Guiding the Journey to Inquiry

Guided Inquiry -
Sharing the Journey
Margo Pickworth
Teacher Librarian,
Shore Preparatory School
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• Disclaimer
– The views and opinions are those of the presenter and are
provided as general information which will require further
research to identify the application of the specific
requirements to the participant.
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– Eduwebinar Pty Ltd does NOT give permission for any
capture, recording or reproduction of this webinar in any
format unless you have prior permission.

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Margo Pickworth
TL at Shore Preparatory School, North
Sydney
My Interests
•Engaging boys with reading
•Working collaboratively with teachers
•Focus on ‘Guided Inquiry’ approach to ensure
students develop skills of inquiry
•Integrating technology
•Central role that school library has in learning
•Outdoor pursuits

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PLAN
• My journey
• Guided Inquiry workshop
• Returning home
• New Syllabus Documents – fresh insights
• Success & Challenges – some solutions, but not all!
• Future plans

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Sharing the Journey
Step 1
Exposed to Carol
Kuhlthau’s ideas at
CSU
Step 2
Heard Carol speak at
IASL
Step 3
Dabbled in her ideas
Step 4
Attended CISSL,
Rutgers University

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Early Ideas
• Information Search Process - thoughts,
feelings, actions
• Supported by empirical research
• Zones of intervention

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Guided Inquiry for Student Learning
Rutgers University – 9-11th July 2014

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Invitation to inquiry
Open minds
Stimulate curiosity

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OPEN
IDEAS
Stimulus to provoke thinking
• Unusual objects,
• Primary sources,
• Visual media - art, photos
• Pieces of writing, poems, songs
Invitation to Inquiry
Open minds
Stimulate curiosity

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IMMERSE
IDEAS
• Excursions
• Books, websites
• Movie, videos
• Museums
Build background knowledge
Connect to content
Discover interesting ideas

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EXPLORE
IDEAS
• Exploratory search
sessions
• Learning stations
• Wide range of texts and
materials to explore
Explore interesting ideas
Look around
Dip in

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IDENTIFY
Identify inquiry question
Decide direction
Pause and Reflect
IDEAS
• Graphic organisers
• Concept maps
• Charts
• Reviewing journals and
logs

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GATHER
Gather important
information
Go broad
Go deep
IDEAS
Mini-lessons on search
strategies, note-taking,
quoting, summarising
Quiet space for gathering

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CREATE and SHARE
IDEAS
Guided to demonstrate their learning in
an appropriate way:
Models, Technology, videos, exhibitions,
scrapbook, speech etc
Share with an audience
Reflect on learning,
synthesise ideas
Go beyond facts to
make meaning
Create to communicate

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EVALUATE
IDEAS
• Inquiry circles
• Surveys, Checklists,
Rubrics
• Conferencing to
examine strengths &
weaknesses
Evaluate achievement of
learning goals
Reflect on content
Reflect on process

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Practice with theory
• Inquiry Tools – journals, logs, chart & circles
• Feedback Carousels
• Wagon Wheel Strategies

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Inquiry Circles
Inquiry CirclesEssential feature of GI
Flexible groupings used during
Immerse
Tailored to student needs,
abilities, content or inquiry
process
Sometimes formal with roles
such as questioner, note taker
etc
Sometimes informal such as
find someone who is interested
in the same topic

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Wagon Wheel Circle
• Used to conclude a
lesson/activity/unit
• Count off by 2s – get
into two circles facing
one another, share with
partner 2-3 rounds of
questions
• Move around the circle

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Feedback Carousels
To get as much feedback
in a short time
4 squares
• Clarifying questions
• Probing questions
• Recommendations
• Resources

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Keeping a Journal
For individual reflection
To help think and reflect
Can be structured or
open-ended

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Returning Home
• Disappointment
• Slow to change…..

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New Syllabus Documents
• New History, Geography, Science contained
the words…… “inquiry”, “Inquiry Questions”
How are we going to do this?

