Welcome introduction thanks for coming - You ’ ll find my resources and contact info at any of these spots -open websites - tech2learn - edutopia, buck institute, linoit
If you are feeling a little confused, join the club! It ’ s not surprising that we might be having trouble figure out what the essential elements of inquiry might be, because there seems to be a different version for every publisher out there!
I started teaching at a great time - the late 87 ’ s in TDSB and spent 20 years as a classroom teacher before moving into my current role as a Technology Coach with Upper Grand DSB in Guelph. I say that I started at a great time, because the focus was on activity-based learning, multiple intelligences theory was new, brain-based research was starting, we had big involvement in cross-curriculum planning, often with the help of a teacher library - Partners in Action document. We were people rich at that time, in TDSB at least, and I remember being involved in lots of projects focused on how pedagogy should impact our instruction - and a big focus on students at the centre and creating environments that foster curiosity
I am always learning about what inquiry is and what it isn ’ t - I ’ m always transferring what I know, but because I ’ m in a coaching role, I ’ m often encouraging people to jump in and try it as a teacher inquiry. I find that the biggest hurdle is becoming comfortable with the fact that you don ’ t always know where it ’ s going to go. You give up control - but you get one of two things back - incredible engagement from kids and a shift in the culture of the classroom from teaching them to learning together. On the flip side, you also get some kids (often the ones with top marks) not wanting to participate - they ‘ get ’ how to succeed in school - don ’ t want you to change the game.
In the beginning - there was Dewey. Starting in 1918 he began to talk about changing education and I think it ’ s rather funny that we are talking about the ‘ new ’ inquiry models when we didn ’ t really realize his vision even back then.
Our challenge right now before we look at some already created criteria of inquiry is to identify our own top 5 - if you go over, we aren ’ t going to mind...but join with one or 2 people near you and have a go at this - be prepared to share what you come up with on a linoit -
Most models of inquiry follow a cycle similar to this one. It is MESSY and recursive.
Interestingly, if you ’ ve had a chance to get into the new support document, The Adolescent Literacy Guide, you will have seen this graphic which fits nicely into an inquiry framework as well.
I realize I ’ m breaking rules around text on slides here but I want you to compare a few of the common models of one of my favourite kinds of inquiry, called Project-based learning.
Edutopia.org - tell GLEF story and mention as a great place to find project ideas
What makes some of these models different from the one we created? I like PBL because it makes me feel tied to the curriculum and I can plan that well, it gives kids lots of choice and it infuses technology in a way that allows for both authentic products and interesting connections to beyond the classroom.
Someone who has really influenced my thinking about so many things in terms of pedagogy - is Seymour Papert. He was a student of Piaget ’ s and a mathematician who created the computer program for children called LOGO. I had the greatest time programming with my Grade 1s using MicroWorlds Jr a version of LOGO created in Montreal by a company called LCSI - Papert was on their Board of Directors. - this is the old interface here, but basically it ’ s an iconic computer language that allows students to program, create procedures, sub-procedures ets. If you are familiar with Scratch from MIT you ’ ll know that Mitch Resnick, who created Scratch was a student of Papert ’ s. Big Ideas from Papert: 1) Kids like hard fun - they want to do important work, they like a challenge - GBL folks are telling us this too. - Kids like the right amount of challenge - and we know this of course as the Zone of Proximal Development - the edge of your competence. They like not knowing all the answers, they like it when we nurture the ‘ urge to know ’ 2) Kids need to see us learning - carpenter story 3) Kids can think like mathematicians, scientists, artists,
- search for accurate and replicable evidence in order to confirm or refute a hypothesis and draw conclusions about a truth - importance of identifying misconceptions by going beyond observations to investigate fallacies.
- focus on problem-solving and reasoning - students are looking for patterns and relationships in the physical world - more involved with accuracy and logical thinking rather than point of view and context
- diagram from the revised Ontario 1-8 Social Studies, History, Geography curriculum - gather and organize, formulate questions, communicate, evaluate and draw conclusions, interpret and analyze
Trust - how much inquiry has been done by this group? How long have they been with you? Special needs to consider in the group Questioning - explain the 2 elements within questioning - qcharts - fat and skinny questions Collaboration - cooperation - anyone could do my job, collaboration - unique talents and skills make our group different Content - Government unit - How is our classroom like the government? Knowledge - how do we move from the retelling to deeper learning and making sure kids are constructing knowledge Purpose - authentic audience - solving unknown problems
David and Norma Thornburg - David is founder of the Thornburg Centre - long time edtech guru and if you attended ECOO a few years ago you ’ ll know that he was our opening keynote - do you know Shazam? His son created that Data, Information, Knowledge and Understanding - teacher ’ s role is different now
LC Project on placed-based tours
teacher who worked on PBL in an AQ course I teach - also took a course from PBLu.org
Tiptoe back through sites and content Making culminating tasks contingent on the work of others Lots of discussion and sharing - time consuming Documentation boards
Habits of mind in a whole school approach...this could be something they do as well. Define the kinds of habits of mind they want to cultivate and then integrate them throughout the school.
Inquiring minds want to know
Inquiring Minds Want to Know:Inquiring Minds Want to Know:
What are the critical elements ofWhat are the critical elements of
LC ConferenceLC Conference
Sept 27, 2013Sept 27, 2013
ALL RESOURCESALL RESOURCES
twitter: @brendasherrytwitter: @brendasherry
website: brendasherry.comwebsite: brendasherry.com
by tambakothejaguar on flickr
• Is it really inquiry?
