2. Agenda
• Hands-on work with Questioning
• Stages in the Inquiry process
• Further explanation of Inquiry Assignment
– Monograph
• Research skills: Yours and JI students
– Research modules from Brock library
– Resources for JI students: Research Skills
• Digital citizenship
– In a JI context
– Links to Professionalism & Attendance
– Logs
4. “It is, in fact, nothing short of a miracle that the
modern methods of instruction have not yet
entirely strangled the holy curiosity of inquiry.”
Albert Einstein
Creative Commons
5. I Have a Question
• https://www.youtube.com/watch?v=LoYdJYd8So
U&feature=youtube_gdata_player
12. 4 Steps of Inquiry-based Learning
1. Students develop questions they are hungry
to answer.
2. Research the topic using time in class.
3. Have students present what they’ve learned.
4. Ask students to reflect on what worked about
the process and what didn’t.
13. Connecting Inquiry to Language Arts
• Review the stages of inquiry
• Scan the Ontario Curriculum: Language for
overall and specific expectations that relate to
the steps of inquiry.
– Table 1: Reading
– Table 2: Writing
– Table 3: Media Studies
– Table 4: Oral Communication
– Table 5: Trace research skills from grades 4-8
14. Teacher Involvement
• “While flexibility is key to success with inquiry,
class time is not a free-for-all. Teachers always
need to guide the inquiry toward further
learning and keep students from being
sidetracked.”
• Source: Inquiry-based learning: Developing student-driven
questions http://goo.gl/5NvXHN
15.
16. Learning Skills and Work Habits
• Responsibility
• Organization
• Independent work
• Collaboration
• Initiative
• Self-regulation
17. Transition to Teaching
• Year 1: Transition from undergraduate to
professional program
– Professionalism: 10%
• Year 2: Transition from professional program
to classroom teacher
– Professionalism 20%
18. Meeting Logs
• Sign up for being facilitator/recorder
• On your assigned day, complete and upload
Meeting Log to Sakai Forum by end of day
• Designed for goal setting, reflection on
collaboration, division of responsibility etc.
• Log forms are on Sakai under Resources.
19. 4 Steps of Inquiry-based Learning
1. Students develop questions they are hungry
to answer.
2. Research the topic using time in class.
3. Have students present what they’ve learned.
4. Ask students to reflect on what worked about
the process and what didn’t.
20. Inquiry Project – Monograph
• To be created by your group
• Worth 40% of final grade
• See Syllabus and Evaluation Components
(Sakai – Syllabus tab) for rubrics
• Due Sept. 26 (sec. 2) or 27 (sec. 1)
21. Research Skills for Inquiry
• Your JI Students
– Examine the Assessment checklists from
Language Power Now
– Scan the Research Skills section of student books
for this resource. How might you use them in an
inquiry unit?
– Levels & corresponding grades:
• B (4); C (5); D (6); E (7); F (8); G (9); H (10+)
22. Research Skills for You
• Brock Library: modules on using Brock
databases
– See Sakai site, Week 2, Class 1
– http://researchguides.library.brocku.ca/gettingsta
rted
– http://researchguides.library.brocku.ca/beyondth
ebasics
25. Collaborative Inquiry Time
• Tasks:
– Narrow inquiry focus
– Identify inquiry question
– Brainstorm Learning Objects
– Complete Meeting Log #1
• Post it to Forum by end of today
Notas do Editor
This is a lead-in to the video on inquiry that stresses the importance of meeting the needs of students in a 21st. Century context.
This trailer (second link) gives a brief overview of Mars One, and is the lead-in to the newspaper article that follows
This article places Mars One in a local context. Burlington woman has survived several cuts and is still in the competition. Give each TC or group a copy of the article to read. Then have them generate questions they would ask this woman if she were to come to our classroom next week.
After their brainstorming, distribute the Q-chart and have them categorize where their questions fell on the chart. Challenge them to go back to generate more questions in the bottom right quadrant.
Then ask them to approach the article as teachers. What questions might they ask their students based on this article? Would they all be questions in the top left column? Would they challenge their students to ask probing questions? Bring attention to new column on Lesson Plan – emphasizes importance of teacher questions
Good examples of students generating questions for inquiry
https://senoraferguson.edublogs.org/files/2015/07/KWHLAQ-v2-tolisano-2g7unms.png
A version of KWL chart that reflects an inquiry-based focus with addition of “How”, “Action” and Q (further questions). The slide that follows identifies each letter.
This ties into critical literacy approaches, which stress asking deeper questions and acting on perceived social injustices
Very simple framework for inquiry but easy for TCs to grasp. Following this, slides try to show that the teacher’s role is crucial in inquiry and that much scaffolding, monitoring, and coaching are usually needed by the teacher.
Very important that we show how the student inquiry process is also the process they will follow in their Collaborative Teacher Inquiry groups. We, also, have built in scaffolding in the form of in-class time to work with us present, supports for developing Learning Objects, clear criteria, group logs (with goal setting), reflections etc.
I will explain that while the teacher’s role in an inquiry classroom is different than with teacher-directed lessons, the teacher is still a vital component of successful inquiry. Will then link with Learning Skills and Research Skills. [and will at the same time connect this with how we have built in accountability and professionalism into the project (log etc.) as well as our attendance policy and marks for professionalism]
Link to Growing Success: Learning Skills
Will talk about how the teacher in my research school carefully builds in supports for self-regulation and the other learning skills via anchor charts, modelling, student goal-setting and reflection etc.
Showing that our evaluation scheme reflects the growing importance of professional conduct as TCs move closer to having their own classrooms and further placements in schools
Repeating slide to show how we are modelling these steps.
. Week 1, class 2: They developed questions
. Week 2, class 1: They will begin to refine their inquiry question and research the topic
Indicate that this relates to Step 2 in the Inquiry Process in previous slide: “Research the topic using time in class.”
I have made a handout that is another support for the structure of the monograph (attached) in addition to what is in the Evaluation document on Sakai.
If we have time for this – will have them examine the research skills covered at various grades in the new Language Power Now (on reserve or shelves in both IRCs) and the student workbooks. Will briefly discuss how these can be used to provide support for inquiry: quick mini-lessons with whole class; centres; guided instruction with small group etc.
Modules (on the Sakai Lesson page for this week) to help TCs navigate the Brock Library databases for scholarly articles.
First link is primary/junior in nature (anchor chart for kids to add to).
Second is a great resource for Digital Citizenship from K-12
This rather open-ended question should have them reflecting on all the pieces we just covered – learning skills, research skills, digital citizenship, the teacher’s role etc.
