Copy of INQUIRY: WATER
Khalsa school presentation
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
INQUIRY INTO THE NEW CURRICULUM
A PILOT PLAN FOR IBL at ST. PAT'S
"If schools want to enhance their organizational capacity to boost student learning, they should work on building a professional learning community that is characterized by shared purpose, collaborative activity and collective responsibility among staff"
-DeFour 1998
-engaging in discussion to bring about systemic and transformational change
-learner driven
-meaningful to what we do
-intrinsic motivation for teachers
-modelled after google time (20%)
Possible topics
-assessment, technology, personalized learning
-learner driven
-meaningful to what we do
-intrinsic motivation for teachers
-modelled after google time (20%)
Possible topics
-assessment, technology, personalized learning
Photo by Thomas Tolkien
“Without purpose, significant learning
is difficult if not impossible to achieve."
(Excerpt From: Jeffrey D. Wilhelm. “Engaging Readers & Writers With Inquiry.” Scholastic, 2007-02-01T08:00:00+00:00. iBooks.
This material may be protected by copyright.)
The Realities are:
- we have a New Curriculum
- we have to assess Competencies AND Content
- we have learners who need to function in a world already rich with information
Are we going to make it about knowing the answers to questions that anyone can just google? Or should we be building skills that will encourage students to think critically about the information that already exists so that they may make new and more relevant connections?
(RUBIK - http://youtu.be/W1K2jdjLhbo)
This material may be protected by copyright.)
The Realities are:
- we have a New Curriculum
- we have to assess Competencies AND Content
- we have learners who need to function in a world already rich with information
Are we going to make it about knowing the answers to questions that anyone can just google? Or should we be building skills that will encourage students to think critically about the information that already exists so that they may make new and more relevant connections?
(RUBIK - http://youtu.be/W1K2jdjLhbo)
Photo by Amir Kuckovic
HOW DID WE ADDRESS THESE REALITIES AT ST. PAT'S?
INQUIRY IS ONE WAY...
- The Inquiry Model is one way.
- Inquiry Mandala - definition, ways in which we’re already using it
- Process not product
- Quotes from Invent to Learn
- Research evidence
- Examples - Inquiry Hub / Quest U / PSII
-a way to personalize learning
- Inquiry Mandala - definition, ways in which we’re already using it
- Process not product
- Quotes from Invent to Learn
- Research evidence
- Examples - Inquiry Hub / Quest U / PSII
-a way to personalize learning
Photo by { pranav }
WAYS TO PRACTISE INQUIRY
- study a question, issue, problem
- build knowledge
- seriously investigate an idea
- create & test new knowledge
Inquiry is the study into a worthy question, issue, problem, or idea.
It is the authentic, real work that someone in the community might tackle. It is the type of work that those working in the disciplines actually undertake to create or build knowledge.
Therefore, inquiry involves serious engagement and investigation, and the active creation and testing of new knowledge.
Mandela?
It is the authentic, real work that someone in the community might tackle. It is the type of work that those working in the disciplines actually undertake to create or build knowledge.
Therefore, inquiry involves serious engagement and investigation, and the active creation and testing of new knowledge.
Mandela?
Photo by satanslaundromat
BENEFITS
- Learning is relevant
- Choice = motivation
- Critical Thinking
- Student accountability
- It's fun!
Students choose what matters, plan their own course of study, produce an artifact of learning (or solve a problem), and present to a larger audience. Isn't that what people do in the "real world"?
Personalized, individual, etc. (all the edu-buzz words)
same with PLC's
-fun and relevant for staff = greater engagement
Personalized, individual, etc. (all the edu-buzz words)
same with PLC's
-fun and relevant for staff = greater engagement
Photo by 55Laney69
THE PROPOSAL
AN INQUIRY PROJECT FOR ALL GRADE 8 STUDENTS
Every grade eight student will undertake an inquiry project beginning January 2015.
The guiding question!
Students will use the question to launch their own, more specific question about water - simple, complex...it doesn't matter!
They will create their own plans for the inquiry and they will decide how the end project/presentation will look.
Each group of students will work with an advisor (a PBL team member), who will meet with each group, once every week.
