Preamble
Preliminary considerations
The inquiry process
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This work builds on the discoveries made in my first journey by designing an inquiry learning unit for my context. In this 10 week unit, the students (in groups) and I will embark on a new learning journey of authentic and critical engagement with information and opinions from which we will create new perspectives and, in the process, transform and be transformed. This page rationalises the unit design in light of process models, questioning and information literacy frameworks. The first section of this page discusses the preliminary considerations to the unit design. After this, the unit outline is provided with a rationale that follows its main phases.
In this rationale, I've used the pronoun "we" both to recognise that the students and I are on a journey together, and that as the unit progresses many of the activities will be initially co-constructed to facilitate mini-lessons and examples.
I've decided to use Guided Inquiry Design (Open, Immerse, Explore, Identify, Gather, Create, Share and Evaluate) to structure this unit as its clear progression and the planning resources available make it suitable for teachers and students with little experience in inquiry learning. My students have no formal experience of this approach to learning, and, while I intend we will have an introduction to inquiry before this unit, we will all need scaffolding for the best chance of success.
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A scenario
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Within this structure, Fontichiaro (2013) recommends framing the inquiry in a scenario to make it more engaging and purposeful. The scenario for this inquiry is becoming informed enough to edit or add to the misrepresentative Wikipedia article "Education in Thailand". In this respect, the "big idea" (Murdoch, 2012) is schooling, or in terms of the essential question, "why do we go to school?"
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The topic
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The topic of schools has been chosen by me for the following reasons:
Within this topic, the students are encouraged to choose an issue which interests them. Hopefully this provides an opportunity for more personal investment in the inquiry. |
The unit outline
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Please click on the link below if you would like to download and view the unit outline:
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Week 1:
Introduce Open |
In the first session of this unit, students are introduced to the spirit of inquiry through a fake Wikipedia article about my life and opinions. This allows them to learn more about their teacher and positions me as a co-inquirer. Considering the sensitive nature of the real Wikipedia article, it is important they see me as an insider who sees many good things in Thai education yet still wants to help them improve it. This activity also introduces them to the critical evaluation of information.
In the second session, they are introduced to the expectations of this unit, particularly the assessment, portfolio and journal. This provides them with additional scaffolding and mental preparation. In the third session, the inquiry opens for real. By looking at powerful images of schools around the world and reflecting on the differences through the essential questions - "Why do we go to school? How do I feel at school? Who doesn't feel good at school? If my school was different, how would that affect me and other people? - our attention will be caught, thoughts kindled and we will begin making connections with our own lives (Wallace & Husid, 2011). |
Week 2:
Immerse |
This stage of the inquiry exposes us to many different issues within the topic. It is hoped that by the end of the week our interest in the topic will have increased and an issue of interest will be motivational enough for groups to pursue further in the following weeks.
In the first of this week's sessions, we will engage in an activity to activate prior knowledge about schools. By doing this, we will be able to make more connections and build upon that knowledge. That the students are doing this in a second language makes it additionally important. To this end, the K of the KWHLAQ questioning framework will be introduced. The second session will be held in the hall and have the atmosphere of an excursion. Thought-provoking images, newspaper articles, videos, cartoons and other artefacts will connect us to potential school issues. Follow up reflection will prompt us to begin thinking about W. In the third session, the Wikipedia article "Education in Thailand" will be introduced. Among many problematic sentences, one stands out: "It is highly possible that Thailand's education system is harming student IQs" (Wikipedia). This will hopefully prompt discussion and critical evaluation. |
Week 3:
Explore Identify |
By the end of this week, we will have considered different ideas and resources, and composed the question that will focus the groups' research. This week's activities will incorporate the H of the KWHLAQ framework. Additionally, successful inquiries hinge on students' capabilities of making a meaningful questions (Kuhlthau, Maniotes, & Caspari, 2012) which will also strengthen second language capabilities. To assist us in this, an activity utilising a generative framework will be used. Starting with a thought-provoking artefact, we will follow the Question Formulation Technique to produce researchable questions. Further assistance will be provided by peers through a gallery walk of questions and using the red-light / green-light activity (Fontichiaro, p. 118).
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Weeks 4, 5, 6 & 7:
Gather Create |
These four weeks are a cycle of gather and create sessions that build on each other. It is hoped that recursive sessions might provide extra scaffolding for both the cognitive and language skills, and provide time for us to develop ideas. By the end of these weeks, we will have engaged authentically, deeply and critically with information and perspectives to inform our opinions, and will have created artefacts that can convey this. Brunner's (n.d) questions for finding resources and interpreting information will be valuable assistance during these weeks as we decide what information is necessary to our inquiries.
In week 4, we use the generic information literacy skills of brainstorming, search terms, thesaurus and critical evaluation (CRAP) to find images and evaluate websites. By using image searches, the results become much more immediate for second language learners. The mini-lessons on research skills are important in this week so that students can make use of the information they find (Wallace & Husid, 2011). These skills are important across subjects, in future studies and jobs, and in our own digital lives. Critical evaluation through the situated window might also arise as students come in contact with cultural perspectives. In week 5, we will further examine our issues through either the sources found in week 4 or, if we believe we need to, additional searches. In this week we further our use of generic skills by summarising, analysing and synthesising with the aid of graphic organisers. In weeks 6 and 7, as we engage with further perspectives both foreign and Thai, we fully enter the situated window of which the different perspectives will add depth to our own opinions. This is assisted by questions that probe the cultural differences and considerations of peoples' perspectives. We will also touch on the transformative aspect, if not through the groups' own inquiries than through the class inquiry into the Wikipedia article. In this we will discuss neo-colonial aspects to the spread of English and Eurocentric concepts of education, and the importance of empowering 'others' through the addition of their voice to global discourse. Furthermore, working on their own inquiries, changes in perceptions might be triggered by considering aspects of their own schooling and society. In this time, we also get our best opportunity to engage in the expressive aspect of this inquiry as we create our artefacts. This will be encouraged by involvement with and discussion of sample artefacts that address other issues. |
Week 8:
Share Evaluate |
In week 8, the groups make presentations about their inquiries and share their digital artefacts with the class. Brunner's (n.d) questions for reporting findings will assist here. The artefacts will be shared on a platform that allows comments, and time given for everyone to post comments as a discussion of the ideas behind the artefact and for peer-assessment. This will give us opportunities to learn from each other. During this time, it will be my task to evaluate their work, with assistance of a rubric that the students have previously seen, and make notes for feedback.
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Week 9:
Reflect |
In week 9, the evaluation phase continues, this time with more focus on reflection. This will incorporate the last three aspects of the KWHLAQ questioning framework and a discussion of how we might further use and share our work. Furthermore, I'm considering them drafting a reflective essay about their inquiry that will form the writing task for next week's exam.
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Week 10:
Assessment |
In this week, during the school designated exam block, the students will sit an exam. This will include reading and writing tasks related to this inquiry unit.
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