Week 12
- 1. 8P20 Week 12 Inquiry Based Learning and Group Monographs
- 2. TODAY’S AGENDA • SJBPB –ALYSSA • INQUIRY BASED LEARNING • BREAK • MONOGRAPH EXPECTATIONS • MONOGRAPH EXPLORATION AND BRAINSTORMING IN GROUPS FORMED IN LAST WEEK’S INTEREST BASED GALLERY WALK
- 3. SOCIAL JUSTICE PICTURE BOOK PRESENTATION
- 4. THE EXTREME OPPOSITE OF INQUIRY! • HTTPS://WWW.YOUTUBE.COM/WATCH?V=YUJHSBJXUXA From Ferris Bueller’s Day Off -teacher lectures -teacher poses questions having one right answer Teacher has to answer own questions as the “sole Possessor” of knowledge! -students not engaged NO ONE TRULY LEARNS!
- 5. “I WONDER” THE POWER OF QUESTION
- 6. “I THINK” – THE POWER OF VALUING STUDENT IDEAS
- 7. THE INQUIRY MODEL • AT ITS HEART: • INQUIRY-BASED LEARNING REQUIRES A MINDFUL SHIFT FROM TEACHER AS EXPERT TO STUDENTS AS AGENTS OF THEIR OWN LEARNING. • INQUIRY-BASED LEARNING IS A COLLABORATIVE JOURNEY THAT NURTURES A GRADUAL RELEASE OF RESPONSIBILITY OVER CONTROL OF LEARNING • INQUIRY-BASED LEARNING IS A WAY TO HONOUR STUDENTS, THEIR PASSIONS, THEIR GOALS, AND TO TIE THEM INTO THE LEARNING OBJECTIVES OF YOUR CLASSROOM. • PLANNING FOR INQUIRY-BASED LEARNING DIRECTLY FOLLOWS THE BACKWARD- DESIGN MODEL (CURRICULUM → ASSESSMENT → LEARNING)
- 11. The inquiry model The Steps of Inquiry 1.Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Read aloud/video inspiration Topic chosen KWL Charts (What do you know, what do you want to know, dig a little deeper, what questions can you find answers to, what big questions do you now have?) Personal Links: What interests you? What are you passionate about? What do you want to do/try/achieve?
- 12. The inquiry model The Steps of Inquiry 1. Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Evidence 6. Creating Authentic Piece Essential questions must be: -Open-Ended *Not answered in a quick Google search, discussion with a friend, or single lesson. *Not have a single right answer -Meaningful to the student *Need to think critically about a response, and put in the time, and they will do better if they care. -Appropriate to the level of the learner *A Grade 4 student will have a
- 13. The Steps of Inquiry 1. Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Evidence 6. Creating Authentic Piece The inquiry model
- 14. The Steps of Inquiry 1. Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Evidence 6. Creating Authentic Piece The inquiry model
- 15. The Steps of Inquiry 1. Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Evidence 6. Creating Authentic Piece The inquiry model
- 16. The inquiry model The Possibilities for sources of information are endless: *websites *books *podcasts *blogs *newspapers *museums (live or virtual) *interviews *skype interviews *surveying peers *conversations with others *observing performances The Steps of Inquiry 1. Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Evidence
- 17. The inquiry model The Steps of Inquiry 1. Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Evidence 6. Creating Authentic Piece
- 18. The inquiry model Learning Evidence Check-Ins: *Teacher-Student Conferences *Check to see: -if students are keeping their information organized; -if they are on track; -if they are finding answers related to their essential questions; -how they are feeling about their inquiry; -if they have any questions *At these meetings, students are not given a mark. Teachers just record if the meeting was successful and if the student is on track, and they provide specific The Steps of Inquiry 1. Exploring a topic of interest 2. Creating an Essential Question 3. Creating the plan for inquiry 4. Exploring and Researching 5. Collecting Learning Evidence
- 19. NOTE: just because the responsibility is placed on the student, does not mean this style of learning does not require planning. Students need to be supported through the stages, offered appropriate resources, and checked-in on regularly. THE INQUIRY MODEL