Content area teachers will act as resources and/or experts w/ the possibility of creating "mini-lessons" based on need during morning classes. Those teachers could also "trade-off" expertise within or across departments. It doesn't just have to be "grade eight teachers" doing this!
The guiding question!
Students will use the question to launch their own, more specific question about water - simple, complex...it doesn't matter!
They will create their own plans for the inquiry and they will decide how the end project/presentation will look.
Each group of students will work with an advisor (a PBL team member), who will meet with each group, once every week.
Content area teachers will act as resources and/or experts w/ the possibility of creating "mini-lessons" based on need during morning classes. Those teachers could also "trade-off" expertise within or across departments. It doesn't just have to be "grade eight teachers" doing this!
Photo by Lel4nd
ASSESSMENT
SKILLS NOT CONTENT
Completion of the inquiry is by presentation, but the presentation itself should not be "graded".
We can use regular class time for teaching content, but we should also support student inquiry.
We can make content assessments in class and use student reflections from the inquiry to make other authentic assessments.
Each group will meet with an advisor (PBL team member) who will collect daily student self assessments and learning logs (via GOOGLE FORMS, MAHARA, MOODLE, and/or COMPENTENCIES CHECKLISTS) and log it electronically so that content area teachers can make skills assessments.
We can use regular class time for teaching content, but we should also support student inquiry.
We can make content assessments in class and use student reflections from the inquiry to make other authentic assessments.
Each group will meet with an advisor (PBL team member) who will collect daily student self assessments and learning logs (via GOOGLE FORMS, MAHARA, MOODLE, and/or COMPENTENCIES CHECKLISTS) and log it electronically so that content area teachers can make skills assessments.
Photo by carlota
REPORTING
October - WORK HABITS
December, March, June - %
The "act" of reporting doesn't change, but how we arrive at a percentage may have to change.
We must view artifacts of learning and collaborate with colleagues to arrive at a March percentage.
Reconsider: department assessment policies
Consider: benchmark percentages, anecdotal reporting
We must view artifacts of learning and collaborate with colleagues to arrive at a March percentage.
Reconsider: department assessment policies
Consider: benchmark percentages, anecdotal reporting
Photo by victoriabernal
to prepare, consider:
- Units/topics you do in the fall
- Curricular Competencies in your discipline
- Department assessment policies
- Teacher as coach / mentor / advisor
Questions for Departments to consider:
1. What units / topics do you plan on doing before Christmas?
2. Which of the competencies can your department work into the inquiry plan?
3. How can we assess this?
4. How can we coach the kids to use the competencies and skills in their inquiry?
1. What units / topics do you plan on doing before Christmas?
2. Which of the competencies can your department work into the inquiry plan?
3. How can we assess this?
4. How can we coach the kids to use the competencies and skills in their inquiry?
Photo by Pörrö
PREPARATION PHASE
- September to December 2014
- Process of Inquiry - ELA8
- Research Skills - SS8
- Literacy Skills - Maths, Sciences, Technology
- Roles in Inquiry: coach/mentor v. direct instruction
Preparation Phase
1. September to December
2. Students learn the process of inquiry - work with ideas / vocab / skills
3. Primarily takes place in ELA 8, though other classes are invited to use the inquiry method during this phase.
4. Teachers also learn their roles in inquiry - coaching, mentoring vs direct instruction.
Literacy is everyone's responsibility, but what other skills will students need that specific departments might help to develop? (research, building, drafting, measuring, digital media, etc.)
teacher=coach
-help when there is a need
-researching skills, sourcing, interviewing, reliable sources,
1. September to December
2. Students learn the process of inquiry - work with ideas / vocab / skills
3. Primarily takes place in ELA 8, though other classes are invited to use the inquiry method during this phase.
4. Teachers also learn their roles in inquiry - coaching, mentoring vs direct instruction.
Literacy is everyone's responsibility, but what other skills will students need that specific departments might help to develop? (research, building, drafting, measuring, digital media, etc.)
teacher=coach
-help when there is a need
-researching skills, sourcing, interviewing, reliable sources,
Photo by Matthias Rhomberg
PILOT PHASE
- January - March 2015
- EVERY afternoon - Rooms 104/106/108/
- Groups or Individual INQUIRY
- PBL Team serve as advisors
- MAHARA, MOODLE, Competencies Checklists
Pilot Phase
1. Jan-Mar (6-7 weeks) Grade 8 students will spend each afternoon class in one of the following rooms: 104/106/108.
2. The blocks will rotate regularly. Classes in the rooms "frozen" for Grade 8 inquiry will relocate to another specific room when that block falls after lunch.
