SUIS XIAMEN INTEGRATED INQUIRY
“It’s not just what you plan – it’s the way that you teach it!”
Tuning in:
Brainstorming
Bundling (when brainstormed words e.g. on a topic, are bundled together (those that belong together)
onto strips of paper making categories and each is given a title/label.)
Chatterboxes
Cover puzzles
Finish the sentence
Graffiti board (the key word, phrase or question is put in the middle of a large sheet of paper; students
are free to write or draw any ideas that are sparked by the words displayed.)
Mind mapping
Mystery boxes (object to do with topic is placed secretly in a box and students have to ask yes/no
answer questions to reveal its identity.)
Paired interviews (children interview each other about their understandings of a topic)
SUIS XIAMEN INTEGRATED INQUIRY
Pass the ball (like hot potato)
People bingo
Picture priorities
Possible sentences
Post-a-question
Question of the day
Rocket writing ( write everything they know in a very short time)
Silent jigsaw
Something from home
Startling statements
The question game
Think, pair, share
Think, wink, decide
Topic wheels
Visualization and prediction
Visual representation (labelled diagrams, comic strips, plasticine models, collages, 3D models,
maps/floor plans, flow diagrams, cut-away/X-ray pictures)
Word associations and definitions
Finding out:
SUIS XIAMEN INTEGRATED INQUIRY
Animals and plants in the classroom
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CD-ROMs
Excursions
Experiments
Film, video and television
Interviews and surveys
Letter writing
Newspapers and magazines
Paintings, photographs, drawings and other visual images
Picture books and novels
Phone calls
Shared book experience
Structured observations
The internet
Sorting out:
Through dance and drama
Free movement
SUIS XIAMEN INTEGRATED INQUIRY
Freeze frame
Mime
The conscience game
Puppet plays
Role-play
Talk shows
Simulations
Through media and visual arts
Collage
Dioramas
Models
Visual artwork (paint, crayon, charcoal, pencils, pastels, chalk)
Diagrams (X-ray, comic strips, flow charts, cut-aways, maps, before-and-after)
Using fabrics (quilts, patchwork, wall hangings, puppets, table cloths, dolls and other figures)
Making videos
Multimedia presentations
Mobiles
Radio plays
Thaumatropes
Through mathematics
Classifying
Fact finding
Graphs (pictographs, pie graphs, line graphs, bar graphs, 3D graphs, dot graphs, stem plots)
Maths projects
Maps
Problem-solving
Scale models and drawings
Timelines
Venn diagrams
Through music
Chants
Raps
Round the campfire
Soundscapes
Composition
Musical stories
Through english
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Writing using a range of text types (personal descriptions, technical descriptions, scientific reports,
explanations, instructions, manuals, recipes, directions, reviews, diaries, personal recounts, stories,
fables, fairy tales, poems, letters, advertisement, chants, scripts, banners)
Build a story
Compare and contrast
Data charts
DRTA (Directed thinking and reading activities)
Oral presentations
Told us… made us wonder
Written conversation
Wall stories and charts
Read and retell
Three-level guide
Poetry
Bookmaking
Puzzle cards
Readers theatre
Going further:
Individual projects
Contracts
SUIS XIAMEN INTEGRATED INQUIRY
Cooperative group tasks
Expert groups
Seven at once: multiple intelligence work station
Other independent activities for going further
Making connections:
Board games
Bloom’s box
Concept maps
Connectit
Content-based cloze
Consensus 1-3-6
Cross-impact grid
Crossword puzzles
Diamond display
De Bono’s 6 thinking hats
Effects wheels
In my club
Laying it on the line
SUIS XIAMEN INTEGRATED INQUIRY
Learning maps
Similes and metaphors
PMI: plus-minus-interesting
Putting you in the picture
Question ball
Question me an answer
Statements of generalisation
Two trues and a false
Time capsules
What am I?
Taking action:
Advertising campaigns
Annotated exhibitions
Arts in the local community
Designing self-guided walks
Develop an action plan for the school
From here to there
Global links
Hear all about it
Letter writing
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Meet the press
Personal pledge
Read all about it
More strategies for action (fund raising, publishing, signs, sponsoring, auditing, stunted representative
council)
Other strategies for sharing, discussion and reflection:
Sharing and discussion
Carousel sharing
Class meetings
Concentric circles
Conversation counters
Cumulative listening
Discussion dissection
Focused reporting
Jigsaw sharing
Talking stick
Print walk
Watch this space
Reflection and self-assessment
Class diary
Group work pie chart
Learning logs
Photojournals
Reflection roundabouts
Self-assessment
Bundling
This strategy is a way to assess the related vocabulary students bring to a topic. It can form the
basis for concept development throughout a unit.
