The Implementation of Enquiry
Learning in Integrated
Curriculum through
questioning
An action
learning project
Content
1.
2.
Background
Capacity Building
Preparatory stage
Implementation in classroom
learning and teaching
Why build
capacity?
S1 Liberal Studies
Preparation of curriculum
framework & resource materials
Can I ask a question?
Socrates
A capacity building Plan –
what is capacity?
Mitchell & Sackney (2000)
Personal
capacity
Interpersonal
capacity
Organizational
capacity
Knowledge; skills;
active reflection
Taking responsibility for each
other’s learning; interactive
techniques
An organizational learning
culture: learning teams
“Learning Teams”
1. Shared values & goals
2. Collective learning &
application of learning
3. Supportive conditions
4. Sharing personal
practices
Roles of the leader in this plan
Provide opportunities for staff to develop
personal understanding;
Form Learning Teams as the core of continuous
improvement (professional trust, sharing for
mutual gain, and collaboration but not
competition)
Promote reflection on practice by staff (pairs as
critical friends)
Think and act in an authentic manner (you as a
person and leader)
“enquiry”
worksheets =
enquiry
learning?
“Routine is the death of consciousness”
If we simply present the teacher with prepackaged, finished lesson plans, designed
by the critical thinking of someone else,
someone who used a process that is not
clearly understood by the teacher, then a
major opportunity for the teacher to develop
her own critical thinking skills, insights, and
motivations will have been lost.
Richard Paul, 1995, p.340
What is
enquiry
learning?
Source: Gough, N. (1992) Blueprints for Greening
Schools, Gould League, Melbourne, p.90.
A Seven
Stage
Model
of Enquiry
Learning
Seven Stage Model of Enquiry Learning
Tuning in
Deciding directions
Preparing to find out
Finding out
Sorting out
Drawing conclusions
Considering social action
enquiry
learning
through
questioning
Can I ask a question?
Socrates
What is the most popular
question raised by students
in Hong Kong?
Is it going to be on the test?
Can I ask a question?
Socrates
What is the most popular
question raised by teachers
in Hong Kong?
Do you understand?
Are you listening?
Teachers:
generators of questions &
answers of their own
Dead questions
reflect dead minds.
21
Questioning Tools
1.

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Bloom’s Taxonomy
of Thinking
Level 1: knowledge
Level 2: Comprehension
Level 3: Application
Level 4: Analysis
Level 5: Synthesis
Level 6: Evaluation
Questioning Tools
2.
Socratic Questioning
Elements of Reasoning
All reasoning has a purpose; All reasoning is an attempt to
figure something out, to settle some question, to solve
some problem.
All reasoning is based on assumptions; All reasoning is
done from some point of view; All reasoning is based on
data, information, and evidence.
All reasoning is expressed through, and shaped by,
concepts and ideas; All reasoning contains inferences by
which we draw conclusions and give meaning to data.
All reasoning leads somewhere, has implications and
consequences.
For exploring ideas in depth & breadth
1.
2.
3.
4.
5.
6.
7.
Select a question / issue of interest.
Produce a central statement.
Clarify the statement and its relationship to the
question / issue.
List & examine support, reasons, evidence, &
assumptions related to the central statement.
Explore the origin / source of the statement.
Develop & critically examine the implications &
consequences of the statement.
Seek & fairly examine conflicting views.
Can I ask a question?
Socrates
Can we divide Socratic
questions into several types –
A taxonomy of Socratic
questions?
Match the seven stage model of
enquiry learning with the Socratic
questioning model
Can Socratic questioning
facilitate enquiry learning?
Can Socratic questioning facilitate enquiry learning?
Seven Stage Model of Enquiry Learning
Socratic questioning model
Tuning in
Deciding directions
Preparing to find out
Finding out
Sorting out
Purpose of the thinking
Question at issue
Drawing conclusions
Considering social action
Information
Concepts,
Assumptions,
Interpretation & inference,
Points of view
Implications & consequences
Forum Theatre
A scenario of
teacher-student
conflict
Whose fault is it?
Plan the significant questions
that provide
structure and direction
to the lesson.
Can I ask a question?
Socrates
Is it perfect?
Using Socratic Dialogue in Class
Limitations
 Time; Class size; Content delivery is slow
 Can go in unproductive directions
Strengths
 Clarifies, deepens, strengthens understanding
 Engages and Elucidates students’ thinking
• On the spot!
• Generates ‘After Burn’ – reflection
Thank
you