The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.

1. EDUC 8P43
Collaborative Teacher Inquiry
Class 1
2020

2. Welcome Back !!
Course Communications:
Remind 101
. Participation is voluntary
. You can receive messages via mobile app or
email
. I do not see your cell phone number
. I will only message the group, not individuals
. I will only answer individuals via your Brock
email address

3. Get information for EDBE8P43 S5 MON/THURS right on your phone—not on handouts.
Pick a way to receive messages for EDBE8P43 S5 MON/THURS:
A If you have a smartphone, get push
notifications.
On your iPhone or Android phone,
open your web browser and go to
the following link:
rmd.at/hdgbfb
Follow the instructions to sign up
for Remind. You’ll be prompted to
download the mobile app.
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Join EDBE8P43 S5 MON/THURS
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4. Or sign up for email
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5. Get information for EDBE8P43 S6 TUES/FRI right on your phone—not on handouts.
Pick a way to receive messages for EDBE8P43 S6 TUES/FRI:
A If you have a smartphone, get push
notifications.
On your iPhone or Android phone,
open your web browser and go to
the following link:
rmd.at/dce72e
Follow the instructions to sign up
for Remind. You’ll be prompted to
download the mobile app.
rmd.at/dce72e
Join EDBE8P43 S6 TUES/FRI
Full Name
First and Last Name
Phone Number or Email Address
(555) 555-5555
B

6. Or sign up for email
rmd.at/dce72e

7. As our roles evolve from Yr. 1 to 2
• From an emphasis on the requirements of
Ontario Curriculum to the application of its
principles in multiple contexts
• From a tightly-structured blended learning course
to greater emphasis on collaboration and
independent work
• From preparation for your Block 1 placement to
application of what you learned in your
placements & preparation for your own
classroom

8. Gradual Release of Responsibility
Modelled Shared Guided Independent
READING and WRITING
Teaching
Teaching
Teaching Teaching
Learning
Learning &
Learning Practising Practising
& & &
Learning Practising Performing Performing
8

9. Years 1 and 2: Course Content
Year 1: 8P24
• Survey of the 4 strands of
language:
– Reading
– Writing
– Media Literacy
– Oral Communication
– Lesson Design
Year 2: 8P43
• Going deeper into aspects
of Language Arts e.g.
– Inquiry
– Integration across subjects
– Assessment in LA
– Differentiated Instruction
– Word Study (spelling,
grammar, vocabulary)
– English Language Learners
– Unit Planning

10. 21st Century Competencies
• Critical Thinking
• Communication
• Collaboration
• Creativity and Innovation
Each of these competencies is woven into 8P43

11. Collaborative Teacher Inquiry
A process in which participants come together
to examine their own educational practice
systematically and carefully using techniques of
research

12. Teams work together to narrow the question,
gather and analyze evidence, determine action
steps, and share their findings and
recommendations
Facilitators’ Guide to Collaborative Inquiry
Limestone District School Board, 2012

13. Evaluation 8P43
Inquiry Project
Group inquiry report/monograph 25%
Group log 5%
Lesson plan & digital activity/resource 25%
Group unit plan 15%
Social Justice Picture Book
Lesson plan/activity 20%
Interview Question: FlipGrid 5%
Professionalism 5%

15. Reflecting on Teaching
Problems of Practice
• In your practicum placements what were
some areas of Literacy that your students
struggled with?
Areas of Interest
• What Literacy topics or skills would you like to
know more about? Is there a topic that caught
your attention in your online resource
searches last year?

