Quick links:
Overview of Independent Enquirers PLT
How is this PLT beiong addressed in Learning to Learn lessons?
Strategies for implementing this PLT into the curriculum
Independent Enquirers Poster
Focus
Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.
Skills, behaviours and personal qualities
Young people:
- identify questions to answer and problems to resolve
- plan and carry out research, appreciating the consequences of decisions
- explore issues, events or problems from different perspectives
- analyse and evaluate information, judging its relevance and value
- consider the influence of circumstances, beliefs and feelings on decisions and events
- support conclusions, using reasoned arguments and evidence.
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| Learning 2 Learn Coverage: |
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| Lesson |
Basic outline |
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| Lesson 1 - Learning memories |
In this lesson the pupils will reflect on prior learning experiences. |
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| Lesson 2 - What does good learning look like? |
Pupils will examine the characteristics
of good learning behaviour) |
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| Lesson 3 – How I learn best |
Pupils will complete a learning styles audit |
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| Lesson 4 – My learning brain |
(The science behind learning) |
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| Lesson 5 – Making the most of my brain. |
(Strategies for learning and independent study skills) |
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| Strategies for Implementing this PLT into the curriculum |
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Strategy 1
Enquiry Cycle
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Use the four stage Enquiry Cycle by Enquiring Minds as a model for enquiry (the Enquiring Minds website provides a detailed outline of this cycle along with lots of practical learning and teaching strategies that can be employed at each of the four stages of the cycle)
The website contains a range of learning and teaching strategies for each of the four stages of the enquiry cycle:
Stage 1 Initiating and eliciting
overview | example activities | digital tools
Stage 2 Defining and responding
overview | example activities | digital tools
Stage 3 Doing and Making
overview | example activities | digital tools
Stage 4 Communicating, presenting and evaluating
overview | example activities | digital tools
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Strategy 2
C3B4UCE |
Strategy 2 - C3B4UCME. Set the C3B4UCME rule (see 3 before you see me) at the beginning of the year to reduce pupil reliance on you for answers/support. The three could be a text book, the internet, a friend etc. Looks good if you have it displayed on a car registration plate!
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Strategy 3
Stimulate debate and questionning |
Encourage pupils to question and enquire. This can be achieved by providing them with a big question at the beginning of a lesson or unit of study, sharing a controversial statement or showing them a big image and ask them to generate enquiry questions. Use question ques such as the 5ws and a H (What? When? Why? Where? Who? How?
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Strategy 4
Cater for different learning styles
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Pupils learn in different ways so plan for different learning styles by offering pupils a choice of learning activities. By offering a choice pupils are more likely to be motivated. They can also select activities that suit their preferred learning style (though they should be encouraged to develop other learning styles). See http://www.hornsea.eriding.net/learning_and_teaching/learningstyles/index.html for suggestions. |
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Strategy 5
Group work |
Independent enquiry does not mean that the pupils have to work on their own. Pupils could be given a responsible role as part of a group, whereby they are answerable to the rest of the group for their findings. This is good practice for future working environments. (This also leads back to strategy 2)
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Strategy 6
Co-construction |
Strategy 6 – Independent enquirers need to be involved in their learning. Involve pupils in your short term plans, what will you be covering in the forthcoming lessons? Ask them how they would like to approach their learning on this topic. Take these ideas into consideration in your planning. |
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Strategy 7
Involve the pupils |
Strategy 7 – Allow pupils to have input and make decisions regarding their own learning. If pupils feel that their ideas and opinions count in your lesson, they are much more likely to become actively involved in the learning progress. |
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Strategy 8
VAK |
Strategy 8 – If we are encouraging pupils to be independent, then we must expect them to do things in ways that suit themselves. To cater for this originality, lessons must include resources to cater for all learning styles. As with strategy 4, learning activities must be as varied as the pupils in your class- so too must the resources you offer. Pictures, music, video/dvd, key fact cards, diagrams, drama, jokes, poems, drawing, will all encourage pupils to look at things in a different way. |
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Stratgey 9
Develop questioning skills using Bloom's Taxonomy
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Strategy 9 – In order for pupils to become independent enquirers, it is important that we encourage them to identify potential problems in the tasks that they are set. Pupils should question what they are doing and why they are doing it; try introducing Blooms taxonomy and explain levels of questioning, highlight the need for higher level questioning. you can find out more here: http://www.hornsea.eriding.net/learning_and_teaching/bloom/index.html
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Strategy 10
Recording information |
Strategy 10 – Learners should be encouraged to have an original approach to recording their learning. Tasks in exercise books can be completed in many ways: diagram form, mind maps, traditional note taking, etc. Check pupil understanding by asking for the recorded information to be explained; if the pupil understands and can explain what they have recorded, then their chosen technique is working. |
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