Deepening inquiry online

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  • 4:00 – 4:01Welcome to Deepening Understanding of Inquiry
  • 4:01 – 4:05Formative Assessment for California Teachers (FACT) as a tool for Cycle of InquiryAgenda:Essential Question: Outcomes, this is what you will walk away with tonight: a compelling focus question rooted within your self-assessment and reflections of last-year’s experience
  • 4:05 – 4:06Overview of FACTPurpose: Show the vision of the entire year. This is where you are going. We use Formative Assessment system to help teachers accelerate on their teaching practice.Flow chart of FACT with the first two modules Context and Teaching Learning
  • 4:06 – 4:22We’re starting our work this evening by reflecting upon your Inquiry experience last year as a way to provide context, review the process, and trigger insights for your up-coming Inquiry. This year you’ll have an opportunity to deepen your understanding of the Inquiry process. You will want to use what you inputted in your Inquiry from last year to answer these questions. Now, take a moment to Think Pair Share PTs with their SPs. Now share at your table group.
  • 4:22 – 4:28Type of social research usually taken in a school setting. It might be a collaboration with a group of colleague or individual or even on a large scale effort. But some elements are the reflective process that includes inquiry and discussion as research. It’s about improving educational practice in a systematic way. Working with colleagues.It isn’t problem solving in the sense of trying to find out what is wrong, but how to improve an identified problem/concern.Usually small but can be larger.
  • 4:28 – 4:48SignificanceThese wonderings help get to the significance of action research. It is only as powerful as it connects to personal explorations of your teaching practice. Upon reflection of it’s impact, noticing themes, changes, and new questions you can highlight it’s impact. Using these sentence frames as starting points, reflect upon your teaching or mentoring practice last year as well as some hopes for this year. After some silent writing time, you will share these thoughts with your SP and then we’ll ring the chime to have you move to share with another person, someone who’s fashion you admire or a look of mystique about them. What is the narrative of your change in practice last year. Looking forward, what would you like that narrative to say this year?Example of when Kelly & Darren answered this question. Focus of narrative is on YOU, the individual, not on your students. Reflection. Beginning, middle endUsually small but can be larger.
  • 4:48 – 4:52Now that we’re grounded in your work last year, we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT. As you may recall, these are the initial steps of the Inquiry Process, some of which you will have an opportunity to complete this evening.0: growth, interest to delve into further1: identification and developing a focus question to drive the inquiry2:
  • 4:52 – 4:57Basic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources. Highlight how there are multiple C-6 tools to use and each needs to be used once.
  • 4:57 – 4:59Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
  • 5:00 – 5:10A focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning, or even a site or district initiative. I can model this with ___________Think of an area you would like to grow in, now write it in. Here is your chance to begin working on C-1.C-1 Cell 1 1,3,2,4
  • 5:10 – 5:13Bonus criteria: Concise, open ended & shouldn’t already have an answer
  • 6:53 – Basic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources. Basic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources.
  • 5:13 – 5:28
  • 5:28 – 5:35The student content related to your focus question. It includes what the students will be learning.You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Need to know a content standard and a learning objective. Be sure to also consider how will students be helped to connect the content to real life applications? And How will the learning goals be communicated to the students? Families? For Ed Specialists, also consider the alignment needed to connect with IEP goals or IFSPs.
  • 5:35 – 5:37The student content related to your focus question. It includes what the students will be learning.You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Need to know a content standard and a learning objective. Be sure to also consider how will students be helped to connect the content to real life applications? And How will the learning goals be communicated to the students? Families? For Ed Specialists, also consider the alignment needed to connect with IEP goals or IFSPs.
  • 5:37 – 5:40Qualitative or quantitative.If you are going to focus on something like management, consider how data for this can be collected or measured.
  • 5:40 - 5:45
  • 5:45 – 5:53Measurable outcome.What change do you hope to see in your students as a result of this inquiry? Address how this is inconsistent with the true spirit of action research in which you are investigating a question to which you don’t already hypothesize answers.
  • 5:53 – 5:57
  • 5:57 – 6:00
  • Deepening inquiry online

