Study Notes on Planning for Inquiry Learning in Humanities and Social Sciences

Planning for Inquiry Learning

Definition and Context

  • Planning for inquiry in Humanities and Social Sciences involves the strategic teaching skills and strategies tailored for the context of Humanities and Social Sciences (HASS) education.

  • It requires careful planning and monitoring aimed at enhancing both teaching and learning experiences.

Expectations for Teachers

  • Teachers are expected to:

    • Plan for and assess educational strategies that foster active citizenship.

    • Focus on inquiry-centered learning that engages students in critical thinking.

    • Address controversial issues through active discussions.

Research Insights

  • Social Participation:

    • Engagement within and outside of school environments enhances citizenship knowledge, skills, and attitudes.

    • It is important to assess not only knowledge and skills but also students' adherence to values and motivation to contribute positively to society.

Classroom Approaches for Inquiry Learning

  • Successful planning and assessment strategies include:

    • Open-ended activities that replicate authentic civic situations,

    • Utilizing summative assessments to establish meaningful performance goals,

    • Presenting assessment criteria and models beforehand,

    • Conducting assessments prior to teaching the material,

    • Offering appropriate choices to students,

    • Providing frequent formative feedback,

    • Encouraging self-assessment and goal-setting,

    • Permitting students to replace old evidence of achievement with new findings (McTighe & O’Connor, 2005).

Chapter Overview

  • This chapter provides:

    • Guidance on lesson and program planning per the 2017 Australian Curriculum for HASS F-6/7 (Version 8.3).

    • Key principles for effective planning and assessment.

    • Linkages between assessment principles and actual classroom practices.

Primary Planning in Humanities and Social Sciences

Connecting Inquiry and Curriculum

  • Emphasizes the integration of the inquiry process with contemporary educational changes and differentiated student needs, along with assessment strategies linked to the Australian Curriculum.

Tools and Resources

  • Unit overview planners are presented as practical guides for lesson development throughout the chapter.

  • Inclusion of Tips from Teachers to enhance the practicality of guidance provided in the text.

Systematic Curriculum Delivery in the ACT

  • The ACT Public Schools utilize the Early Years Learning Framework (EYLF) and Australian Curriculum (ACARA) to ensure a sequenced learning trajectory.

  • National School Improvement Tool (NSIT): Guides evaluation and implementation of curriculum in schools in the ACT with a focus on structured curriculum delivery ensuring consistency in teaching and learning expectations.

Inquiry Learning at Macquarie Primary School

  • Inquiry-based pedagogy is central to the curriculum implementation at Macquarie Primary School following these key focus areas:

    1. Human dignity

    2. Stewardship of our changing world

    3. Cultural heritage

  • Teachers initiate inquiries starting from one key area, identifying relevant concepts and articulating an essential guiding question for the inquiry.

  • The process includes creating ‘Tuning In’ experiences to understand students’ preexisting knowledge and misconceptions.

Phases of Inquiry (Figure 3.1)

  • Thinking

    • Self-reflection on strengths and learning process.

  • Collaborating

    • Working together and sharing insights.

  • Self-Managing & Researching

    • Ensuring effective independence in inquiry and investigation methods.

  • Communicating & Evaluating

    • Sharing findings and assessing the overall value of the inquiry experience.

Writing a Unit of Work in Humanities and Social Sciences

Purpose of Units of Work

  • A comprehensive unit plan includes sequences of engaging activities addressing learners' significant knowledge, skills, and understandings.

  • Units can be:

    • Based on individual learning areas or skills

    • Integrated across multiple areas

    • Focused on long-term competencies such as teamwork and collaboration.

Continuity Across Educational Stages

  • Cooperation and communication among staff help achieve continuity in students’ learning experiences and support systemic imperatives established by the Australian Curriculum.

Resources for Unit Planning

  • Resources that provide ideas for writing units and lessons include external curriculum guides.

Effective Lesson Planning Principles

Importance of Lesson Context

  • Individual lesson plans must align within broader units of work, ensuring they build on prior knowledge and reinforce learning goals.

  • Emphasizing intellectual quality and higher-order thinking is crucial for successful inquiry in the classroom.

Effective Teaching Strategies

  • Key aspects of effective lesson planning include:

    • Significant learning outcomes

    • Establishment of explicit quality criteria

    • Catering to student diversity

    • Supportive learning environments that promote trust and risk-taking in learning.

Teaching Idea from VCAA—Lesson Planning Questions

  • When detailing unit plans and sequences, consider:

    • Inclusion of content descriptions addressed.

    • Specification of achievement standards.

    • Resources and activities for skill development.

    • Consideration for diverse student abilities.

    • Summative assessments to track student progress.

    • Approximate time allocations for lessons.

Teacher Education and Curriculum Implementation

Queensland Initial Teacher Education (ITE) Perspective

  • ITE in Queensland faces challenges from educational reforms and increased standardization, requiring adaptation to meet new professional standards.

  • Objectives center around preparing preservice teachers with the knowledge, understanding, and skills for diverse global teaching environments.

Course Structures

  • Two redesigned HASS courses focus on:

    • Curriculum, pedagogy, and assessment combined with university-specific frameworks.

    • First-year course emphasizing foundational knowledge; third-year course builds on complexities of the Australian Curriculum.

Key Attributes for Graduating Teachers

  • Attributes include creative and confident individuals who are active and informed citizens.

  • The courses cover HASS strands such as History, Geography, and Civics alongside general capabilities.

Learning Activities and Assessment Strategies

Fieldwork and Inquiry-based Learning

  • Activities might involve students choosing concepts for presentations or investigating local issues through geographic inquiry.

  • Assessment tasks in the first-year course include modeling an inquiry and collaboratively developing activities for peer learning.

Examples of Inquiry Models

  • Activities should allow for connections between various learning areas and evidence gathering that demonstrates student understanding and engagement.

Goals and Assessment in HASS

Defining HASS Goals (ICE-A)

  • A constructive approach for HASS goals involves Inquiry, Citizenship, Ethics, and Action.

  • Example goal on bushfires:

    • Probing causes and effects, involving community stakeholders in developing safety plans.

Varied Assessment Techniques

  • Assessments may include peer presentations, discussions, and observational assessments for student learning engagement and outcomes.

Effective Assessment Practices

Types of Assessment

  • Diagnostic Assessment: Identifying prior knowledge and readiness for new learning.

  • Formative Assessment: Gathering information to inform teaching and adjust learning strategies.

  • Summative Assessment: Evaluating student performance at a certain time against standards.

Key Aspects of Formative Assessment

  • Effective use enhances learning experiences and informs planning for future goals.

  • Practices must include engaging feedback and self-directed learning opportunities to foster students' agency.