IBL+Toolkit

This page is a collaborative workspace for collecting and sharing teaching and learning strategies that support Inquiry Based Learning in Science. These strategies are often described as suiting one or more of the phases of the 5Es pedagogy. To learn more about the 5Es try these sites: [] [] []

=Affinity Diagram= An affinity diagram is a good tool to elicit, and to organise, a large amount of information on a question or concept very quickly. It would be useful in the Engage or Explore phase of the 5Es. Its strength lies in the search for categories or 'affinity' between ideas. It encourages sharing of ideas and a climate where there is no "right or wrong" answer. If concensus cannot be made on an item simply duplicate it and put in both groups - this helps to create an environment where it is OK to disagree. [] []
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=Beliefs Continuum= This is one of my personal favourites. It enables students to state their point of view and encourages students to justify their position and allows them to change their position as they listen to 'argument' from a range of others. It is great for students who, at this stage in their lives, are prone to think in "black and white" - it introduces "shades of grey" into their thinking. 1. Display two signs - "Agree" and "Disagree" at two extremities of the room joined by an actual or imaginary line. 2. Read a statement and ask students to stand along the line to show the //extent to which// they agree or disagree with the statement. Watch for students moving from their position to be closer to a group before the talking begins. Encourage students to take a position regardless of where others are. 3. Ask students to discuss in small groups of students nearest them the reasons they have chosen their positions. Allow a few minutes for this. 4. Ask for volunteers from either end and from areas in the middle to summarise the discussion they took part in. Try to avoid personal argument and polarisation of the discussion here. 5. Ask students who moved during the activity to explain the reasons for their movement. A great activity in the Explore phase.

=Brainstorming= This is one that you probably have used many times. There are many ways that brainstorming can support inquiry in the classroom. Try out some Web 2 tools for brainstorming too. [|Popplet] allows teachers and students to collaborate over the internet on brainstorming and mind-mapping activities. [|Bubbl.us]is another good online brainstorming and mindmapping tool that allows students to share and collaborate. Have a look at [|Wallwisher] too. See: []

=Concept Mapping= A concept map is a way to link related ideas and to show the relationship between ideas. Concept mapping could be very useful in the Explain or even in the Evaluate phase. Easily made with sticky notes, there are also many ways to create them digitally including using some web based tools. See: [] []

Read: [] = = = = =Envoy= This strategy enourages students to learn from each other and take repoonsibiility for leaning. It helps students to develop listening and oral skills and promotes skills in sythesising and summarising. 1. Form students into groups and give the class a topic to discuss or an investigation to plan. 2. One student from each group is selected to be the 'envoy'. 3. When the group has completed its discussion of the topic the envoy reports to another group and outlines what was discussed. The envoy also listens to a report from the group they are visiting. 4. The envoy then returns to their original group and reports on the new ideas gained See: []

=Global Cafe= This strategy is a cooperative learning strategy that allows students to gather and share information on several different, but related topics. It supports piggybacking of ideas and thoughts. It is a useful strategy in the Explore phase as students express their thinking in everyday language and compare their ideas and thinking with others. Process:
 * Students form random groups of between of 4-8
 * Each group labels their café location with a name
 * Assign a recorder to each group. This person remains at the table throughout the entire process and records the conversation as authentically as possible.
 * Students are given a topic to discuss. Topics can be the new learning point, a review of previously learnt information or a reflection of understanding up to this point
 * At table groups, the conversation flows as in a coffee shop with students sharing factual information, opinion, and personal experiences related to the topic. The recorder can contribute while capturing the key aspects of the conversation.
 * Every 5 to 8 minutes, students randomly move to a new coffee shop. New groups at coffee shops are formed with different members.
 * When the new coffee shop groups is formed, the recorder shares the key aspects of previous conversations. This new group continues with conversing about the topic while the recorder takes notes.
 * This process can be continued for 3 to 5 movements.
 * Cafe owners report back to whole group

= = = = =Hot Potato=

A good activity to encourage deeper student thinking about issues or concepts. It could be used in the Engage or Explore phases to find out what the students already know or to develop their thinking about the topic area.

[] = = = = = = =**Jigsaw Activity**=
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This is a cooperative learning strategy that allows students to cover a broad topic or theme in a shorter period of time. It lends itself well to the "building the field" stage or the Explore phase of a lesson sequence.

Science by Doing Inquiry Based Teaching Professional Learning Module p9. The jigsaw classroom at [] [] [])
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=**Plus/Delta**= This is a reflection tool that is very useful for students to use when reflecting on an investigation. 1. Issue a Plus/Delta chart to work groups or individuals. 2. Invite students to analyse an activity in which they have been involved and to record what went well (plus) and what could be changed or improved (delta) 3. Ask students to vote on the most important factors that need to be changed to improve the activity or investigation.

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=TWLH Chart Activity=

The TWLH chart is a modification of the KWL chart. Used at the start of a unit of work it is a good way to perform a diagnostic assessment as well as a way to elicit student questions and areas of interest to inform unit planning.

The inclusion of the fourth column "How do we Know" (we have learned this) focusses students thinking at the end of the unit on providing suporting evidence to support claims.

Download a scaffold here. = = = = =**Variables Grid**=
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=Word Circle=

A cooperative learning strategy that fits in really well in the Explain phase when the scientific terminology of the unit is introduced. Download instructions here.

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