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New Curriculums…
• Less content-driven
• More focus on Inquiry
• General Capabilities…

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Mandy Lupton’s analysis
of inquiry in new
Australian syllabus
documents

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Implementation- how did I begin?
• Start small
• Discussion with other staff
• Asked for time at staff meeting
• Began to be SUPER organised – have structure in place
• Resources at your fingertips
• Time, energy & commitment

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Implementation – how to begin?
Three ways:
A. Teachers on board - proceed through all the
steps from Open-Evaluate, integrated into
classroom
B. Teachers partly on board - introduce part of
process when relevant eg
C. Some who don’t want to be on the boat!

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Challenges
BIG ISSUES
• Leadership Support
• Staffing Arrangements
• Resourcing
• Timetabling/Time
• Your personal qualities
LITTLE ISSUES
• Wide range of abilities
• Inquiry questions –
open & challenging
• Authenticity of inquiry
• Inquiry Circles with
young learners

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Leadership support
• School Executive need to be ‘on board’
• Allow time to train other staff
• Support your initiatives

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Staffing Arrangements
• Need to collaborate with other teachers
• Need to plan, plan, plan and follow up
• Both formal and informal
communication…..use recess, lunch, emails,
staff meeting any way you can

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Resourcing
• GI needs a wide range of resources at your
fingertips to cover wide range of abilities and
interests….
Print, online, libguides, expertise in
your community, keep up……

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Timetabling
• Every school organises timetable differently
Flexible? Rigid? Sufficient time?

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Personal Qualities
• Use your own ‘pedagogical gifts’ (Crowther, F 2016) or your
Talent Leadership Dynamic (Bonanno, 2015)
• To be a leader/follower
• Flexibility with teaching styles
• Relinquish the ‘ownership’ of the library space

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‘Little Issues’ Obstacles
• Wide range of abilities
• Lack of time
• Inquiry questions – open & challenging &
meaningful
• Authenticity of inquiry
• Inquiry Circles with young learners

National Parks Unit
• Open
• Immerse
• Explore
• Identify
• Gather
• Create/Share
• Evaluate

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Teacher Feedback - encouraging
‘A very solid model that
allowed the boys to critically
guide their way through
information’ EK
‘The Guided Inquiry process
supported the students to
dig deeper into their ideas
and unpack key concepts of
the topic. It was a wonderful
way to scaffold inquiry and
relate to students own
interests’ CD
Teacher Feedback

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Future Directions
• Continue to prepare for next year
• Collection management
• Gather a collection of mini-lessons
• Time in staff meetings
• Assessment continuums

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Further Resources
52 weeks of GID Blog – Lesley Maniotes
https://52guidedinquiry.edublogs.org
Guided Inquiry in Australia – Lee Fitzgerald
http://guidedinquiryoz.edublogs.org

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Bibliography• Kuhlthau, C.C. Maniotes, L. K. and Caspari, A. K. (2012) Guided Inquiry Design: A
Framework for Inquiry in Your School. Santa Barbara, California. Libraries Unlimited.
• Kuhlthau, C., Maniotes, L. & Caspari, A. (2015) Guided Inquiry: Learning in the 21st
century, 2nd edition. Santa Barbara, California: Libraries Unlimited
• Lupton, M (2012), Inquiry skills in the Australian Curriculum, V6: A bird’s eye
view. Access, 28 (4), pp89-29
• Bonanno, K (2016) Being a leader in your school community. Access, 30 (2), pp 10-17.
http://kb.com.au/content/uploads/2016/06/talent-leadership.pdf Accessed 19 October
2016.
• Bonanno, K. Fitzgerald, L. F-10 Inquiry Skills Scope and Sequence & F-10 Core Skills and
Tools
http://eduwebinar.com.au/australian-curriculum-inquiry-skills-scope-and-sequence
Accessed 9th October, 2016.

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Margo Pickworth
Email: mpickworth@shore.nsw.edu.au
Twitter: margoannep
Skype: Margo01

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Guiding the Journey to Inquiry

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