Infusing a Culture of Inquiry Jacqui Cameron & Shelly Luke Wille Chadwick Interna=onal, Songdo, SK
Why? The Visitor Recommends that the school: A.3.c is commi9ed to a construc;vist, inquiry based approach to teaching and learning in all subjects areas and by all teachers. Feb. 2012
Oh no, what next???
Today – 12 months later…
What we see… • Inquiry Cycles in all classrooms, including pool, athle;c facili;es, etc. • Students talking about the phases • Teachers marking student work with the phases • Parents star;ng to understand the cycle and how it fits into the classroom experience and curriculum • Ques;ons and students looking for answers EVERYWHERE!
Photos tell the story.
Tuning In
Finding Out
Sor;ng Out
Going Further
Reflec;on
Ac;on
Teacher Ini;a;ves • • • • • •
Brie’s Student Inquiry Center Kinder’s Inquiry Planning Reflec;on PK Student Led Inquiry Groups Ac;on Exploratory Chris’s Inquiry Journal Gigi’s Goal posted for students
Brie’s Student Inquiry Center
Kinder’s Inquiry Planning Reflec;on
PK Student Led Inquiry
Chris’s Inquiry Notebook
Ac;on Project Exploratory
Gigi’s goal posted for students in her classroom
Wasn’t Enough • Selec;ng a cycle based upon teacher sugges;on • Share Cycle with Teachers – So far not much buy in – So many planning mee;ngs where it just didn’t take
• Inquiry PD – limited transference – teachers started asking ques;ons
Recipe • 1 Million Won Challenge Kickoff – Teachers experience the goal as learners and see how we planned it as teachers
• Planning to the cycle in all mee;ngs • Inquiry IB Training – connected learning and all school focus • Parent coffees to share cycle and connect learning ac;vi;es • Make it clear that we were in this together • Say YES to ideas, take risks and encourage students and teachers to as well • Schedule that supports it all – the secret sauce
Scheduling • Planning to the Cycle – How do you fit collabora;on into the day so you can see it happen
• • • •
Morning Mee;ngs Breakout Subjects Grade Level Curriculum Provide space in the student schedule for dedicated ;me
One Idea to Take Home What are you going to do now to support an inquiry culture in your school? Write it down and tell the person next to you!
GOOD MORNING YEAH Village Team! I hope you each had a wonderful summer and are rested and refreshed. This is going to be an amazing year filled with inquiry, learning, reflection and action! I can’t wait to see what we can accomplish this year. To start off, take a post-it note and write down how you would spend 1Million KW if you got a special windfall today. Post your response on the white board. We are so excited to be back working with you all! Fondly, Jacqui and Shelly
WELCOME BACK “What an enthusiastic and understanding teacher can do to open vistas cannot be measured.� (1963) Margaret Chadwick
MORNING MEETING v Message v Greeting – handshake around circle with both parties saying the other’s name. v Activity – What is community? v Sharing – One word description of your summer as you display your prop.
1MILLION WON CHALLENGE v Learner Profile – Risk Taker, Open Minded v Attitudes – Choose one from page 9 in MTPYPH that the project reflects v Transdisciplinary Skills • Research (observing, collecting data, organizing data • Communication Skills (listening, presenting)
v Key Concepts – Change and Connection
COMMUNITY Reflecting back on the brainstorm from the activity during our meeting, we are going to go a bit deeper. What types of things have you observed in a community that support its members? Share in your groups.
EXPLORATION v Look around the community and think about a need. You can interview anyone. v Returning teachers, please support the newbies with ideas for needs. v New teachers, support the group with ideas that will bring fresh perspectives to these needs.
RESEARCH AND DATA COLLECTION v Go our and gather evidence of the needs, take photos, ask questions, find out more. Bring back your evidence and use it to create a case for your need.
v Add questions that come up onto the question bank on the wall. See if you can connect any to the concepts of change and connection.
SORTING OUT Take your evidence further by displaying your evidence in a poster, presentation, skit, etc. The need should be obvious to the group. by the end of the presentation.
THE CHALLENGE v You have 1Million Won to spend. v The solution to your observed and documented need should be healthy to the community, safe, sustainable, and promote connections. v Proposals/presentations should take no more than 5 minutes. v There are no other parameters.
ASSESSMENT v Your project will be assessed by your peers on the following criteria: • • • • • • •
Demonstrated need and potential impact Actionable Creativity Ability to stay within the budget Viability and sustainability of the project Inclusion of your attitude Potential Impact
v You can earn one point for each criterion.
VOTING You can vote for two proposals and the proposal the group with the most votes gets a bag of candy.