- 20. Final Thoughts: 1. Start with Structured Inquiry – a single question, a single resource, a simple performance task 2. Start with a topic you know or have covered before in your classroom – something students already know about and might be able to delve deeper into (you should always teach required base knowledge first, then dive into inquiry) 3. Start small – you don’t have to dive into full inquiry – add an essential question to your daily lessons to start the seeds of inquiry 4. Start with the end in mind – learners need to see the end product in mind, always keeping focus on the fact that they are responding to a meaningful question and will have to display this knowledge somehow. The Inquiry Model
- 21. 5. This is messy – embrace it! Most teachers who step into inquiry for the first time are uncomfortable in the mess of uncertainty. This is normal. Start small and build the confidence of both yourself and your students. 6. Assessment can be challenging when all your students are completing different tasks. Keep your goals open and clear from the start. We have an open curriculum, you need to adjust your approach to using it. *Language document requires students to understand and respond to what they read, to make connections and inferences, to gather ideas for text production in many forms, to work through the creative process, to present using appropriate word choices, vocal, and non-vocal cues. None of these lead to a single assignment – they can be achieved in any number of ways. The Inquiry Model
- 22. Assessment and Tracking of Inquiry Based Learning (IBL)
- 26. Additional resources on inquiry http://trevormackenzie.com (The Author of the amazing book below) http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/resea rch/CBS_InquiryBased.pdf (An informative ministry publication) https://teachingtools.ophea.net/sites/default/files/pdf/ibl_gui de.pdf (OPHEA’s guide to inquiry-based learning in health/PhyEd Gr 1-12) http://www.learnalberta.ca/content/kes/pdf/or_ws_tea_inst_0 2_inqbased.pdf (A condensed version of the Alberta Learning Reference below from Trevor’s book)
- 27. After break, sit with your Monograph Group Members from last class.
- 28. INQUIRY MONOGRAPH RECAP • YOU WILL COLLABORATIVELY CONDUCT AN INQUIRY INTO A SPECIFIC AREA OF LANGUAGE TEACHING BASED ON AN IDENTIFIED NEED OBSERVED DURING THE INITIAL TEACHING PRACTICUM OR AN AREA OF SPECIFIC INTEREST. • AS A GROUP, YOU WILL PRODUCE A PROFESSIONAL LOOKING MONOGRAPH HIGHLIGHTING ESSENTIAL RESEARCH FINDINGS IN THE INQUIRY AREA AND RECOMMEND THE DEVELOPMENT OF RELEVANT LEARNING STRATEGIES, DIGITAL LITERACIES, IDEAS, PROGRAMS, ETC., FOR CLASSROOM USE. • ALL WORK WILL BE SHARED VIA A GOOGLE FILE SO THAT ALL GROUP MEMBERS AND THE INSTRUCTOR CAN VIEW PROGRESS EACH WEEK. A WEEKLY LOG WILL BE KEPT AND SUBMITTED OUTLINING THE GROUP’S GOALS AND ACCOMPLISHMENTS FOR EACH SESSION.
- 29. INQUIRY MONOGRAPH FOCUS OF THE DAY • TODAY’S GOALS: • UNDERSTAND THE FEATURES, ORGANIZATION, AND LAYOUT OF PROFESSIONAL MONOGRAPHS • UNDERSTAND DIFFERENT TYPES OF QUESTIONS, AND FORMULATE DEEP QUESTIONS FOR YOUR INQUIRY • BEGIN RESEARCHING POSSIBLE DIRECTIONS AND ANSWERS FOR YOUR MONOGRAPHS *SEE SAKAI FOR TODAY’S TASKS
- 30. Goals and Steps for Success Task 1: Understanding Features of Monographs -Flip through the samples of professional monographs; make a list of the features, layout, style, and wording you may wish to include in your own. Ask yourselves which ones stand out to you and why. Task 2: Understanding types of questions, and Forming good questions for inquiry -read the chart about the three categories; colour code your questions from last class; bold the ones you wish to explore for your monographs Task 3: Make sure you fill out your meeting log for today and