Half day session to explore what is inquiry and how we can make our classrooms more inquiry based, K-7. 2nd half to follow in Feb. Taylor Park and Chaffey Burke.

1. Inquiry – creating classrooms
where children wonder
Monday, Nov. 19
Taylor Park and Chaffey Burke, Burnaby
Faye Brownlie
www.slideshare.net

2. Learning Intentions
• I
have
a
be(er
understanding
of
inquiry
based
teaching
and
learning
• I
have
a
plan
to
determine
which
social
and
thinking
skills
my
students
need,
and
a
plan
to
explicitly
teach
these
• I
have
an
inquiry
based
strategy
to
try

3. Inquiry based teaching …
• Is
problem
or
ques=on
driven
• Encourages
collabora=on
• Makes
kids
into
explorers
and
discoverers
• Requires
kids
to
think
• Puts
teachers
in
nonconven=onal
roles
– Steph
Harvey
and
Harvey
Daniels,
2009

4. Inquiry based teaching …
• Requires
explicit
teaching
of
social
skills
and
comprehension
skills
• Is
open-­‐ended
• Is
inclusive
• Can
permeate
a
day
• Is
fun

5. • American
5th
graders
spend
91%
of
their
day
either
listening
to
a
teacher
talk
or
working
alone
(Pianta
&
Belsky,
2007).

6. • 10
years
aTer
high
school,
graduates
who
had
honed
their
teamwork
skills
while
s=ll
in
high
school
had
significantly
higher
earnings
than
those
who
failed
to
do
so
(Science
Daily
2008).

7. • Crea=ng
meaningful
and
ambiguous
tasks
that
reflect
how
knowledge
is
used
in
the
field
• Engaging
students
in
ac=ve
learning
so
they
will
apply
and
test
what
they
know
– Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
(2008)
Darling-­‐Hammond,
Pearson,
Barron,
Schoenfeld

8. Sarah
says
that
when
she
babysits,
she
earns
$5
an
hour
plus
a
flat
rate
of
$10
to
feed
the
children
dinner.
How
can
you
represent
rela=on
this
in
an
equa=on?
Sarah
earned
$45
for
babysiang
on
Saturday.
How
many
hours
did
she
work?
How
did
you
figure
it
out?

9. h(p://schwakidaschoolthought.blogspot.ca/
h(p://schwakidaschoolthought.blogspot.ca/
search?updated-­‐
max=2012-­‐03-­‐01T21:09:00-­‐08:00&max-­‐
results=7
Math:
Geometry
Problem
Solving

10. h(p://wonderopolis.org

11. Math
Centres
–
gr.
½
-­‐
co-­‐teaching
Michelle
Hikada
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
pa(erns
with
different
materials
(prac=ce)
• 1
making
pa(erns
with
s=ckers
(prac=ce)
• 1
graphing
in
partners
(prac=ce)

12. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
ques=ons
about
your
graph.
• Make
another
graph
with
a
different
material.

15. What? So What?
• 2
column
notes
• Essen=al
ques=on:
– How
does
where
you
live
affect
how
you
live?

19. K-3 Collaborative Study
• Goal:
to
help
students
use
their
own
ques=ons
to
develop
a
real
understanding
about
insects
• Teachers:
• Lisa
Schwartz-­‐K/1
• Colleen
Reimer
-­‐
1/2
• Louesa
Neuman
-­‐
2/3

20. The Process:
Modelling
• Brainstorm-­‐Categorize
(know)
• Read
(wonder
and
discover)
• “Insect
Absolutes”
-­‐
developed
as
a
class
(learned)
• Own
flip
books
-­‐
content
criteria

21. 3 classes, 3 insects
K/1
-­‐
ants
1/2
-­‐
bu(erflies
2/3
-­‐
bees

22. Guided Practice
• Read
• Generate
class
ques=ons
• Read
in
3’s
and
4’s
to
answer
ques=ons
• Take
notes
• Class
discussion
• A/B
partners:explain
and
coach
• Write
• 3
D
model

30. • What’s
next?
-­‐
individual
study
–
stay
tuned
for
February…