    1. 1. SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETYWelcome toDeepening Understandingof Inquiry: Year 2 PTs &SPsOctober 22, 23 & 25, 2012
    2. 2. Meeting Goals• Deepen knowledge of Inquiry• Understand the connection between Inquiry and the California Standards for the Teaching Profession• Develop compelling Focus Questions
    3. 3. Formative Assessment for California Teachers (FACT)Context for Teaching and Learning Assessment of Teaching and LearningInquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
    4. 4. Continuum of Teaching PracticeReview Inquiry from last year• What was your Focus Area? (1)• What was your Focus Question? (2)• What California Standard for the Teaching Profession did you address? (3)
    5. 5. Action Research• Disciplined inquiry• Teacher driven• Intent is to change & inform teaching practices• Carried out in the classroom• Problem of Practice
    6. 6. Action ResearchImpact of Inquiry on Your Practice• At the beginning of last year, I thought/believed/practiced __________.• At the end of the year I changed the way I ___________.• At the end of this year, I would like my actions to reflect____________.
    7. 7. Inquiry into Teaching & LearningStep 0: Self-Assessment CTP; E2.5 – E 2.6Step 1: Develop Focus Question C-1 Cells 1-4*Step 2: Analyze Entry Assessment Select Focus Students • C-3 (Pt 1 & 2); C-4
    8. 8. Cycle of Inquiry •Analyze student Lesson work C-7 Plan (C- •Research & 5) Reflect C-1 5-8 Teach•Observation C- lesson6•Collect studentWork
    9. 9. Inquiry into Teaching & LearningStep 6: Summary Student Assessment C-8Step 7: Final Reflection • C-3 (Pt 1 & 2); C-4Step 8: Self-Assessment CTP; E2.5 – E 2.6
    10. 10. Continuum of Teaching Practice• Review Continuum & identify areas of strength & growth• What is your focus area? • Write your focus area in C-1, Cell 1 • Choose focus CSTP in C-1, Cell 3
    11. 11. Break
    12. 12. Criteria for a Compelling Focus Question1. Focused on improving teacher practice2. Grounded in a specific teaching context3. Something the researcher has control over4. Personally engaging5. Bonus criteria: Concise, open-ended & shouldn’t already have an answer
    13. 13. Cycle of InquiryHow can I differentiate for my high achievers with aspecial focus on critical thinking skills in a unit onAncient Greece?To what extent does incorporating group workstrategies improve student learning andunderstanding of describing family in basicSpanish?How will differentiated independent practiceactivities during math improve students’ numbersense understanding?
    14. 14. Write your focus question• Does it meet the criteria?• How can it be improved?• Write your focus question in C-1, Cell 2
    15. 15. Essential Components of Instruction• What will your students be learning over the course of your Inquiry? • Write the targeted academic standard and learning objectives in C-2, Cells 1 & 2
    16. 16. Essential Components of Instruction
    17. 17. Data & Action Research• What type of data is to be collected? • Unit assessments • DRA • Observation checklists • Writing samples • Tickets Out the Door • Quick Checks • Communication Logs
    18. 18. Data & Action Research• What type of data is to be collected? • Write your entry level assessment and criteria for interpretation in C-2, Cell3 • Write your summative assessment and criteria for interpretation in C-2, Cell 4
    19. 19. Data & Action Research• What type of data is to be collected? • What change do you hope to see in your students as a result of this inquiry? C-1, Cell 4 • Needs to be quantifiable (a #!)
    20. 20. How is it going?• Review: • Focus Area • Compelling focus question • Academic content • Assessment measures• Within your SP/PT partnership, take a moment to check in.• What questions do you still have?
    21. 21. Closure• Please complete feedback forms• Advice and Assistance Meetings in January

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