16. At your table make a list of both
Problems of Practice and Interests
I wish I could teach students to: I’d like to know more about:

17. Inquiry Topics Chosen
2017
• Debating
• Critical Media Literacy
• Language Arts and Phys.
Ed.
• Peer and Self-
Assessment of Writing
• Creative Writing
• Reading, Motivation,
and Comprehension
• Punctuation – Grade 5
• Question Matrix
• Revision of Writing
• Differentiated
Instruction for ELL
• Reading and Literary
Devices
• Using Technology to
Enhance Grammar
• Speaking and
Presenting Skills

18. 2018
• Motivation to read
• Using pop culture to
motivate students in
Language Arts
• Oral Communication
• Anxiety and Oral
Communication skills
• Creativity
• English Language
Learners
• Media Literacy and
Social Justice
• Writing: Structure and
ideas
• Technology: Are
students using
technology too much?

19. • Examine your list of topics
• Narrow it down to your top 3-5. These need to
be issues related to literacy that someone in
your group would be willing to spend
considerable time investigating
• Write each topic on an index card (provided)

20. Teachers’ Personal Practical
Knowledge
“The in-classroom place is a reasonably safe
place where teachers and students live out
curriculum, whereas the out-of-classroom place
is the professional place outside the classroom
where expectations and mandates from external
sources rain down on teachers.”
Craig, 2011

21. Teacher Expertise
• “Questions about pre-service teacher
education do not begin with what
theoreticians, researchers, and policy makers
know, but, rather, with what pre-service
teachers know and have found in professional
practice.” (Clandinen, 2000)

23. Social Justice Picture Book
• Go to the IRC and sign out a picture book that
deals with an important social justice issue. A
book display has been set up for you.
• When you return, go to Week 1 Sakai and read
the blog post “Using Picture Books with Older
Students: A How-to Guide” Also explore the
embedded links on this post.
• This post will be helpful as you select & begin
to plan a lesson based on a picture book

24. Picture Book Assignment
Each person will select a picture book dealing
with an important social issue. You will plan a
lesson based on this book and share it with your
colleagues in groups of about 8. You will engage
those in your group in an activity from the
lesson. The lesson plan, rationale, and activity
will be uploaded to a Forum for all to share.

25. Picture Book Assignment
• Rationale: Your “pitch” for the book
• Lesson Plan
• Activity
• Forum posting
• Total time for presentation: 20 minutes

26. Picture Book Schedule
Sec. 5: Mon/Thurs
In-class planning time (30 min.)
January 9, 13, 16, 20
Rounds of presentations:
Round 1: January 23
Round 2: January 27
Round 3: January 30

27. Picture Book Schedule
Sec. 6: Tues./Fri
In-class planning time (30 min.)
January 10, 14, 17, 21
Rounds of presentations:
Round 1: January 24
Round 2: January 28
Round 3: January 31

28. Picture Book Sign-Up
• Section 5 (Monday/Thurs)
Round 1: Jan. 23
Round 2: Jan. 27
Round 3: Jan. 30

29. Picture Book Sign-Up
• Section 6 (Tues/Fri)
Round 1: Jan. 24
Round 2: Jan. 28
Round 3: Jan. 31

30. Collaborative Teacher Inquiry Groups
• Circulate around the room to see the various
Problems of Practice or Topics of Interest
suggested by your class
• Settle on an area of interest to you
• Form a group of 4-5 people. These will be the
peers with whom you will meet for an hour
each class to conduct a collaborative inquiry,
write a research monograph, and plan
Learning Objects.

31. Impossible Jar Puzzle

33. Inquiry Assignment
Monograph (group)
• 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
• Collaborate with colleagues to
produce a monograph
highlighting essential research
findings in the inquiry area
Lesson Plan & Digital Resource
(independent)
• Independently produce a
lesson plan incorporating a
digital teaching tool that
can be used in the
classroom to address the
inquiry focus

34. J/I Language Arts
Year 2
• From:
– RESOURCE CURATORS
. Critiques
. Blog posts
• To:
– RESOURCE CREATORS
• Monograph
• Digital Learning Objects/Teaching Tools

35. Digital Tools/ Learning Objects
• I will create a ________________ using
______________ to teach ____________
• E.g. I will create a tutorial using Powtoon to
teach story structure.
• I will create a (type of digital tool) using
(software) to teach (concept/content/skill).