INQuIRY model | WithOnePlanet

WithOnePlanet INQuIRY teaching and learning model

The WithOnePlanet INQuIRY teaching and learning method provides opportunities for teachers to engage students in single or cross-disciplinary areas of study, and explores climate change issues through the science, English, maths, geography, history, art, civics and citizenship curriculums. Students are encouraged to formulate lines of inquiry, to question and investigate, to review and share information and to build the knowledge to make our region a more interesting, sustainable and better place.

Tell me and I will forget, teach me and I may remember, involve me and I will learn. Benjamin Franklin

WithOnePlanet’s teaching and learning system provides problem- and challenge-based activities designed to build:

sequential and experiential learning
practical skills and actions
critical thinking
knowledge and awareness

What is the PURPOSE of this phase?	What do TEACHERS do in this phase?	What do the STUDENTS do in this phase?
To introduce the area of learning	Set the learning in a meaningful context. Create an open and safe learning environment where intellectual risks are encouraged. Generate interest and stimulate curiosity. Reveal students’ ideas and beliefs and assist students to make comparisons between them.	Actively listen to the introduction of the learning context. Explore and share their own pre-existing ideas and beliefs. Compare ideas and beliefs. Use their own and others ideas as prompts for asking questions.
To identify the big question for investigation	Assist students to develop their own investigation pathways. Provide a range of structures and frameworks that they can use to develop their investigations. Facilitate students to analyse their results through comparisons with existing knowledge. Assist students to establish conclusions. Provide opportunities for students to transfer their new knowledge to new situations.	Discuss and summarise the main ideas, beliefs and questions under examination. Develop deeper, more central questions. Contribute to the development of the big questions to be investigated. Suggest hypotheses for possible answers to the big question.
To seek the answers to this question through investigation. To transfer or apply the learning to new situations in order to integrate the understandings with pre-existing knowledge.	Assist students to develop their own investigation pathways. Provide a range of structures and frameworks that they can use to develop their investigations. Facilitate students to analyse their results through comparisons with existing knowledge. Assist students to establish conclusions. Provide opportunities for students to transfer their new knowledge to new situations.	Develop pathway(s) to allow them to find the answers to the question. Collect the information. Analyse the information and compare it to pre-existing knowledge. Establish general conclusions. Transfer their understandings to new, unfamiliar situations.
Review the learning and reflect on the success of the learning	Assist students to review their learning and reflect on the success of their learning.	Review the learning that has taken place – What have I learned during this investigation? Reflect on the way they have learned and how successful it was.
With your new knowledge and skills you can explore new ideas and possibilities and create Your future.	Provide opportunities for students to take their new learning into a new cycle of inquiry in their own preferred direction.	Generate new questions and ideas based on their new understandings. Go through the next iteration of INQuIRY either individually or collaboratively.