REFLECTION v List one thing you learned through this process. v What would you do differently if faced with a process/challenge like this in the future? v How could this project be improved for another group of teachers? v Any other comments, ideas, thoughts, etc.
SURPRISE We are going to actually fund the winning project!
GOING FURTHER So you may not have gotten funded, but are their pieces of your idea that can be incorporated into the community? Think about the need you were trying to support and challenge yourself to make a change, even a small one can have a big impact.
See if you can continue to support community needs as the year progresses. Share what you notice with a friend or colleague.
Inquiry Stages and Purposes Stage of Unit
Purpose
Example Activities/experiences
Tuning In Also known as: • Prior Knowledge • Preparing to find out
To engage students in the topic To gauge student interest and attitudes To find out what students believe (understandings and misconceptions) To provide opportunities for students to share what they already know and believe To introduce/clarify language To identify gaps in their knowledge and misconceptions To assist with teacher planning of the unit To inquire about what connections the student can make to the topic To demonstrate thinking related to the central idea
Finding Out Also known as: • Direct Experiences • Shared Experience
To gather information about the UOI To build the capacity to inquire To develop research and information literacy skills To take students beyond what they already know To challenge students’ ideas, beliefs and values To enable the student to use skills (e.g.
Posing questions Listing known experiences Picture chats Developing hypothesize and making predictions Planning research Visualization Using multi-media Simulations Guest Speakers share info Sharing genres of things (music, writing and so on) Students bring in things related to the Central idea and share those items Jigsaw activities that connect to the unit's Central Idea Skype Sessions with Experts Learning Central idea in Korean first, then breaking it down in English Using movement & music to connect students to the Central Idea Watching videos that connect to the Central idea Creating checklists out of student's prior knowledge Acting things out that connect to the Central idea and the lines of inquiry Excursions Guest speakers Experiments Films Books Surveys Websites Performance Banks of student questions
Learning Activities
thinking, communication, cooperation, research skills) and knowledge to collect new information
Sorting Out Also known as: • Processing the Shared Experience/s
To sort out, organize, represent and present information from the finding out stage of the unit To provide opportunities for the students to use their preferred ways of learning to demonstrate their learning (knowledge, skills, values) To make meaning of the information and make connections to their prior knowledge and the central idea
Conducting Science Experiments Guest Speakers share info Puzzles - Scrambling info Research skills to find out info. Breaking down the Central idea and finding the meaning Field Trips & Scavenger Hunts Student initiated inquires & answering their questions through research Post-It notes: Students write under the teacher questions when they make a connection Interactive Websites Taking photographs that connect to Central Idea and Lines of Inquiry and explaining them Read alouds that connect to the UOI & analysis of those read a louds Guest Speakers share info Reading the newspaper to find out specific information Have students bring in 'specific' things from home and share their significance; tie these items to the Central idea or lines of inquiry Creating and organizing data, making graphs, Grouping, labeling Values clarification Computer simulations Construction Role play Artistic representations Video production Continually review the central idea, initial thinking and student questions Create a model to demonstrate information Identifying the parts of something connected to the Central idea or Lines of inquiry Using the Key Concepts to organize information Listing the skills that connect to the learning activities Creating role plays demonstrating knowledge Making the choice of information that is most important and then explaining why it is important Graphing information Venn Diagrams (Can be with actual objects on the floor)
Going Further Also known as: • Extending the Unit • Related Activities/experiences
To extend/broaden the unit if appropriate To allow students to investigate areas of personal interest To use their preferred learning style To present another perspective on or dimension to the topic To support differentiation and student choice
Reflection Also known as: • Thinking about the Unit
To provide opportunities for the students to think about their learning –how they learnt what they learnt and why To identify changes in skills, knowledge and values
Hands on exploration of things, then sorting those Discussions about new ideas Demonstration of understanding of the unit of inquiry vocabulary Graphic Organizers (Math) Whole class problem solving showing thinking, sharing the process of solving problems Making outlines Revisiting earlier questions Contract work Individual or group interest mini research projects Learning center tasks Exhibitions Community projects Mini personal inquiries Create a model to demonstrate information Floor graphs - using pictures (Sorting Out) then, developing a piece of writing from the floor graph Students create their own version of things that were introduced in the unit demonstrating their knowledge (houses, fitness stations and so on). Joining a new club connected to the unit of inquiry Creating a learning space demonstrating knowledge Multiple Intelligences work stations Modifying teaching techniques or learning activities so that students can use or demonstrate new skills learned Students debate topics demonstrating new understandings Analyzing things Making modifications to existing things Students creating videos of what they have learned Planning, designing and redesigning something that is connected to the unit of inquiry. Self directed research/Students discover independently/ Student lead inquiry Self, peer and group assessment Comparing tuning in ideas with current ideas Writing generalizations Journals (visual and written)
