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Using the Stripling Model of Inquiry as a basis, this resources has provided me with an effective list of skills that are broken down and attached to each stage of the inquiry cycle. The model identifies the type of resources (or criteria for choosing them) that a teacher should consider when choosing sources, what the children should be taught as skills to access and process the information, and areas of caution. The part that makes this a valuable tool for teachers it the caution section, helping teachers to think around the complexity of this and ensure that students develop effective skills that are transferable to new situations.
Although based in science this article is effective in outlining the skills that support student inquiry. The article lists sets of skills that are organised into four categories
- raising questions, predicting and planning investigations
- gathering evidence by observing and using information sources
- analysing, interpreting and explaining,
- communicating, arguing, reflecting and evaluating
As a resource I found this particularly helpful in assisting with the implementation side of my questions as it makes suggestions about teacher actions that support the development of skills. What makes this resource different, and what it adds to the information I have previously found is the way that it provides question prompts to guide teachers in questioning that supports the skill development and assists in developing metacognitive processes for students about how and why they use particular skills at particular times in the inquiry.
This resource provides a valuable tool to identify areas of strength and deficit in how inquiry skills are embedded in the Australian Curriculum. The model includes similar areas to the models that have been highlighted through other resources listed including questioning, planning and collecting data, using data, evaluating and reflecting on the inquiry process and communication, and then maps where they are evident in the Australian Curriculum. I found this useful in highlighting areas where there are deficits and inconsistencies in the development of skills providing teachers with a basis for reflectively analysing their practice and how they challenge themselves to add the necessary skills where possible. From a curriculum leadership perspective it allows me to consider more broadly the application of skills across the curriculum.
This resources provides a unique way of looking at skills/ competency development. The skills listed for inquiry cover critical thinking, communication, collaboration, information literacy, media literacy and ICT literacy. The way that it breaks out the three literacies into information, media and technology pushes my thinking further than previously by helping to ensure that skills are taught in all of these areas. The work recognises that the world that we live in requires us not only to access information via technology but that it is also how we communicate and share, therefore ensuring that these skills and built into the framework. This approach to technology integration is not specifically identified in the model that I currently use and therefore this resources provided valuable insights.
This valuable resource not only highlights the key skills that are required for inquiry but also provides suggested lesson ideas to help teachers to focus on these skills and to support their development in the classroom. The evaluating information section provides a detailed list of the sub skills that make up this section including topics such as how to spot adds and filter spam, as well as how to check for reliability and validity. One area that this site takes further is the idea of citation for younger students, emphasising the importance of this as part of the inquiry skill set again, adding to my understanding of the role of digital citizenship in the inquiry process and skill development.
This resource provides not only a list of essential inquiry skills that are broad and encompass the planning stage right through to the data collection and reflection stage, but also provides helpful insight into ways that teachers can go about assessing these skills as they are being put into use by the students. The video offers appropriate examples of what this process of planning for and assessing skills looks like in a simple format. The inquiry skills promoted by this model push my thinking to ensure that the skills for inquiry include effective means for data collection as this is not always evident in other examples. This resource was crucial in pushing me to think more about assessment of skills and broaden my question to include this.
Within my search it became apparent that the other aspect of this inquiry needed to include a search of the resources that could be used to support the development of these skills and that would provide students a scaffold for the appropriate types of thinking and communication that was required. This resource addresses the how component of my question, providing a simple scaffold that identifies the stages and skills required in an inquiry and highlights iPad resources that support students in executing these skills.
This links to a downloadable document that helps to breakdown the specific skills for inquiry and 21st century learning. There are similar groups of skills that include research, thinking, communication, self management, social skills. This is a meaningful resource because of the way that it is worded with examples for students, making both a resources for teaching and assessing these skills. The graphics used in the resource also make it a valuable classroom tool that helps students to easily recognise and recall the skills that are being focused on, aiding their reflection processes and metacognition. This tool has includes the use of technology in both the communication and research areas.