Assessment 1
This is in the form of an essay (1500 words).
Write a rationale on the use of inquiry learning in the context of integrated programming, as a way of catering for the needs of learners in the 21st century. Discuss how children learn and the knowledge and skills children need for today and the future, and develop links between current curriculum documents and offering an integrated program.
Students should cover three key points:
• The rationale behind integrating your program
• A discussion and critique on three established models for inquiry learning.
The models are:
1. Murdoch: (May use other resources)
Murdoch, K. (2007). A basic overview of the integrated inquiry planning model. Retrieved from http://www.inquiryschools.net/page10/files/Kath%20Inquiry.pdf
Murdoch, K. (2010). An overview of the integrated inquiry planning model. Retrieved from http://www.kathmurdoch.com.au/fileadmin/_migrated/content_uploads/murdochmodelforinquiry2010.pdf
Kath Murdoch website http://www.kathmurdoch.com.au/index.php?id=22
http://www.kathmurdoch.com.au/
2. 5E’s: (Must use this link)
https://primaryconnections.org.au/about/teaching/an-elaboration-of-the-primarybconnectionsb-5es-teaching-and-learning-model.pdf
3. Wilson & Wing:(May use other resources)
Wilson, J., & Wing Jan, L. (2003). Focus on inquiry: A practical approach to integrated curriculum planning. Carlton: Curriculum Corporation.
• The importance of catering for the needs of contemporary learners for example, ESL students, diversity and gifted and talented students
Link/make reference in your rationale to the following:
• Your philosophy of teaching (provided)
• You must make reference to the provided curriculum documents –ACARA Foundation level (cross-curriculum priorities, general capabilities, student diversity) and the National Quality Framework (Early Years Learning Framework, National Quality Standard)
Use this link to access the correct ACARA page:
http://www.australiancurriculum.edu.au/Browse?a=E&a=M&a=S&a=hass&a=H&a=G&a=CNC&a=ENB&a=da&a=dr&a=ma&a=mu&a=va&a=DE&a=DI&a=HPE&a=AR&a=CH&a=FR&a=GE&a=IN&a=IT&a=JA&a=KO&a=MG&a=SP&a=VI&a=WS&y=F&c=1&c=2&c=3&c=4&c=5&c=7&c=6&p=1&p=2&p=3&layout=2&browseLayout=2#page=2
All references have been either uploaded or provided below. If you are unable to access something please ask and I will provided. You may use others but please use the ones provided in the must use column.
Presentation and formatting:
• Write in 3rd person (including teaching philosophy)
• Use font 12 Arial or Times New Roman
• 1.5 spacing
Rationale:
Quality of Rationale
(10marks)
The rationale is extremely comprehensible, displaying an exceptional introduction and conclusion.
Key issues are succinctly presented, detailed and very well developed.
Meticulous detailed overview of Inquiry learning models of inquiry, Diversity and Inclusivity, 21st Century learners, ACARA (cross curricula priorities, general capabilities), The Early Years Learning Framework (EYLF), the National Quality Standard (NQS).
Depth of evaluation
Demonstrate the ability to analyse, evaluate, and synthesise material
Effective “links” made with research and key documents
(15 marks)
There is substantial evidence of extensive pertinent further reading.
Links to research and philosophy of teaching and learning show considerable depth of thought and are extensively addressed.
There is considerable evidence of reflective or critical thinking.
There is exceptional understanding related to key documents and readings.
Comprehensive and detailed understanding of integrated programming and catering for the needs of contemporary learners.
Ideas are interconnected and progress logically.
Demonstrate high order academic writing, including appropriate high level written English language and grammar skills, to communicate successfully and effectively in an academic form.
Demonstrate correct APA 6th approved in-text and listed referencing
(5 marks)
The rationale is exceptionally well written demonstrating a very high level of academic writing. Professionally presented. A very high standard of accurate spelling, grammar and punctuation used throughout.
A very high standard of APA referencing used correctly and consistently throughout.
Here are some FAQ:
How do I reference my own work/Philosophy of Teaching?
If you re-use parts of your original Philosophy reference yourself in text and end text e.g. In text: (Davies, 2014). End text reference list: Davies, S. (2014). Personal philosophy: (name the University unit you submitted your Philosophy). Perth, WA: University.