• What elements must I think about while
• How do I make sure everyone is learning?
• What is the culture I need to build to ensure
that successful inquiry happens ?
John Dewey - 1938John Dewey - 1938
Learners draw meaning by connecting oneLearners draw meaning by connecting one
experience to another and to the future, andexperience to another and to the future, and
by collecting and by reflecting on andby collecting and by reflecting on and
organizing the ideas that emerge from theorganizing the ideas that emerge from the
What are the implications for ourWhat are the implications for our
What is missing?What is missing?
Tap into prior knowledge,
Generate intriguing problems
Develop a plan for
Select and analyze
Organize info, draw
conclusions and new
Share demonstrations of
learning with others
Reflect on process;
Generate new questions
What is PBL?What is PBL?
From the Buck Institute atFrom the Buck Institute at www.bie.orgwww.bie.org
focuses on the central concepts andfocuses on the central concepts and
principles of a disciplineprinciples of a discipline
involves students in problem-solvinginvolves students in problem-solving
investigations and other meaningful tasksinvestigations and other meaningful tasks
allows students to work autonomously toallows students to work autonomously to
construct their own knowledge, andconstruct their own knowledge, and
culminates in realistic products.culminates in realistic products.
What is PBL?What is PBL? (cont(cont’d)’d)
George Lucas Educational Foundation at Edutopia.orgGeorge Lucas Educational Foundation at Edutopia.org
is curriculum fueled and standards basedis curriculum fueled and standards based
asks a question or poses a problem that eachasks a question or poses a problem that each
student can answerstudent can answer
asks students to investigate issues and topicsasks students to investigate issues and topics
addressing real-world problems whileaddressing real-world problems while
integrating subjects across the curriculumintegrating subjects across the curriculum
is a method that fosters abstract, intellectualis a method that fosters abstract, intellectual
tasks to explore complex issues.tasks to explore complex issues.
What is PBL?What is PBL? (cont(cont’d)’d)
Linda Darling-HammondLinda Darling-Hammond
PBL involves completing tasks that typically result in a realisticPBL involves completing tasks that typically result in a realistic
product, event, or presentation to an audience.product, event, or presentation to an audience.
central to the curriculumcentral to the curriculum
organized around driving questions that lead students toorganized around driving questions that lead students to
encounter central concepts of a disciplineencounter central concepts of a discipline
focused on a constructive investigation that involves inquiryfocused on a constructive investigation that involves inquiry
and knowledge buildingand knowledge building
student-driven, in that students are responsible for makingstudent-driven, in that students are responsible for making
choices &for designing &managing their workchoices &for designing &managing their work
authentic, by posing problems that occur in the real world andauthentic, by posing problems that occur in the real world and
that people care aboutthat people care about
What is PBL?What is PBL? (cont(cont’d)’d)
Susie Boss and Jane Krauss (ISTE, 2007)Susie Boss and Jane Krauss (ISTE, 2007)
Projects form the centerpiece of the curriculum - theyProjects form the centerpiece of the curriculum - they
are not an add-on or extra at the end of a "real" unit.are not an add-on or extra at the end of a "real" unit.
Students engage in real-world activities and practiceStudents engage in real-world activities and practice
the strategies of authentic disciplines.the strategies of authentic disciplines.
Students work collaboratively to solve problems thatStudents work collaboratively to solve problems that
matter to them.matter to them.
Technology is integrated as a tool for discovery,Technology is integrated as a tool for discovery,
collaboration, and communication, taking learnerscollaboration, and communication, taking learners
places they couldn't otherwise go and helping teachersplaces they couldn't otherwise go and helping teachers
achieve essential learning goals in new ways.achieve essential learning goals in new ways.
Reinventing Project-Based Learning: Your Field Guide to Real World Projects in the Digital Age
Seymour Papert and Hard Fun!
• kids like hard fun, important work, challenges
• kids need to see us learning
• kids can think like mathematicians, scientists, artists
What does inquiry look like in
• search for accurate and replicable evidence
• confirming or refuting a hypothesis
• drawing conclusions about a truth
• identifying misconceptions by going beyond
observations to investigate fallacies
What does inquiry look like
• problem-solving and reasoning
• looking for patterns and relationships in the
• more involved with accuracy and logical
thinking rather than point of view
What does inquiry look like in history
or social studies?
• assess evidence for point of view
• assess evidence for social and
historical point of view
• finding multiple truths
• representative of different
perspectives and time periods
• understanding your own personal
What does inquiry look like in language arts?
• interpretation of evidence
• weighing social context
• determining point of view and
• synthesizing and making inferences
Developing a community of thinkers
Habits of Mind from Deborah Meiers - Mission Schools
Evidence: How do we know what's true and false? What evidence counts? How
sure can we be? What makes it credible to us? This includes using the scientific
method and more.
Viewpoint: How else might this look if we stepped into other shoes? If we were
looking at it from a different direction? If we had a different history or
expectations? This requires the exercise if informed "empathy" and imagination. It
requires flexibility of mind.
Connections/Cause and Effect: Is there a pattern? Have we seen something like
this before? What are the possible consequences?
Conjecture: Could it have been otherwise? Supposing that? What if ? This habit
requires use of imagination as well as knowledge of alternative possibilities. It
includes the habits described above.
Relevance: Does it matter? Who cares?