DEC Scan Journal : February 2013
Volume 32, February 2013 20 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews enabling them to refine and improve the way they would conduct their next GI venture. More teacher librarians in the Seacliff COS will be trained in the method of GI. They, in turn, can act as mentors to enable more teachers to be trained in the GI method. So many research waves to catch, so many students to guide – Let the challenge begin again! References and further reading CiSSL, Guided Inquiry, Rutgers, the State University of New Jersey, accessed 07 January, 2013. FitzGerald, L 2011, ‘The twin purposes of Guided Inquiry: guiding student inquiry and evidence based practice’, Scan, vol. 30, no. 1 , pp.26-41, accessed 07 January, 2013. McLean, I 2011, ‘Taking the plunge: Guided Inquiry, persuasion and the research river at Penrith Public School’, Scan, vol. 30, no. 4, pp.26-35, accessed 07 January, 2013. Scheffers, J 2008, ‘Guided inquiry: a learning journey’, Scan, vol. 27, no. 4, pp.34-42. Scheffers, J & Bryant, K 2013, ‘A perfect match: the exciting and seamless integration of Guided Inquiry and iPad technology’, Scan, vol. 32, no. 1, pp.9 –13. Sheerman, A 2011, ‘Accepting the challenge: evidence based practice at Broughton Anglican College’, Scan, vol. 30, no. 2, pp.24 -33, accessed 07 January, 2013. Todd, RJ, Kuhlthau, CC & Heinström JE 2005, SLIM: a toolkit and handbook for tracking and assessing student learning outcomes of Guided Inquiry through the school library, Center for International Scholarship in School Libraries at Rutgers University, accessed 07 January, 2013. Reflecting on the ride All teacher librarians agreed that students were engaged and challenged. GI enabled the students to have flexibility in selecting their topic and owning their individual research. Students agreed this was a different way to research and allowed them to dive deeper than before. As the project coordinator, Sharon McGuinness was able to gain an overview of all the projects. Here are some of her observations. • Assisting the students to develop how and why focus questions enables them to go deeper into their research. • Using a familiar presentation format enables students to concentrate on the research and content rather than how their research is to be presented. • Collaborating classroom teachers need to allocate additional time for the students to work on their research as one hour per week is not enough. In hindsight, conducting a first time project across five schools, with only one training day, was a large task. Fortunately, the teacher librarians involved felt that the learning benefits for their students were so important that they were willing to take the risk and jump into the research wave. Although dumped at times, they all swam with their students out beyond the breakers to a calmer ocean, then rode the wave, albeit bumpy at times, into shore. Where to now? Each of the participating teacher librarian and teacher collaborators felt they needed to run another project to consolidate what they had learned from this GI project. Each felt their confidence would grow, Topic (con’t) Students’ questions Antarctica What is the most endangered seal? How do humans affect the wildlife of Antarctica? How does global warming affect Antarctica? How do Antarctic animals survive the winter? What is the most endangered whale? Rainforests Big things in the rainforest and how they grow. What’s so bad about deforestation? What are the specialties about the rainforest? How do people live in the rainforest? How do animals live in the rainforest? How do fungi help the trees? Refugees/asylum seekers Should refugees be allowed straight into Australia or be sent to Christmas Island by the Government?