The marking rubric – Rationale (above)states “Key issues are succinctly presented, detailed and very well developed”. I am not sure what the key issues are?
You will be examining three different aspects:
•The rationale behind integrating your program
•A discussion and critique on three established models for inquiry learning
•The importance of catering for the needs of contemporary learners for example, ESL students, diversity and gifted and talented students
As you explore these aspects you will find you develop a particular stance on each e.g. the benefits of adopting an integrating approach, your analysis of three models for inquiry learning (similarities/differences, advantages and disadvantages of each) and why educators need to cater for all children when planning. The issues are simply the key points you decide to discuss in light of your beliefs as stated in your own personal teaching and learning philosophy.
How do I correctly reference the Early Years Learning Framework (EYLF)?
Department of Education, Employment and Workplace Relations & Council of Australian Governments. (2009). Belonging, being & becoming the early years learning framework for Australia. Canberra, A.C.T: Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments.
Remember you have a limited word count and your assignment is a discussion and critique on at least three established models for inquiry learning and problem-based learning. You don’t need to give lots and lots of detail about individual models. It is best to compare and contrast the three models you have chosen and discuss in an integrated way, making links to your philosophy along the way.
I’m having a little bit of trouble critiquing three inquiry models as I find them to be quite similar. Is there a specific model or guide for problem based learning that has a name? Or do we just critique it as Murdoch inquiry model vs problem based approach.
There is a general process for problem-based learning and the most famous approach is Polya’s. Here is some information related to problem-based learning:
Polya – The Four-step Problem-solving Process http://www.drkhamsi.com/classe/polya.html
Polya’s Problem Solving Techniques https://math.berkeley.edu/~gmelvin/polya.pdf
Problem-based learning general information
With the 5Es reference do I reference the site I got my information (this is for in text referencing).
This is how you would reference –
Primary Connections. (2015). An elaboration of the Primary Connections 5Es teaching and learning model. Retrieved from https://primaryconnections.org.au/about/teaching/an-elaboration-of-the-primarybconnectionsb-5es-teaching-and-learning-model.pdf
In text: (Primary Connections, 2015).
I am just feeling a little confused in regards to how I am suppose to be linking in the documents (curriculum, EYLF etc.) into my assignment? I am talking about how they fit into integrated programming?
Some of the overarching principles in the EYLF and other documents such as the cross-curriculum priorities, general capabilities etc may well ‘fit’ with your own beliefs (ie an integrated program can provide opportunities to cater for all children) so it might just be a matter of referencing the documents with your philosophy or including a select direct quote. It is about making links between the benefits of an integrated program and the outcomes for children as cited in the EYLF or other documents listed that you need to refer to.
Assignment example – this should help (see below reference list)
An example has been provided but it received a fail for the following reasons:
1. The focus was on primary students not early childhood (Foundation year ACARA & EYLF outcomes)
2. The assignment did not address the curriculum documents EYLF, NQF/NQS
3. A link to the teaching philosophy was poor
4. Minimal critical and reflective thinking was shown
Must use references:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013a). The Australian Curriculum v5.0 General capabilities – General capabilities in the Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum
International Baccalaureate Organisation (2005-2012) The IB Primary Years Programme, Accessed at:http://www.ibo.org/pyp/ on 25 April 2012.
Murdoch, K. (2005). Inquiry learning- journeys through the thinking processes. Retrieved from
http://www.kathmurdoch.com.au/uploads/media/inquirylearning.pdf
Murdoch, K. (1998) Classroom Connections: Strategies for Integrated Learning, Armadale, AU: Eleanor Curtain.
Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: Whole-school planning for integrated curriculum. Victoria, Australia:Eleanor Curtain Publishing.
Primary Connections. (2015). An elaboration of the Primary Connections 5Es
teaching and learning model. Retrieved from https://primaryconnections.org.au/about/teaching/an-elaboration-of-the-primarybconnectionsb-5es-teaching-and-learning-model.pdf
Reif., S & Heimburge, J. (2006). How to reach & teach all children in the inclusive classroom: Practical strategies, lessons and activities (2nd ed). San Francisco, CA: Jossey-Bass
Stripling, B. K. (2003) ‘Inquiry-Based Learning’ in B. K. Stripling & S. Hughes-Hassell, (Editors) Curriculum Connections through the Library, Westport, CT: Libraries Unlimited, pp. 3-39.
