives • Summative assessment • Approaches to learning (ATL) Factual questions Conceptual questions Debatable questions • Knowledge/fact-based • Enable exploration of big • Enable the use of facts and • Content-driven ideas that connect facts and concepts to debate a position • Skills-related topics • Promote discussion • Supported by evidence • Highlight opportunities to • Explore significant ideas and • Can be used to explore compare and contrast issues from multiple terminology in the statement • Explore contradictions perspectives of inquiry • Lead to deeper disciplinary • Can be contested • Frequently topical and interdisciplinary • Have tension • Encourage recall and understanding • May be deliberately comprehension • Promote transfer to familiar provocative or less familiar situations, • Encourage synthesis and issues, ideas and contexts evaluation • Encourage analysis and application 2- Action: Teaching and learning through inquiry • Content (selected or required) • Description of the learning process – Learning experiences and teaching strategies – Formative assessment – Differentiation • Resources Differentiation….“a teacher’s response to the diverse learning needs of a student” C.A Tomlinson
Zone of Proximal development
Lev Vygotsky (1978)
“…within which new learning
can take place if there is support” The language and learning cycle of good practice (based on the work of Jim Cummins, 2007), 3- Reflection: Considering the planning, process and impact of the inquiry
• Prior to teaching the unit
• During teaching • After teaching the unit DISPLAY IN THE CLASSROOM- for each unit Make students Unit title aware of this. Key & Related concepts Global context Copy in notebook Statement of inquiry During unit and Unit questions learning ATL experiences, make reference to it.