3. Morning classes should be used to support student inquiry. We may have to do "mini lessons" based on the information from student reflections and shared assessments from colleagues.
4. Students will pursue their inquiry under the supervision of an advisor, who will be responsible for gathering and sharing student learning logs.
5. Daily progress will be monitored on a Moodle based e-log. (Daily Sheet & Competency Checklist)
6. Tests / Homework - FORMATIVE only, in class
1. Jan-Mar (6-7 weeks) Grade 8 students will spend each afternoon class in one of the following rooms: 104/106/108.
2. The blocks will rotate regularly. Classes in the rooms "frozen" for Grade 8 inquiry will relocate to another specific room when that block falls after lunch.
3. Morning classes should be used to support student inquiry. We may have to do "mini lessons" based on the information from student reflections and shared assessments from colleagues.
4. Students will pursue their inquiry under the supervision of an advisor, who will be responsible for gathering and sharing student learning logs.
5. Daily progress will be monitored on a Moodle based e-log. (Daily Sheet & Competency Checklist)
6. Tests / Homework - FORMATIVE only, in class
Photo by spettacolopuro
MARCH 4, 2015
STUDENT PRESENTATIONS
Student Presentations:
- Grade 8s have morning to setup
- Grades 9-12 view inquiry project in the afternoon
- Inquiry Showcase in the evening (community event)
- Grade 8s have morning to setup
- Grades 9-12 view inquiry project in the afternoon
- Inquiry Showcase in the evening (community event)
Photo by S Richards Photography
RETHINKING OUR ROLES
What could possibly go wrong?
Let's face it: this is going to be messy!
Quite a bit can go wrong especially if we try to control or sway the inquiry or if we simply run regular classes rather than using course content to foster the skills of inquiry.
Reconsider: tests, quizzes, homework.
We must be "generalists" while observing and "specialists" when students need us to be:
Consider the difference between instruction vs coaching.
Have the courage to let go!
Schedule
-middle school/mini school model
prep/collaborative time built into schedule
-teacher buy-in
-pro-d
Technology
-chromebooks
maker lab?
Value of assessment
-more info than 85%
Cannot be done alone
-for teacher sanity
-need collaboration
Quite a bit can go wrong especially if we try to control or sway the inquiry or if we simply run regular classes rather than using course content to foster the skills of inquiry.
Reconsider: tests, quizzes, homework.
We must be "generalists" while observing and "specialists" when students need us to be:
Consider the difference between instruction vs coaching.
Have the courage to let go!
Schedule
-middle school/mini school model
prep/collaborative time built into schedule
-teacher buy-in
-pro-d
Technology
-chromebooks
maker lab?
Value of assessment
-more info than 85%
Cannot be done alone
-for teacher sanity
-need collaboration
Photo by Rebecca Mahoney
RESOURCES & INTERESTING LINKS
CHECK YOUR EMAIL!
https://docs.google.com/a/stpats.bc.ca/document/d/1unxcWGW-hkUDGiAkggQs6hDS...
Building Experts - PBL Learning Team
U. Babuin (@ubabuin)
C. Ferreira
A. Guglielmini (@anitagoogs)
C. Hughes (@chhughes)
M. Ignacio (@maricelignacio)
P. Inguanez (@PiaInguanez)
M. Mongeon
T. Tinaburri
J. Vernier (@mrjvernier)
Building Experts - PBL Learning Team
U. Babuin (@ubabuin)
C. Ferreira
A. Guglielmini (@anitagoogs)
C. Hughes (@chhughes)
M. Ignacio (@maricelignacio)
P. Inguanez (@PiaInguanez)
M. Mongeon
T. Tinaburri
J. Vernier (@mrjvernier)
Photo by VinothChandar
