Learning Areas
Teaching Standards
General Description
Learn to design teaching/learning programs that engage and empower students through inquiry-based learning.
Presented is programming through the 5Es inquiry based pedagogy developed by Roger Bybee. It is fundamentally based on the developmental constructivist ideas of Piaget and Vygotsky, but has direct antecedents in the work of Australians Peter Fensham, Roger Osbourne and Dick Gunstone, and in the UK the work of Rosalind Driver.
A striking aspect of the model is the integration of assessment in all its forms as a driver of learning.
Audience
Science teachers Years 3 – 12
Available Delivery Formats
Format Description
24/7 course access
IMPORTANT INFORMATION:
- If you have a TTA subscription or membership please ignore the pricing when enrolling. Rest assured if your school has a subscription you will not be charged and for Memberships, your invoice will be adjusted accordingly to reflect your discount.
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Teaching Standards
3.2.2 Proficient Level – Plan, structure and sequence learning programs
6.3.2 Proficient Level – Engage with colleagues and improve practice
Are you in NSW? If so, this is relevant for you
This course contributes to 5.0 professional development hours.
Occurrences
Sessions
Investigations in the Science syllabus
1 hour
Participants will explore the inquiry nature of the new science syllabuses.
The working Scientifically outcomes will be unpacked.
The emphasis of working scientifically in assessment is analysed.
A model program for inquiry
1 hour
A model program is unpacked to demonstrate:
Syllabus validity
Concept development through inquiry
Assessment integration
Program development
3 hours
Participants create an inquiry-based program for a specific stage.
Participants share their program online.
User Rating
4.4Latest Reviews
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
Planning for inquiry learning - Jim Sturgiss
08/10/2020
Completing this PD from a Maths perspective was not very beneficial, however there were some good ideas to incorporate into the Science classroom.
Planning for inquiry learning - Jim Sturgiss
08/10/2020
I only teach Maths, so it was at times hard to relate it to a Maths investigative task
Planning for inquiry learning - Jim Sturgiss
08/10/2020
A specific Maths based inquiry PD would be more beneficial.
Some links to syllabus references, didn’t ‘dial in’ directly to the mentioned content.
Planning for inquiry learning - Jim Sturgiss
08/10/2020
This course would be relevant to those who are unfamiliar with the Stage 6 Science courses. The content covered was necessary for those courses.
Planning for inquiry learning - Jim Sturgiss
08/10/2020
good
Planning for inquiry learning - Jim Sturgiss
08/10/2020
good No
Planning for inquiry learning - Jim Sturgiss
08/10/2020
Good
Planning for inquiry learning - Jim Sturgiss
05/12/2019
OK.
Relevant
Planning for inquiry learning - Jim Sturgiss
02/09/2019
It was very informative and helped me understand what inquire based learning was and how to write a program based around inquire learning.
Planning for inquiry learning - Jim Sturgiss
02/09/2019
excellent really fantastic
Planning for inquiry learning - Jim Sturgiss
02/09/2019
The course was very informative. The 5Es lock-step 5 stage cycle is relevant to programming and I would like to further develop it into my future programming.
Planning for inquiry learning - Jim Sturgiss
02/09/2019
Very good, super relevant given the changes going on in Stage 6 and the inevitable Stage 4 and 5 changes. Wish I had have found it earlier. It was a very helpful refresh and reset for me as I had started to rush this area of the job, it’s made me appreciate how important planning/programming can be. - -
Planning for Inquiry Learning - Jim Sturgiss
22/12/2018
Excellent
About the team
Jim Sturgiss
Creator
Improving outcomes through aligned teaching practice synergies.
Jim is an educational researcher and independent educational consultant. A recipient of the NSW PTC Distinguished Service Award for leadership in delivering targeted professional learning to teachers, he works with schools to align assessment, reporting and learning practice. He has been a DoE Senior Assessment Advisor where he developed many statewide assessments, (ESSA, SNAP, ELLA, BST) and as Coordinator: Analytics where he developed reports to schools for statewide assessments and NAPLAN.
Selected NSW Department of Education and Communities appointments
2015 Analytics, Systems and Development Coordinator
2012 – 2013 School Assessment Design and Development Acting Coordinator (ESSA)
2007 – 2010 Head Teacher Science, Newtown High School of Performing Arts
2004 – 2005 Senior Assessment Officer, Computer Skills Assessment (CSA6)
2004 Test Development Officer, Secondary Numeracy Assessment Program (SNAP)
2000 – 2004 Head Teacher Science, Concord High School
1998 – 2000 Senior Assessment Officer, English Language and Literacy Assessment (ELLA)
Teaching Qualifications
1993 – 1997 M.Ed. (Hons) University of New England (Thesis: Literacy & learning in Science)
1979 Dip. Ed. University of Wollongong
1976 – 1978 B.Sc. University of Wollongong (Majors in Chemistry and Bioenergetics)