• Making Connections • Drawing Conclusions
To draw conclusions and make connections between ideas To revisit question to evaluate new understandings
Action Also known as: • Taking Action
To identify what the students have learnt and the implications for personal actions To enable students to make choices and apply their ideas To relate their learning to real life situations
Have students explore the symbolism in their work or project Video interviews Have peers review the work or project, students reflect on this Journal reflections 2 Stars 1 wish sheet Describing a piece of work and sharing your thoughts about it Watch recordings of your performance and discuss strengths and weaknesses Students sharing thoughts Student self evaluations Writing prompts that get kids to think Inquiry notebooks with reflections Goals sheet- Start of the day students choses a goal, end of the day student reflects on the goal Goal setting (daily goals, or weekly goals, or selfobjectives) Publicizing findings, e.g., through newsletters Contacting relevant organizations Making a personal action plan Public performance Celebrate the journey Student made advertisements demonstrating knowledge Making changes in our lives, making new choices (changes in diet, recycling, reusing & repurposing) Sharing new knowledge or work samples with other students Campaigns for or against something Performances sharing new learning Using what you have learned to teach someone else Using art, media, techniques, skills and concepts to create Publishing student's work Making a difference/helping a charity Permanent display of art, projects and new knowledge in the school Reporting results of surveys
Inquiry Stages and Purposes Stage of Unit
Tuning In Also known as: • Prior Knowledge • Preparing to find out
Finding Out Also known as: • Direct Experiences • Shared Experience Sorting Out Also known as: • Processing the Shared Experience/s
Purpose
Example Activities/experiences
Learning Activities
To engage students in the topic To gauge student interest and attitudes To find out what students believe (understandings and misconceptions) To provide opportunities for students to share what they already know and believe To introduce/clarify language To identify gaps in their knowledge and misconceptions To assist with teacher planning of the unit To take students beyond what they already know To challenge students’ ideas, beliefs and values To enable the student to use skills (e.g. thinking, communication, cooperation, research skills) and knowledge to collect new information
Posing questions Listing known experiences Picture chats Developing hypothesize and making predictions Planning research Visualization Simulation games Using multi-‐media
What can you do with 1,000? Think of how you would spend it if I gave it to you right now and share with your group. What do they know about the community? Brainstorm about things that they have seen that support community. – Inspiration SWOT? Prior knowledge in their group Share SWOT around the room – use stickers to show agreements.
Excursions Guest speakers Experiments Films Books Surveys Websites Performance
To sort out, organize, represent and present information from the finding out stage of the unit. To provide opportunities for the students to use their preferred ways of learning to demonstrate their learning (knowledge, skills, values)
Creating and organizing data, making graphs, Grouping, labeling Values clarification Computer simulations Construction Role play Artistic representations Video production
Exploration – look around the school/community and think about a need. You can interview anyone, students, Photos of what you see. Research skills observing and collecting data Question bank – on the wall. Create rubric/checklist Come back with photos and create a presentation to showcase their proposal. The goal is to create something that can be done with a 1,000 budget that will increase community and build connections. Defines one PYP attitude that your project represents. Present their proposal to the group.
Going Further Also known as: • Extending the Unit • Related Activities/experiences Reflection Also known as: • Thinking about the Unit • Making Connections • Drawing Conclusions Action Also known as: • Taking Action
To extend/broaden the unit if appropriate To allow students to investigate areas of personal interest To use their preferred learning style To present another perspective on or dimension to the topic To provide opportunities for the students to think about Their learning –how they learnt what they learnt and why To identify changes in skills, knowledge and values To draw conclusions and make connections between ideas
Revisiting earlier questions Contract work Individual or group interest mini research projects Learning center tasks Exhibitions Community projects Self, peer and group assessment Comparing tuning in ideas with current ideas Writing generalizations Journals (visual and written)
To identify what the students have learnt and the Implications for personal actions To enable students to make choices and apply their ideas To relate their learning to real life situations
Publicizing findings, eg, through newsletters Contacting relevant organizations Making a personal action plan Public performance
Other ideas can still happen, just takes action. Suggest these things at the end during reflection.
Groups reflect on their own work. Vote on idea that best promotes community and connection. Utilizes the 1,000 most efficiently and has the potential for lasting change.
Award 1,000 and the proposal will become real.