Tarlinton, D. (2003). Bloom’s Revised Taxonomy.[PowerPoint Slides]. Retrieved from Curtin University https://lms.curtin.edu.au/courses/1/313476-Vice-Chancello-180741249/content/_2532938_1/blooms%20pres%20ppt%20doc%201.ppt
Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development. pp. 15-16
Wilson, J., & Wing Jan, L. (2003). Focus on inquiry: A practical approach to integrated curriculum planning. Carlton: Curriculum Corporation.
Wise Words Australia. (2012). Marion Blank: Blank’s Levels of Questioning. Retrieved from http://www.wisewordsaustralia.com.au/
Optional references:
Clark, E.T. (2002). Designing and implementing an integrated approach: A student-centered approach. Brandon, VT: Psychology Press.
Dawson, V. & Venville, G. (2007). The art of teaching primary science. Crows Nest, Australia: Allen & Unwin.
Mind Tools Ltd. (2013). Six Thinking Hats. Retrieved from http://www.mindtools.com/pages/article/newTED_07.htm
Moulds, P. (2003). Rich Tasks. Education leadership. December 2003/January 2004.Association for Supervision & Curriculum Development. Retrieved from http://imoberg.com/files/Rich_Tasks_Moulds_P._.pdf
Assignment example
Introduction
Contemporary learners in the 21st century have specific needs to enable them to become lifelong learners; it is challenge the teacher will need to address to provide them with relevant, meaningful experiences in order for this to occur as they will continue to learn as technology changes around them. Research has shown that students have differing learning styles and opportunities must be presented to cater to this diversity. This is not just for the students to learn, and more importantly develop the understanding; but also for the teacher to continue to learn and develop their ability to engage students in their own learning. This will be done using inquiry-based learning as part ofintegrated learning programs; to accommodate the curriculum requirements, while incorporating a range of rich tasks as assessment for and of learning. According to Murdoch and Hornsby (1997, p.1), an effective integrated curriculum has two main characteristics:
• It is inquiry based and “structured according to the principles of inquiry teaching and learning.” (Murdoch & Hornsby, 1997. p.1)
• Is driven by developing understanding, which is the “ultimate goal of teaching and learning” through “enhancing student understanding” of the world and how it works. (Murdoch & Hornsby, 1997. p.1)
This has been the basis of the author’s personal philosophy of teaching, however this is constantly evolving as further knowledge is gained as part of the lifelong learning journey.
Inquiry learning and problem-based learning discussion
Planning of integrate curriculum is time consuming and the beginning of a unit, however as the unit progresses this becomes easier due to its long term focus, as opposed to week-to-week planning. Murdoch & Hornsby (1997, p.5) recommend planning integrated curriculum as a collaborative process, although this requires teachers to be able to meet and plan together in “sustained blocks of time” to expedite the process. Inquiry learning allows for easier integration of the curriculum, as this form of learning encourages “thinking in order to make meaning.” (Murdoch, 2005) Students learn to think and make sense of the world around them through wondering, planning, analysing, creating and reflecting. (Murdoch, 2005) Students use a number of skills and disciplines to develop their understanding as specified in the Australian Curriculum. The seven general capabilities which “encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.”(Australian Curriculum, Assessment and Reporting Authority [ACARA],2013a).
