3-4 Neighbourhood Research Inquiry    

 

Dear parents,                                                                                                  27/11/12

 

This is a letter to keep you updated on our neighbourhood research inquiry unit so that you can best support your child’s learning.  At the moment, students have begun their own ‘research stories’. We are supporting students to move away from an understanding of research as only a fact finding  process based around a limited topic such as ‘the sea’ or ‘animals’ for example, into an understanding that research is a narrative, determined by the perspective and evidence provided by the researcher. Research is not just finding out what is already known and re-stating it but is also about creating new thinking.

 

Each student has begun to think about their own research narratives by creating a mind map and having this conferenced with a teacher. We are emphasising the process of research (rather than the product) and we are asking student to think about how they can use a range of research mediums (for example creating surveys, designing experiments, contacting and interviewing experts, visiting specialist libraries or centres, organising excursions or school visitors). We are also emphasising goal setting, problem solving and project planning skills required for this process.

For this reason we have encouraged students to refine their research into topics that are possible to attempt locally.

For example

An interest in Anne Frank can become a research title “Is there an ‘Anne Frank’ in Melbourne?” which can be developed through various research methods including a trip to the Holocaust Museum’. “Why do Kookaburra’s laugh?” becomes ‘”Why do people think Kookaburra’s laugh?”

Ways to support your child

·         Discuss the topic your child has started exploring and ask to see their mind map

·         Discuss the research mediums (methods) they are planning on using

·         Discuss the step or goal they are currently up to

·         Discuss what kind of an expert may be suitable for their project and consider if there are any experts within their existing community.

·         Discuss any smaller excursions that may extend their research

 

Thanks in advance for supporting this learning and thanks generally for giving us the opportunity to work with your children.

Alexandra Hilvert and Sheryal Musumeci