Collaborative Planning Template W Caption

Collaborative Planning Notes:

Figure 1 Insert appropriate unit

of inquiry outline here:
Year Level:
Teachers: _______________________________
Day: M/Tu/W/Th/F

Wk: _____
Term: 1/2/3/4
How will students obtain the information?
Individual research
Reading books (NF, PF, F, Magazines)
Computer use (databases, websites)
Information provided in print
Information provided in digital form
Information provided in video form
Who else will obtain the information?

St/ Teacher/ TL/ Elaine/ Lisa/ Other ?
Desired end product:______________________
________________________________________
Students will work: individually/pairs/ groups of ___
Does time with TL need to be scheduled? Y/N
__________________________
Things we need to prepare:
Preparation
Skill
By Teacher
By TL
Follow up meeting date and time:

___________________________________
Further Action Required:

Libguide?
Resources
Inquiry Cycle: What learning will occur at each stage?

TUNING IN
FINDING OUT
SORTING OUT
GOING FURTHER (ACTION)
REFLECTION
TUNING IN
Also known as:Prior Knowledge;Preparing to find out
To engage students in the topic
To gauge student interest and attitudes
To find out what students believe (understandings and
misconceptions)
To provide opportunities for students to share what they
already know and believe
To introduce/clarify language
To identify gaps in their knowledge and misconceptions
To assist with teacher planning of the unit
Posing questions
Listing known experi
Picture chats
Developing hypothes
making predictions
Planning research
Visualisation
Simulation games
Using multi-media
FINDING OUT
Also known as: Direct experiences; Shared Experience
To take students beyond what they already know
To challenge students ideas, beliefs and values
To enable the student to use skills (e.g. thinking,
communication, cooperation, research skills) and
knowledge to collect new information
Excursions
Guest speakers
Experiments
Films
Books
Surveys
Websites
Performance
What am I wondering about?

What do I know already?
Why should we investigate this?
What do we want to find out?
What questions do we need to answer?
What predictions/hypotheses can I make?
How could we find out about this?

What sources could we use?
Have we compared a range of sources?
Whose views are reflected?
Are my sources reliable and credible?
What connections can I see?

What meaning can we make out of this
Creating and organising
data?
SORTING OUT
data, foreg, making graphs, How is this thinking changing?
Also known as: Processing
Grouping, labelling
How does this change our views?
the Shared Experience/s
clarification
What have we found out at this point?
To sort out, organise, represent and present information
Computer simulations
Is this relevant?
from the finding out stage of the unit.
Construction
How does this relate to our central idea?
To provide opportunities for the students to use their
Role play
Do we have any new questions now?
preferred ways of learning to demonstrate their learning
Artistic representations
Have I used primary and secondary
(knowledge, skills, values)
Video production
sources?
Have I used sources in a variety of
modes?
To extend/broaden the unit if appropriate
To allow students to investigate areas of personal
interest
To use their preferred learning style
To present another perspective on or dimension to the
topic
GOING FURTHER (ACTION)
Also known as:Extending the
Unit;Related/experiences;Taking Action
To identify what the students have learnt and the
implications for personal actions
To enable students to make choices and apply their
ideas
To relate their learning to real life situations
REFLECTION
Also known as: Thinking about the Unit;Making
connections;Drawing.
To provide opportunities for the students to think about
their learning how they learnt what they learnt and why
To identify changes in skills, knowledge and values
To draw conclusions and make connections between
ideas
Revisiting earlier questions

Contract work
Individual or group interest
mini-research projects
Learning centre tasks
Community projects
Publicising findings, eg,

through newsletters
Contacting relevant
organisations
Making a personal action
plan
Self, peer and group

assessment
Comparing tuning in ideas
with current ideas
Writing generalisations
Journals (visual and
written)
Do we have any new questions?

Do we need to check another source?
Do we need anymore information?
How can we use what we know to make a
difference?
How can we use what we know to make a

difference?
How can we make
What have I learned?

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Collaborative Planning Notes:

Figure 1 Insert appropriate unit

Who else will obtain the information?

Follow up meeting date and time:

Further Action Required:

Inquiry Cycle: What learning will occur at each stage?

GOING FURTHER (ACTION)

What am I wondering about?

How could we find out about this?

What connections can I see?

Revisiting earlier questions

Publicising findings, eg,

Self, peer and group

Do we have any new questions?

How can we use what we know to make a

What have I learned?

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