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Inquiry-based learning is an approach to learning that emphasizes the student's role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas. ‘Inquiry’ is NOT something which is done in the afternoons, it is not Topic! Inquiry is an all day long, way of thinking. It is MUCH bigger, broader and relevant than a ‘topic’. Inquiry at Albany provides learners with authentic, conceptual and transdisciplinary learning opportunities. Teachers invest in building a culture of inquiry that is much deeper than just asking and answering questions.
Inquiry teaching and learning at Albany School is a unique, fluid and exciting process. We have our own Inquiry Model which has developed and changed as the understanding of inquiry learning has grown for staff. We strive to relate both teacher and student learning directly to the Albany Inquiry Tree, as well as taking opportunities to connect the stages to professional documents and sharing.
Hear Joanne Paviour, our Inquiry leader and specialist, talk about the APS Inquiry learning tree and processes.
Inquiry @ APS.mp4
Our curriculum and entire day is conceptually driven. The ‘concept’ is a specially chosen word that is an overarching umbrella for all students Year 0-6 and for their entire 9-3pm schooling day. Our aim is for this conceptual learning to be utilised after 3pm and at home also!
Our Inquiry Model represents what inquiry learning looks like at our school. It is a process but by no means linear. Each term, a new concept is ignited and afterwards the children can jump and move between cogs and inquiry stages.
We start our learning at the base of the tree with the roots. These roots represent the structured base required from the prior knowledge, Albany REACH Values, APC, NZC and Key Competencies
The trunk represents the IGNITE stage. The teachers love planning this stage and the children know not to miss the first few days of school so that they don’t miss this exciting experience. The IGNITE stage promotes and fosters natural curiosity. The teachers don’t tell the children what they will be learning about - the children get to experience it and try to work out what the new concept will be.
LEARNING COGS (experienced in no particular order)
Where possible, the UOI (Unit of Inquiry) is student driven after the first few weeks
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Wondering COG = Wondering occurs throughout the UOI, asking and posing questions, wonderings, encouraging curiosity and promoting curious minds.
Explore COG = Finding out, exploring wonderings, investigating, analysing and discovering opportunities. Utilising Guy Claxton’s notion of split-screen learning (discovering particular knowledge while learning transferable skills). Exploring HOW we can find information … who can we ask? where can we look? Exploration can be through ‘primary resourcing’ (people, places) or ‘secondary resources’ (books, digital).
Reflection COG = This cog sits centrally on the tree for the reason that reflection is central to inquiry learning and pedagogy. During the reflection stage the children will be challenging their thinking, reflecting on what is important and identifying new, connected learning.
Action COG = Learning is ongoing and all about ‘where to next’. ‘Action’ doesn’t occur just at the end of an inquiry unit but all the way through. Whenever students act on their new learning without teacher input - that is action! Action is student driven and celebrated.
Connection COG = Making connections between our prior knowledge, experiences and new learning. Children connecting with others and transferring both knowledge and skills across all curriculum areas. Includes explaining shifts in progress/understanding and deepening connections about the world around us.
What will you see in a classroom at Albany Primary?
What will you see in a classroom at Albany Primary?
Teachers who teach skills for inquiries to be successful. Children will be experiencing and learning about transferrable skills rather than content.
A focus on primary resourcing for learning, experiences and ideas (utilising people and places, rather than search engines).
Teachers observing and having an awareness of teachable moments and wow moments – which could blossom into an amazing student-directed inquiry.
Learners who can are actively engaged, can explain and justify their thinking, explain a shift in understanding and discuss their inquiry journey. Learners are enthusiastic, self-motivated and self-managing.
Learners who are driving their inquiry journey, taking responsibility for their own learning, different classes which are following different paths/journeys (all under the same big idea / concept). Teachers who facilitate and guide learning without a predetermined path.
Authentic, transdisciplinary learning – conceptual understanding across the whole day entwined through all curriculum areas
Learners who are critical thinkers, problem solvers, risk takers, self-driven life long learners.
Teachers who build and foster 21st century skills of creativity, critical thinking, problem solving and collaboration within meaningful, authentic experiences.
Children are collaborative learners, engaging both independently or with peers.
‘Thinking time’ provided deliberately by the teacher to allow for deeper thinking.
Children working together with others to explore ideas, questions, thoughts and curiosities.
Children exploring a range of tools and resources to investigate, create and present ideas and Teachers and students using the language of inquiry. Skills of the learners are built on and developed each year through a shared understanding of the APS Inquiry Skills Progressions
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