This blog traces the evaluation of an Information-Learning Activity (ILA) or inquiry, whereby students were required to independently find and use a variety of information sources in order to learn about a topic. The inquiry was conducted by Year 5 students at an independent International Baccalaureate (IB) World School. In my role as the teacher-librarian, I collaborated with the Year 5 teaching team during the planning and implementation of the inquiry.
In an IB School the curriculum is framed using the Primary Years Programme that consists of six transdisciplinary themes. The student inquiry (ILA) was positioned under the IB transdisciplinary theme "How we organise ourselves: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment" (IBO, p.2). The learning intention of the inquiry was for students to develop a conceptual understanding of the broad central idea: "Significant events have an impact upon a community". The key concepts were change, causation and perspective. Three lines of inquiry provided direction and narrowed the scope of the inquiry:
The Information Learning Activity was designed using an inquiry-based approach to learning, with a balance of teacher-directed instruction, scaffolded student-inquiry and independent student-inquiry. The key learning area was History. To demonstrate understanding, the summative assessment task for this inquiry required students to:
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Louise CullenInquirer Archives
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