Action Research KathMurdochModel

Action Research Implementing Kath Murdoch

Yvonne, Rodney, Matthew, Gerry Broad Aim To instigate Kath Murdoch strategies for Integrated Learning in our Sustainability inquiry. Specific Focus To complete the inquiry process, using the Kath Murdoch sequence of experiences from “Tuning In” to “Taking Action and Reflection”. Kath Murdoch states (1997): Why Inquiry?

o Vehicle for integration of the curriculum o Fosters connected rather than episodic teaching and

learning o Caters for range of learning styles o Transferable process o Taps into students' curiosity

Research Questions

o Can we improve the quality of student’s self-management in Inquiry using the Kath Murdoch Model?

o Is the process manageable? Can we incorporate all the Kath Murdoch sequences of learning in a 1 term Inquiry on sustainability?

Methodology Resources Classroom Connections – Kath Murdoch 1998 Websites http://www.energyplanet.info/ http://mysusthouse.org http://www.aeoogle.com/ http://library.thinkquest.org/06aug/00442/ http://library.thinkquest.org/06aug/01885/ http://library.thinkquest.org/06aug/01346/ http://www.biodiversity.govt.nz/kids/ http://www.teachlive.org.au/ http://www.earthwatch.org/australia/our_work/education http://www.ifaw.org/ifaw_united_states/join_campaigns/animal_action_week/index.php http://www.leonardodicaprio.org/ http://www.treehugger.com http://www.stopglobalwarming.org http://epa.gov/climatechange/kids/change.html http://epa.gov/climatechange/kids/index.html http://www.globaleye.org.uk/primary_summer2002/focuson/intro.html http://www.4million.org.nz/climatechange/understanding/schoolstuff/playitcool/index.php www.eeca.govt.nz http://www.4million.org.nz/climatechange/understanding/schoolstuff/pictures/index.php http://www.4million.org.nz/climatechange/stuff/index.php http://www.niwascience.co.nz/edu/students/faq/change

http://www.olliesworld.com/ http://tiki.oneworld.net/sustain/quizzes/sustainability_quiz.html http://www.links4kids.co.uk/environment.htm Google Sketch Up Sustainable Houses using Wonder Wheels. The following graphic organizers were used

o Wonderwall o Mind maps o Placemats o Global Warming Bingo o Thinking Hats Retrieval Chart o Alternative Energy Sources Gathering Grid o My SustHouse Interactive Game o Ryan’s Thinking Keys o Google Sketch-Up o Sustainable House Models

Entry data was through classroom observations, teaching practice, journey journals and end of term reflections. The specific teaching of the Kath Murdoch sequences was taught during Inquiry times and practiced in opportunities across the curriculum, e.g. Thinking Skills and Literacy. Skills were practiced with self, peer and teacher feedback. End data was collected and collated as per entry data and student self-evaluations.

Timetable:

o Entry data collected from term 2 Inquiry in week 10 of term 2

o The teaching intervention was implemented throughout Term 3

o End data was collected and collated in term 4, weeks 1-3. Specific Teaching Strategy Examples

I. Wonderwall

II. Mind Mapping

III. Placemats

IV. Global Warming Bingo

V. Thinking Hats Retrieval Charts

VI. Alternative Energy Sources Gathering Grid

VII. My SustHouse Interactive Game

VIII. Ryan’s Thinkers Keys

IX. Google Sketch Up

X. Sustainable Housing Models Feedback Methods

I. Two ’s and a ? – Students designed their own

assessment rubric, setting their own criteria, before self reflection and teacher’s formative assessment.

II. Group Inquiry presentations shared to the class, as picture books, posters, slideshows, diagrams etc…

III. Pair presentations on Sustainable House models from Google Sketch Up designs.

IV. Anecdotal and formative assessment of organizers in the Toolbox.

V. At the end of each session students completed reflection charts to assess their progress on achieving target skills.

Results

o When comparing our entry data before and after the intervention, there was a significant increase in the students self management skills.

o All classes involved in the Inquiry this term were successful in completing the full Kath Murdoch model.

o Individual and Group Reflection sheets indicated a high level of self-satisfaction, learning and practices that could be applied in real life situations.

Conclusion

o After the specific teaching of graphic organizers as a means to producing quality Inquiry Investigations on Sustainability, there was definitely a rise in both quality and quality of presentations to each class.

o Time management was closely adhered to and all stages of the Kath Murdoch model were completed.

o Having a student introduce Google Sketch Up to the classes involved, worked really well and he has gone on to submit a tentative proposal on our new Science lab at Tahuna, as well as instruct at an ICT workshop.

o Student’s self-evaluation showed they felt more confident in sharing their ideas and opinions with the class, as well as gaining mastery of their self-management key competency. They felt there was improvement in their targeted skills.

o After our action learning we would hope that our learners continue to apply their self-management in all areas of their learning.

o Teachers now feel more confident in using the Kath Murdoch model for Inquiry and will continue to use this as an effective teaching practice after seeing such positive results from this process