There are a number of models that apply Inquiry and problem-based learning, one such being the 5E model which may normally be applied to the Science curriculum, however may also be applied within a lesson or series of lessons. The 5E model is exactly what it states; ‘five distinct but interconnected phases’ for developing student understanding. (Dawson & Venville, 2007. p.116)These five phases are ‘Engage; Explore; Explain; Elaborate and Evaluate’. (Dawson & Venville, 2007. p.116)This model is effective as it allows the teacher to develop lessons which caters to students of all learning abilities. The teacher captures the students’ interest through a thought-provoking activity or question which guides further lessons as students develop their understanding and apply this new knowledge. Problem-based models such as this encourage students to self-evaluate their gained knowledge as well as the teacher assessing their learning. (Dawson & Venville, 2007. p.116)
The Big 6 is a problem-solving approach to learning as developed by Michael B. Eisenberg and Robert E. Berkowitz. It has six steps that focus on problem-solving across the curriculum and may be applied to any subject and all ages. The six steps are; ‘Task definition Information seeking strategies, Location and access, Use of information, Synthesis and Evaluation’. (Big 6, 2013) The Big 6 is a literacy process using information literacy and communication processes, or ICT skills as stated in the Australian Curriculum, to help students and teachers solve problems or make decisions by using information. (Big 6, 2013) The Big 6 has been deemed to be too overwhelming for younger students, so has been modified to the Super 3 of Plan, Do and Review to meet their needs. (Big 6, 2013) The Big 6 and Super 3 process is essential for the 21st century learner as it will form a solid foundation of literacy and technology skills that will enable them to move forward and continue to learn in the future. (Big 6, 2013)
Wilson and Wing Jan’s (2003) model for learning is inquiry based and has six basic stages; Tuning In; Finding Out, Sorting out, Going Further, Reflection and Action. The purpose of each of these stages is to “provide guidelines for selecting appropriate activities” for students to be engaged in their learning. (Wilson & Wing Jan, 2003) Activities in some stages may need to be repeated or further activities in order for students to make meaning due to the individual learning styles children display. In this model students are “aware of the purpose of their learning” and they are encouraged to pose questions as they develop their understanding. (Murdoch & Hornsby, 1997. p.7)
Questioning in inquiry
Questioning in inquiry is important for students to develop their understanding. Through questioning, the teacher will discover what the students know and what they need to know, as well as what interests them. This questioning will assist in the planning process as the teacher will be able to plan lessons that are engaging and specific to the needs of the class.
There are a number of models that apply questioning in inquiry, with the most recognised Bloom’s Taxonomy; originally developed by Benjamin Bloom in the 1950s. This was re-visited by Lorin Anderson in the 1990s and the wording revised to ensure relevance to the changing needs of students. Bloom’s Revised Taxonomy provides six levels to organise thinking skills from basic to higher order levels of thinking. (Tarlinton, 2003) The new terms for the Taxonomy are: creating, evaluating, analysing, applying, understanding and remembering; these terms are verbs and reflect the active role students now play in their learning journey as opposed to being passive learners. (Tarlinton, 2003)
Based on the work of James Moffett describing ‘oral language as the essential link for understanding, thinking and literacy’; Marion Blank’s levels of questioning are developed predominately for pre-schoolers.(Wise Words Australia, 2012) The four levels may also be applied effectively with older children indicating ‘delayed or disordered language’ when applied to the planning of integrated curriculums. (Wise Words Australia, 2012) Blank’s Levels of Questioning focus on perception for inquiry learning; Level 1 – matching perception processes; Level 2 – Selective analysis of perception; Level 3 – Reordering perception; and Level 4 – Reasoning about perception. (Wise Words Australia, 2012) This model requires the teacher to recognise the student’s level of understanding and address questions to this level, simplifying as necessary. Information should be restated, varying each time to allow the child opportunities to process and understand the information heard before moving on to the next level. (Wise Words Australia, 2012)
Edward de Bono developed the ‘Six Thinking Hats’ tool as a tool for moving beyond habitual thinking styles to allow people to look at situations from a different perspective. Questioning in this manner is a skill for life and this tool is suitable for students to use well into their adult years in many life experiences. The ‘Six Thinking Hats’ process is colour guided for different styles of thinking about problems and solutions, as students move towards higher order thinking. ‘White Hat thinking’ covers information; while the ‘Red Hat’ covers intuition, feeling and emotion; ‘Black Hat’ covers discernment and judgement; ‘Yellow Hat’ refers to optimistic, logical positive feeling to find value in occurrences; ‘Green Hat’ cover creativity and interests; and finally the ‘Blue Hat’ is concerned with meta-cognition or the overview of the subject. (MindTools Ltd, 2013) This model develops student understanding the teacher encourages them to look at the topic from a different perspective; because it is outside their normal thinking ability it may be difficult and cannot be used all the time.
