Inquiry

__Term 1 2015__ Concept: While there are similarities between people, each person is unique and adds value to a team.

Question: How am I unique? What can others learn from me? What can I learn from others? Are our differences important?

Key Understandings: We all have strengths and weaknesses that make us unique. We can be effective team members by taking on different roles and responsibilities. A successful team needs respect, empathy and a mixture of different people to succeed. We can give feedback to assist others, and receive feedback to improve ourselves.

Habit of Mind: Thinking Interdependently Skill: Students ask clarifying questions about ideas and information they listen to and view.

__ Possible Resources: __

Multiple Intelligences - This link offers a survey that we could work through with the students to explore their 'intelligence'. Team building - Nothing really new in this link to activities that we already know, but may be able to develop something further from this. Growth Mindset - Students could write down some of their own negative 'self talk' and write how they could turn it around into having a growth mindset.

Getting to know you as a learner/person - This is one that Mands sent through to me for a start of year activity.

[|Resilience]
 * Below is a link to Andrew Fuller's website about Resilience. Some great reading and ideas about building resilience in students and getting them to self-assess and know themselves. (Lyn has a hard copy of some survey type activities)**

[[file:PRASE - Self assessment of resilient thinking.pdf]]




Contents
= = = Called to bring action (CEO) = = = =**[|Deep Learning through Concept Based Inquiry] ** = Please click on the blue heading above for a link to the article. This article above explores the reasons why we have moved towards a concept based inquiry approach and not a coverage based theme approach. =Term 1=
 * Marshmallow Challenge

Resources
VELS site [|Introduction to civics and citizenship.] [|DEECD resources] to support civics and citizenship Thinking for Themselves Focus on Inquiry (2nd edition)

Links re. Parliamentary process. [|PEO] : Parliamentary Education Office [|PEO Assignment Assistant] [|World Audit]

Concept: Community
Leadership? Learning communities? Democracy

Questioning: explicit teaching

** Developing Concept through the School **

 * "Leading the Way" **

Context:
Canberra camp is at end of February. Students will be visiting Parliament House / War memorial and other sites in Canberra. Introducing self directed learning throughout the senior area. Students are moving into the 'leadership' area of the school. Year 5's will be introduced to the laptop program

Possible questions
How do I lead? Why do I follow?

Possible understandings : (What do we want our students to understand? What standards or learning focus statements does our concept relate to? (Vels) )
Focus on Inquiry p24 has a great example of understandings/throughlines/questions related to 'community'. I've also added 'leadership' as a linked concept.


 * In our community there are qualities commonly associated with good leaders.
 * There are ways each one of us can develop our potential for leadership in different aspects of our lives. We can all be leaders.(Learning for themselves p92 K. Murdoch)
 * There are many things that people can do to become active citizens (locally, nationally and internationally), thereby contributing to the wellbeing of other people. (Focus on Inquiry p24)

Possible misunderstandings students may have:

 * That you have to be elected or chosen to be a leader
 * That you have to be an adult - over 18 to be a leader
 * That you have to be well known to be a leader or even popular
 * That leaders 'lead' for the good of all

Civic knowledge and understanding
At Level 4, students describe the nature of Australia’s democracy that developed as a result of Federation. They describe the three levels of government and some of the key functions of each level. They explain the basic elements of Australia’s federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law.

Community engagement
At Level 4, students demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.

Literacy

eg: students will show that they understand the qualities of a good leader by choosing a leader in their desired field and demonstrating how they lead. They will understand that they too can be good leaders by ......
 * FROM UNDERSTANDINGS WE NEED TO THINK OF WAYS TO ASSESS THESE UNDERSTANDINGS**

Idea from St James where students could look at people from music, art, science, maths, writers, orators...(blooms MI) who have used their talent to show leadership (eg: Bob Geldorf, De Castella, Jamie Oliver and Stephanie Alexander, ..) Students could use them as inspiration to create their own leadership action plan using talent/interest that they have

//Read the part in the article above about giving students time to observe and peak their curiousity in order to get good questions and wonderings. Otherwise we risk shallow questions.//

St James: provocations used to inspire curiousity before a task/concept is introduced.

** Provocations/ Triggers **

 * Erised Mirror Harry Potter
 * Lectern
 * Photo frame of leaders

Tuning In

 * Mash up of videos in youtube
 * Marshmallow challenge and other team building activities ( questions, reporter/recorder and observable)
 * Smart Thinking: organiser of our thinking and questions

** Other ideas to consider **

 * Literacy: How do leaders persuade us to listen to their message? Looking for persuasive elements.
 * Maths
 * Electing of house captains. Students could reflect in their iWeb about who they voted for and the reasons why they voted for them knowing the qualities that they want to see in a leader at our school
 * Canberra camp: democracy? Showing an understanding of democracy.... is our classroom / school a democracy? Compare / venn diagram
 * What does being a leader feel like? Look like? Sound like? Take photos or collect them of examples of leadership 'Catch a Leader' explaining why.
 * Have you ever 'led'? How do you know you were leading? What did it feel like? Explain (podcast, movie....)

Video Page