Basic procedure:
1. Provide individuals or groups of students with a set of small cards or paper strips.
2. Ask students to brainstorm words about the topic and then write them on the strips. Words
can come from whole class brainstorming or from individual groups.
3. The cards are then bundled to classify ideas that belong together. Ask students to group
words that seem to 'belong together'.
4. Each bundle is then given a title or label.
5. Bundles can be displayed by pasting words in groups to large charts (or by using pins or
removable adhesive so that positions can be easily changed).
6. These charts may be added to during the course of the unit.
SUIS XIAMEN INTEGRATED INQUIRY
- At the tune in stage, the list of words might be limited. It is important to accept their offerings
at this stage and provide regular opportunities to revisit and make changes.
- Allow initial groupings to emerge rather than pre-determining them. As the unit progresses,
more suitable ways of grouping ideas and more technical language for labelling them will
develop.
- If this activity is done in groups, it is worthwhile having each group share their bundling
decisions with others.
Cover Puzzles
Students try to guess the identity of an image as it is slowly revealed.
Basic Procedure:
1. Select a good quality image. Cover the image with pieces of card (attach with removable
adhesive).
2. Explain to students that there is a picture beneath the card, and it is their job to guess what it
is.
3. Remove one of the card pieces and ask students to comment on what they see. What could it
be?
4. Keep removing card pieces, allowing time for discussion after each one.
5. Finally the picture is revealed and discussed.
- The most important part of this activity is the discussion that occurs while students are trying
to guess the picture. The discussion will often reveal understandings and misconceptions.
- Teacher questioning is critical to the success of the activity. Useful questions include:
What does this piece make you think of?
Why do you think that?
Why does it remind you of that?
What else could it be?
How did you work that out?
Do you still think it is a...?
Why have you changed your mind?
- It is important to accept all suggestions as the picture is revealed. Students should modify
their own ideas as they gain more information.
- Once the picture has been revealed, it could provide the basis for a picture chat or brainstorm
or, if it is the cover of a book, some prediction about the content to follow.
Picture Priorities
Visual images are used to encourage students to consider what they know or how they feel
about a topic. Pictures are ranked according to their perceived importance, or sequenced in a
way that makes sense to the students, for example: sequencing pictures of an animal's life
cycle, or prioritizing pictures of women in various roles.
1. Collect some pictures that relate to your topic.
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2. Number each picture, randomly, and display them to students. Allow plenty of time for
students to examine the pictures closely.
3. Now ask students to rank the pictures in order of their importance, or to sequnce them in a
way that make sense to them. (The instruction you give will depend on your topic and your
teaching intention.)
4. Students record the numbers in their preferred order.
5. In small groups, results are shared and compared.
6. Students may be given a second opportunity to order the pictures.
- This activity can often provide an indication of the values and attitudes students bring to a
topic. Visal images often evoke stronger reactions than the written word.
- Encourage students to verbalize their thinking as they engage in the activity. Prompt them
with questions such as:
Why did you place the picture in this position?
How does that picture make you feel?
What does that picture tell you?
Are there any pictures that don't make much sense to you? Why?
Silent Jigsaw
This activity stimulates thinking through visual images and encourages cooperation.
1. Gather some pictures related to the topic being explored. Paste each to some light cardstock.
2. Cut each picture up into several, irregular pieces.
3. Organize students into groups of three, facing each other.
4. Each child in the group receives a set of mixed picture pieces -- students should have portions
of each other's images.
5. The task is for each student to construct their picture... in silence! This will mean that
students will need to give and receive picture pieces to and from each other unit each picture is
formed.
6. Once the pictures have been formed, they can be used as the basis for discussion,
comparison, brainstorming, or a picture priorities activity.
- Make sure the pictures are pasted onto the same colored card and are similar in style -
otherwise the task is too simple.
- Use the opportunity not only to discuss the content of the pictures but also the process
students went through in order to construct their own images. As the activity is carried out in
silence, it requires the use of non-verbal communication skills.