The interactive model of learning as developed by Faire & Cosgrove (1988), is one again recommended for Science curriculum but may be applied across an integrated program, and revolves around the questions of students. (Dawson & Venville, 2007. p.117) There are seven stages to this model and they are; ‘Preparation, Before views, Exploratory activities, Student questions, Investigations, After views and Reflections’. (Dawson & Venville, 2007. p.117) This model encourages full student participation in the learning process of a specified topic and activities provide scope and opportunity for further questioning and stimulation. The reflection process allows the students to suggest what their findings are and any information that may still be determined. (Dawson & Venville, 2007. p.117) This model provides opportunity for group and collaborative work, building further life skills in their learning journey; while providing the teacher with opportunity for formative assessment and adjusting further lessons to suit student requirements.
Use of integrated learning tasks
The Australian Curriculum is outcomes-based, however when planning the focus should be on the content to be taught rather than the intended outcome. Modern classrooms have a vast range of differences between learning styles and abilities, gender and religion, as well as students from a multitude of cultural backgrounds, all with very individual learning needs.(Reif & Heimburge, 2006)The use of integrated learning tasks allows for sustainable education, providing students with the skills required by them as contemporary learners to thrive in the modern world. According to Murdoch and Hornsby (1997), the use of integrated learning tasks following the curriculum will allow for greater cohesion as students and teachers will be able to make connections; between subjects and being able to apply to life experiences. When the curriculum is integrated the learner is able to ‘make connections that transcend the boundaries of subject-specific knowledge’ by actively involving students in their own learning. (Murdoch & Hornsby, 1997. p.8)
An integrated program allows the teacher to better utilise the time available for learning, as ‘knowledge, skills, values and actions are integrated towards a common purpose.’ (Murdoch and Hornsby, 1997. p.7) The important thing to remember when planning integrated units of work is the focus on significant content, which lends itself to inquiry. While the use of a range of processes to explore this content will ensure deeper understanding, the use of focus question with a broad scope for the anticipated outcomes will provide the direction for the integrated learning program. (Clarke, 2002. p.81) Each learning area is accommodated and the learner should be given “multiple forms of expression and perception”. (Murdoch & Hornsby. 1997. p.7) Collaboration between teachers when planning for an integrated unit of work will share a wealth of knowledge and understanding; which will benefit both the learner and the teacher throughout the entire program.
Use of rich tasks as assessment for learning and assessment of learning
Rich tasks should be used for students as both an assessment for learning and an assessment of learning. It is imperative for the teacher to provide more than one opportunity for students to demonstrate their learning with a variety of assessment options for students. Essentially in every classroom assessment is ongoing and the teacher should ensure careful planning for experiences suitable to individual needs, as well as documenting their assessments to ensure they are able to adapt their program to accommodate any misconceptions that arise. (Tomlinson, 1999) When choosing rich tasks three criteria are used to judge their value; “focus on learning a discipline, connections to a real-world context and accessibility to students”. (Moulds, 2003. p.76)
The Australian Curriculum allows plenty of scope for rich tasks as assessment for learning and assessment of learning. A year 3 integrated program on Community and Remembrance asks the questions “How has our community changed? What features have been lost and what features have been retained?” (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2013b) An example of a rich task could be an excursion to local historical landmarks. Following this, students will research a chosen landmark from those visited, and create a PowerPoint presentation to present to the class in pairs with an accompanying speech outlining the changes that have occurred over time around this landmark. Students may also then choose to predict the changes for the future and how they influence those changes through their actions. Students could write a letter to their local council suggesting ways to preserve their chosen landmark or surrounding area. Students may map the local area by “Creating and interpreting simple grid maps to show position and pathways”. (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2013c) This program will integrate aspects of English and Mathematics; as well as Science and Geography.
Conclusion
The use of integrated learning programs in modern classrooms allows teachers to present students with relevant, meaningful experiences in order for them to develop their understanding as well as thinking skills. In this manner contemporary learners in the 21st century will develop the necessary skills for life-long learning through opportunities for learning for their differing learning styles and needs. The use of inquiry-based integrated programs will allow the teacher to reflect on their teaching, and continue their own learning how best to meet the needs of their students. With ongoing assessment and flexibility, teachers will continue to provide rich learning experiences for students while addressing the requirements of the curriculum.