Matrix of Guided Inquiry
The intention of this matrix is to give you an overview of the types and sequencing of questions across the resource to cater for the range of thinking and language skills among learners. Some of these questions lead into the topic covered on the page, others organise the information on the page and cue the learner to engage with the information using one or more of the following strategies:
- Knowledge (requires memory only to repeat information)
- Comprehension (rephrasing or explaining information)
- Application (application of knowledge to determine answer)
- Analysis (identifying motives or causes, drawing conclusions or determining evidence)
- Synthesis (make predictions, producing original communications or problem solving with more than one possible solution)
- Evaluation (making judgments or offering supported opinions).
You can use these questioning frameworks in several ways:
- Before using the Learning Resource - to test students’ prior knowledge of a particular topic or to model how students might generate their own questions about a topic;
- During the use of this Learning Resource – to allow students to make notes, synthesise and share ideas, generate further questions; and
- After the using the Learning Resource – to assess student comprehension and learning.
Go to the "Matrix of Guided Inquiry" or continue to the next topic.
References and Web Links
- The Venom Patrol
by Roger Lowe and R.P. Cooper.
East Kew: Windy Hollow Books, 2008.
- Australian Venomous Creatures First Aid Guide
Parkville: Commonwealth Serum Laboratories/Australian Venom Research Unit, 2007.
- Anderson, L., & Krathwohl, D. (Eds). (2001).
A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom’s taxonomy of educational objectives.
New York: Longman.
- Clements, D. and Godinho, S. (2003).
Read and Reflect.
Carlton South: Curriculum Corporation
- Department of Education, Employment and Workplace Relations (2008).
Primary Connections Five Es Teaching and Learning model.
Retrieved 7 October, 2008 from http://www.science.org.au/primaryconnections/5Es.htm
- Hill, S., and Woolley, M (2007).
AlphaExplore Assessment: reading and writing non-fiction texts.
South Melbourne: Oxford University Press.
- Love, K., Pigdon, K., Baker, G., & Hamston, J. (2002).
BUILT CD ROM
Parkville: University of Melbourne.
- Murdoch, K. & Hornsby, D. (1997).
Planning Curriculum Connections: Whole school planning for integrated schools.
South Yarra, Vic.: Eleanor Curtain Publishing.
- Pigdon, K. & Woolley, M. (Eds) (1992).
The Big Picture: Integrating children’s learning.
Armadale, Vic.: Eleanor Curtain Publishing.
- Wiggins, G. & McTighe, J. (2005).
Understanding by Design.
2nd Edition. Hawker Brownlow: Australia.
- Wilson, J. & Wing Jan, L. (2003).
Focus on Inquiry.
Carlton, Vic.: Curriculum Corporation.
This inquiry-based unit is cross-disciplinary. The host subject is Science, with connections made to Geography, English, ICT and Mathematics. The unit draws on the Primary Connections Five Es teaching and learning model (Department of Education, Employment and Workplace Relations, 2008) and the Backward Design model (Wiggins and McTighe, 2005), as well as integrated inquiry approaches (e.g. Pigdon & Woolley, 1992; Murdoch and Hornsby, 1997; Wilson and Wing Jan, 2003).
The unit specifically targets students in Years 5-8. It is anticipated that teachers will use and adapt this inquiry-based unit to suits the specific needs and interests of their classes. A blank proforma in word format has been provided to enable teachers to individualise the unit.
Go to the "Inquiry-Based Planner" or select the next topic.
|Now that you have an overview of the Navigation and Pathways, it is time to look at our Supporting Resources.
© 2011 University of Melbourne (except where otherwise indicated). You may view, display, print out and copy this material for non-commercial educational purposes provided you retain all acknowledgements associated with the material.