The+STRIVE+Model

Stage 1: SPARK
Key Elements Ignite the interest Hook children in and immerse in topic Get them thinking ‘If we do not provide students with some prior knowledge, it’s like standing on a beach, looking at the sea, and trying to decide what might be of interest when one doesn’t have a clue what is out there.’ (Trevor Bond) Possible things to explore: • • • • • • • Photographs – Flickr, Google images..... Videos – YouTube, TeacherTube, DVD’s, Web based news sites e.g. www.stuff.co.nz http://www.tvnz.co.nz Books Visiting places Speakers (But be careful not to narrow the focus) Initial presentation by staff e.g. song/drama Discussing scenario’s e.g. ‘What if ........Wonderings • • • During/after the initial Spark activities, teachers encourage the students to wonder and ask things about the broad concept/big idea. Wonderings can be displayed on a Wonder Wall The help engage student interest Possible skills and processes • • • • • • • • • • • Listening and responding Viewing Discussing Brainstorming ideas– mind mapping Thinking – e.g. 6 hats, Tony Ryan’s Keys Accessing and exploring resources Questioning skills Developing questions from thoughts Listening to and accepting others ideas Formulating questions Questioning tools e.g. question starters

Stage 2: TASK
Key Elements Creating the main question Creating the subsidiary questions “To think is to question.” (John Dewey) Creating the main question. • • • • • • • • This is a high level question and is broad. It can be related to global or community issues. It should generate interest and thought. It can be provocative. Doesn’t always have an answer or one correct answer It often leads to action. Is left to the end of the inquiry to be answered. Created through the wonderings chart. “Questions and questioning are the most powerful technologies of all.” (Jamie McKenzie) Creating subsidiary questions. • • The ‘look-up-able’ questions (the research questions) Questions we need to ask to help answer the essential question. NB At this stage the teacher/students may have more questions than they need, to help answer the essential question. It is important to think, discuss and choose the best questions. Possible skills and processes • • • • • • Question Starters 5Ws 1H KWL – what we know and what we want to learn Open v Closed questions Bloom’s Revised taxonomy Prioritising questions Eliminating questions where the answer is already known Possible skills and processes • • • • • • • • • • •

Stage 3: RESEARCH
Key Elements Locating information Use a variety of sources Think as you go – be critical Receiving information Using graphic organisers Managing self Key words, search statements Using search engines Locating a variety of information sources e.g. books, library, expert, www, DVDs, TV, community resources Email skills Telephone/fax skills Receiving message skills – listen, view, read Note taking Videoconferencing Questioning and interviewing At this stage teachers might have individuals, groups or the whole class answering the different questions, depending on the style of inquiry learning they are implementing. Each group/class needs to come up with a research plan. Possible skills and processes • • • • • • • • • • • • • •

Stage 4: INFORMATION
Key Elements Sort and Sift Analyse and apply Select and reject Think critically Arranging information Drawing conclusions Constructing answers Thinking critically Skimming and scanning Finding key words Identifying key ideas Writing topic sentences Questioning and interviewing Note taking and note making Using De Bono’s Six Thinking Hats to analyse information Using graphic organisers Cooperative and social skills – relating to others Analysing data Highlighting important information. Validating information - e.g. triangulating Collating information

Stage 5: VOICE
Key Elements Create and communicate Present findings effectively Take action (where possible) Plan the presentation Students should consider: • • • Who is the audience? What is the best media to use to present back the information? What visual features do I need to think about in my presentation? Possible modes • • • • • • • • • • • • Keynote presentations Public speaking Chart/poster Letter writing Making a DVD/Movie Kid Pix Brochures/pamphlets Graphic organisers Podcasting Creating a web page Creating an animation Drama/Song Possible skills and processes • • • • • • • Visual language Viewing and Presenting Oral language Creativity Knowledge of multi media Use of ICT as a presentation tool Transactional writing Actions This is where students have an opportunity to apply their knowledge in an authentic context and could include the following actions: - make posters - write letters - send faxes - create a petition - contribute to an organisation - provide voluntary help to an organisation - raise funds - change our own behaviour to influence others around us Possible skills and processes • • • •

Stage 6: EVALUATION
Key Elements Process and outcomes What did we do well? What could we have done better? What might we do differently next time? What questions could be explored further? Self assessment Peer assessment Conferencing skills Key Competencies Teacher Assessment: