The inquiry process
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The document provides an overview of inquiry-based learning and different models that can be used to structure student-directed learning projects. It describes inquiry-based learning as a process where students take ownership of their learning by posing their own questions, researching various sources, processing and sharing their findings, and reflecting on what they learned. Several models are outlined, including the inquiry process with 5 steps, variations of inquiry-based projects, a 4 column planner, an inquiry chart, the "Big Six" model of information problem-solving, and a simplified "Super Three" model.
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Presentation1
The document provides an overview of the author's background and interests in teaching science. It discusses the author's bachelor's degree in psychology, work in clinical research, and interest gained in teaching from an MAT program. The author is interested in teaching biology and researching successful technology integration strategies. Two slides address the roles of teachers and students in the classroom and the basic principles of the scientific method.
Inquiry method of teaching
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The document discusses different types of classroom activities and projects that use the activity method. It describes exploratory, constructive, and expressional activities. It also outlines the steps for individual projects, group projects, and research projects. Research projects revolve around what the student plans to accomplish, why they want to do the project, and how they will carry it out. The key steps in the research process are selecting a problem, stating it, identifying and collecting data, analyzing the data, and writing a report.
The inquiry process
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
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The document describes the inquiry method of education. It discusses that the inquiry method is student-centered and focuses on asking questions to drive learning. It outlines three phases of inquiry-based learning: interaction, clarification, and questioning. For each phase, it provides details on the activities and tone. It also discusses the merits, including that it allows students to learn independently and creatively. The demerits are that it is time-consuming, requires a creative teacher, and not all students may benefit equally.
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Self-learning is defined as an individual taking initiative to diagnose their own learning needs, formulate goals, identify resources, and evaluate outcomes without assistance from others. The document outlines 7 steps of self-learning: be curious; set goals; assess resources; engage in learning; apply knowledge; collaborate; share knowledge. It discusses each step in more detail and provides advantages like developing problem-solving skills and choosing your own way of learning, and disadvantages such as potential isolation and lack of structure. In the end, it asks the reader what they would like to learn using self-learning.
Aa edtech slideshare
Inquiry-based learning is a teaching method where students' questions drive the learning process. It is based on discovery learning and aims to develop students' experimental and analytical skills rather than focus on memorization of facts. The inquiry model involves students stating a problem, formulating questions, gathering information, analyzing data, drawing conclusions, and generalizing hypotheses. The teacher acts as a facilitator by guiding students and allowing them to direct their own learning, rather than simply supplying answers.
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This document outlines the "teaching as inquiry" framework for improving teaching practice. It discusses using inquiry to develop understandings of the "Thinking Competency" as an example. The framework involves three parts: discovering areas for focus through establishing student baselines; designing evidence-based strategies to help students learn; and delivering teaching to achieve outcomes while monitoring implications through various assessments. Teachers articulate beliefs, adopt an inquiry stance, ask questions, and seek and analyze multiple data sources for evidence of impact on learning. Findings are shared and used to continually improve competence through an ongoing reflective cycle. The goal is improving student learning outcomes through questioning practice and using research-based evidence to strengthen teaching approaches.
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Presentation1
The document provides an overview of the author's background and interests in teaching science. It discusses the author's bachelor's degree in psychology, work in clinical research, and interest gained in teaching from an MAT program. The author is interested in teaching biology and researching successful technology integration strategies. Two slides address the roles of teachers and students in the classroom and the basic principles of the scientific method.
Inquiry method of teaching
Inquiry method of teaching
Best slides
Presented by Tayyaba Maher
University of education
Department of Education
Use of Activity method in classroom
The document discusses different types of classroom activities and projects that use the activity method. It describes exploratory, constructive, and expressional activities. It also outlines the steps for individual projects, group projects, and research projects. Research projects revolve around what the student plans to accomplish, why they want to do the project, and how they will carry it out. The key steps in the research process are selecting a problem, stating it, identifying and collecting data, analyzing the data, and writing a report.
The inquiry process
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
Inquiry method
The document describes the inquiry method of education. It discusses that the inquiry method is student-centered and focuses on asking questions to drive learning. It outlines three phases of inquiry-based learning: interaction, clarification, and questioning. For each phase, it provides details on the activities and tone. It also discusses the merits, including that it allows students to learn independently and creatively. The demerits are that it is time-consuming, requires a creative teacher, and not all students may benefit equally.
Self Learning
Self-learning is defined as an individual taking initiative to diagnose their own learning needs, formulate goals, identify resources, and evaluate outcomes without assistance from others. The document outlines 7 steps of self-learning: be curious; set goals; assess resources; engage in learning; apply knowledge; collaborate; share knowledge. It discusses each step in more detail and provides advantages like developing problem-solving skills and choosing your own way of learning, and disadvantages such as potential isolation and lack of structure. In the end, it asks the reader what they would like to learn using self-learning.
Aa edtech slideshare
Inquiry-based learning is a teaching method where students' questions drive the learning process. It is based on discovery learning and aims to develop students' experimental and analytical skills rather than focus on memorization of facts. The inquiry model involves students stating a problem, formulating questions, gathering information, analyzing data, drawing conclusions, and generalizing hypotheses. The teacher acts as a facilitator by guiding students and allowing them to direct their own learning, rather than simply supplying answers.
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This document outlines the "teaching as inquiry" framework for improving teaching practice. It discusses using inquiry to develop understandings of the "Thinking Competency" as an example. The framework involves three parts: discovering areas for focus through establishing student baselines; designing evidence-based strategies to help students learn; and delivering teaching to achieve outcomes while monitoring implications through various assessments. Teachers articulate beliefs, adopt an inquiry stance, ask questions, and seek and analyze multiple data sources for evidence of impact on learning. Findings are shared and used to continually improve competence through an ongoing reflective cycle. The goal is improving student learning outcomes through questioning practice and using research-based evidence to strengthen teaching approaches.
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Lisa Smith's teaching philosophy focuses on making English courses engaging for students through creative approaches. She discusses controversial current events and films to inspire critical thinking about assigned readings. For example, she had students analyze a mass shooter's manifesto in relation to Clive Lewis' writings. At the heart of her approach is creating a safe environment where students learn from discussions led by the instructor. She aims to challenge students through higher-order thinking assignments based on Bloom's Taxonomy rather than just course objectives. She also uses reading and note-taking techniques to promote academic success and has rethought grading to focus on the learning process over grades. Her goal is for students to not only analyze the world but also reflect inward.
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Self-directed learning (SDL) involves learners taking initiative and responsibility for their own learning. The document defines SDL and describes its importance for lifelong learning. It outlines stages of SDL including dependent, interested, and self-directed stages. SDL has advantages for medical education as medical knowledge evolves, requiring doctors to continually learn. Problem-based learning is an example of how SDL can be integrated in medical curricula by having students identify learning needs to solve presented problems.
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3. Plan ways to differentiate the content, process, product, affect, and/or environment for particular students or groups based on their needs, using various instructional strategies.
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As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
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This document presents a theoretical framework for evaluating inquiry tasks based on the differences between authentic scientific inquiry and simple inquiry tasks from textbooks. It defines three standards for authentic inquiry: explaining evidence, deciding what evidence to use, and critiquing explanations and procedures. The framework analyzes inquiry tasks based on their cognitive processes and epistemological aspects. An analysis of 468 textbook inquiry tasks found they consistently failed at authentic reasoning, featuring less than half the aspects of researcher-generated tasks. The implications are that transforming schools to nurture authentic inquiry requires significant work and should be based on the three standards of scientific inquiry.
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Generalmethodsandtechniquesofteaching 100313092803-phpapp01
This document discusses various teaching methods and techniques. It outlines two main approaches: direct/expository and experiential. The direct approach uses deductive, expository strategies and involves direct instruction from the teacher. The experiential approach uses exploratory strategies like induction and emphasizes discovery through problem solving, projects, and laboratory work with more student involvement. Specific methods are also defined, such as deductive teaching, demonstration, problem-solving, reflective teaching and cooperative learning strategies.
Generalmethodsandtechniquesofteaching 100313092803-phpapp01
This document discusses various teaching methods and techniques. It outlines two main approaches: direct/expository and experiential. The direct approach uses deductive, expository strategies and involves direct instruction from the teacher. The experiential approach uses exploratory strategies like induction and emphasizes discovery through problem solving, projects, and laboratory work with more student involvement. Specific methods are also defined, such as deductive teaching, demonstration, problem-solving, inquiry teaching and cooperative learning strategies like STAD and JIGSAW.
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The document discusses effective assessment practices for teachers. It contrasts traditional testing approaches that focus on students' test-taking abilities with learning approaches that seek to understand students and give exercises reflecting their learning. The best teachers relate assessments to objectives, promote student growth, use activities that are useful practices, provide feedback students can use, and employ multiple evaluation strategies so students understand the methods. The document outlines eight steps for creating effective evaluations, including creating a blueprint, writing questions based on the blueprint, matching question types to learning levels, organizing questions by type and logically, and analyzing results.
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https://youtu.be/9X3oO39qS2k
Inquiry approach, Merits, and Demerits, characteristics, steps involved in the process
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The ASSURE model is a 6 step process for developing effective technology-integrated lessons that improve student learning. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies/technology/media, 4) Utilize technology/media, 5) Require learner participation, and 6) Evaluate and revise. The model was developed in the 1990s as a constructivist approach for incorporating technology and media into lessons. It provides a systematic way for teachers to design lessons that engage students and meet learning objectives.
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The document discusses key points for distance education learners to move toward self-directed learning, including self-directed learning, creating a self-development plan, time management, understanding learning styles, and resource management. It emphasizes being willing and able to conduct one's own education, setting learning goals, engaging in the learning process, and evaluating learning. It provides tips for creating a self-development plan such as getting to know your course, making lists of topics and key terms, being a skillful reader and writer, and selecting content strategically. Finally, it stresses managing time and resources properly, accessing digital materials, and building a learning network through contact with teachers and peer groups.
My Teaching Philosophy
Patricia Diaz believes in incorporating soft skills like self-reliance, collaboration, and communication into her teaching philosophy. She ensures learners understand expectations through detailed course outlines and bases coursework on real-world situations whenever possible. Diaz also believes technology discussed in courses should be used in assignments and that learners should participate in developing and analyzing content. Her goal is to make learning fun and relevant to help students gain skills needed for constant updating in the IT field.
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This document discusses research on the inquiry method versus direct instruction method of teaching science. It provides background on the problem, a literature review on the benefits and drawbacks of each method, and influential learning theorists such as Dewey and Vygotsky. The authors hypothesize that combining inquiry and direct instruction into an integrated curriculum will improve student performance and independence over using either method alone. They plan to test this with three kindergarten groups, each taught science using a different method, over six weeks.
Philosophy of teaching
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Self-directed learning (SDL) involves learners taking initiative and responsibility for their own learning. The document defines SDL and describes its importance for lifelong learning. It outlines stages of SDL including dependent, interested, and self-directed stages. SDL has advantages for medical education as medical knowledge evolves, requiring doctors to continually learn. Problem-based learning is an example of how SDL can be integrated in medical curricula by having students identify learning needs to solve presented problems.
stages of teaching
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Role of objective Assessment and Evaluation
The document discusses the purposes and objectives of assessment and evaluation in education. It states that assessment provides feedback on student performance to improve learning outcomes, determine student interests, and judge their learning process. Evaluation examines educational programs and initiatives to understand their effectiveness and how they can be improved. The objectives of assessment and evaluation include making placement, classification, diagnostic, motivation, feedback, promotion, administrative, program evaluation, guidance, counseling, and reporting decisions.
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Inquiry-based learning is a constructivist approach where students explore topics through questioning and investigation. It involves asking questions, gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, scaffolding learning and gradually removing support as students develop skills. Inquiry emphasizes knowledge building through group work, student-led questioning and problem-solving. It can be applied across disciplines to give students multiple perspectives on the world.
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1. Analyze available student data to understand your students' readiness levels, interests, and learning preferences.
2. Identify the essential concepts/skills students need to understand based on standards.
3. Plan ways to differentiate the content, process, product, affect, and/or environment for particular students or groups based on their needs, using various instructional strategies.
4. Design formative and summative assessments to check students' understanding throughout and at the end of the unit.
5. Implement the differentiated lessons, making adjustments based on ongoing assessment of student learning and needs.
6. Reflect on the
Fontan learning methodology
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Strategies in teaching the least mastered skills
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
Learning outcome
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
Authentic Inquiry VS Simple Task Inquiry
This document presents a theoretical framework for evaluating inquiry tasks based on the differences between authentic scientific inquiry and simple inquiry tasks from textbooks. It defines three standards for authentic inquiry: explaining evidence, deciding what evidence to use, and critiquing explanations and procedures. The framework analyzes inquiry tasks based on their cognitive processes and epistemological aspects. An analysis of 468 textbook inquiry tasks found they consistently failed at authentic reasoning, featuring less than half the aspects of researcher-generated tasks. The implications are that transforming schools to nurture authentic inquiry requires significant work and should be based on the three standards of scientific inquiry.
Inquiry based learning
The document provides information about inquiry-based learning from the Department of Education. It defines inquiry-based learning as a student-centered pedagogy where students' questions and observations are central to the learning experience. The key aspects are learning stimulated by inquiry, student-centered approach, self-directed learning, and an active learning process. The document also discusses different levels of inquiry from limited confirmation to open inquiry. It introduces the 5E learning model for inquiry-based teaching comprising engage, explore, explain, elaborate, and evaluate stages.
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Generalmethodsandtechniquesofteaching 100313092803-phpapp01
This document discusses various teaching methods and techniques. It outlines two main approaches: direct/expository and experiential. The direct approach uses deductive, expository strategies and involves direct instruction from the teacher. The experiential approach uses exploratory strategies like induction and emphasizes discovery through problem solving, projects, and laboratory work with more student involvement. Specific methods are also defined, such as deductive teaching, demonstration, problem-solving, inquiry teaching and cooperative learning strategies like STAD and JIGSAW.
How to ask the right questions
The document discusses effective assessment practices for teachers. It contrasts traditional testing approaches that focus on students' test-taking abilities with learning approaches that seek to understand students and give exercises reflecting their learning. The best teachers relate assessments to objectives, promote student growth, use activities that are useful practices, provide feedback students can use, and employ multiple evaluation strategies so students understand the methods. The document outlines eight steps for creating effective evaluations, including creating a blueprint, writing questions based on the blueprint, matching question types to learning levels, organizing questions by type and logically, and analyzing results.
How to ask the right questionsPaul
The document discusses different approaches to student assessment and evaluation. It contrasts the traditional testing approach with a learning approach, noting that traditional tests may not reflect how students think. It provides guidelines for effective evaluation, including relating evaluations to objectives, promoting student growth, using multiple strategies, and ensuring students understand the methods. The best teachers find out about their students, understand them as complex learners, and give exercises that reflect what was learned.
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The document describes the Ultranet, an online platform that supports teaching and learning. It allows teachers to plan, deliver, and assess learning activities, and students to participate in activities and receive feedback. It also provides learner profiles and allows students and parents to access progress information.
The document then discusses how the Ultranet supports the teaching and learning cycle. It provides an example of a learning sequence on responding to issues. The sequence includes discussion, journaling, task, reference, and submission learning items to engage students in inquiry and skills practice around a topic.
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The document outlines the activities for a 6th grade outdoor education class trip to Riding Mountain National Park. Over the course of two nights and three days, students will participate in various educational activities about nature, First Nations culture, and park ecology. They will learn camping skills, identify macroinvertebrates, and go on guided hikes. Accommodations and meals will be provided at the Riding Mountain Conference Center. The goal is for students to learn through hands-on experiences in the park.
Pwsd Grade 6 Outdoor Classroom
The document outlines the activities for a Grade 6 outdoor education class trip to Riding Mountain National Park. Over the course of two nights and three days, students will participate in various educational activities about nature, First Nations culture, and park history. They will learn camping skills, identify plants and animals, and go on guided hikes. Accommodations and meals will be provided at the Riding Mountain Conference Center. The goal is for students to learn outdoors through hands-on experiences in the park.
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The document summarizes the mission and programming of an interpretive centre focused on connecting people with wetlands. The centre offers various public programs, events, workshops and exhibits to educate people of all ages about wetland wildlife and conservation both on-site and through outreach programs visiting over 150 communities. It also partners with Ducks Unlimited Canada to support wetland conservation efforts.
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This document discusses various locations, trails, campsites, and wildlife within Riding Mountain National Park in Manitoba, Canada. It mentions several areas for camping, hiking trails like the Deep Lake Ski Trail and Tilson Lake Trailhead, and wildlife sightings including black bears, bison, moose, elk, gray wolves, fishers, and trumpeter swans. The document also references fire ecology and water quality monitoring programs within the national park.
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The Nature Conservancy of Canada (NCC) aims to protect natural areas in Canada through land securement, conservation planning, and stewardship activities. NCC has conserved over 52,000 acres in Manitoba across several priority natural areas that support important species and ecosystems, including tall grass prairie, Riding Mountain, and the Oak Lake sandhills. NCC uses scientific research to guide its work securing lands through donations and purchases, and then manages the lands long-term to ensure biodiversity is maintained.
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In 3 sentences or less, summarize the key points of the document:
The document discusses the author's experience with outdoor education, how they were taught about nature through school and how they personally learned about nature on their own through experiences in nature. It includes quotes emphasizing the importance of appreciating nature and one's role in understanding and preserving the natural world.
Kathy Fraser Gr. 6 Middle Years Outdoor Ed
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Student Perspective on Outdoor Learning
The document lists various outdoor trips and activities for students at Rossburn Collegiate including a Grade 6 camp, Grade 7 outdoor trip, field trips, bike trips, ski trips, farming and horseback riding. It also details bronze and pre-silver trips taken by students to campsites in Riding Mountain National Park. Additional activities mentioned are canoe trips, bike trips, outdoor gym classes, archery, hands-on science labs, and a potential rooftop garden project.
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This document discusses the importance of outdoor education and activities. It shares photos from the author's lifelong experiences in nature. As a teacher, the author believes outdoor classrooms are important for developing students' skills, interests, and access to equipment for enjoying the outdoors. The document outlines the outdoor education programs at Prairie Waters School Division, including grade 6 experiences and the Duke of Edinburgh's Award program. It explores ideas for strengthening outdoor learning opportunities for PWSD students and others in Manitoba through partnerships, facilities, school ground enhancements, and teacher professional development.
My Outdoor Adventure
This document discusses the importance of outdoor education and activities. It shares photos from the author's lifelong experiences in nature. As a teacher, the author believes outdoor classrooms are valuable for developing students' outdoor skills, interest, and equipment. The document outlines the outdoor education programs at PWSD, including grade 6 experiences and the Duke of Edinburgh's Award. It explores partnerships and facilities that could strengthen outdoor learning in the region for all students in Manitoba.
2013 grade 6 ppt
The document outlines the activities for a Grade Six outdoor education classroom trip hosted by Riding Mountain National Park. Over several days, students will participate in hiking, camping, learning about fire safety, First Nations wisdom, making pottery, night hikes, and more. They will stay two nights at the Riding Mountain Conference Center where all meals are provided in the dining area and cabins. The trip is designed to teach students about the environment through hands-on outdoor activities.
Duke of edinburgh ev j outdoor adventure
The document summarizes a winter overnight camping trip taken by students from three schools - Birtle Collegiate, Hamiota Collegiate, and Strathclair school. It describes the group gathering to review safety rules before hiking 4km into their campsite, where they shoveled out space and set up tents. That evening, they had a fire, roasted marshmallows, and shared laughs. The next morning, they packed up and hiked back, tired but with great memories of the trip and weather.
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The document discusses initiatives to help all students succeed as learners. It mentions implementing quality programs to prepare children, and discusses the use of PowerSchool to provide online access to grades, attendance, assignments and more for parents. This will allow improved communication between home and school while avoiding taking data out of context. PowerSchool is endorsed as one of the best student information systems that can do outcome-based assessment.
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The document provides an overview of the Grade Six Outdoor Education Classroom Presentation program at Ochre River School, which takes place over four years at Riding Mountain Biosphere Reserve in Manitoba and includes experiential learning activities centered around the park's curriculum, with all costs covered and students staying in bunk cabins with parent volunteers assisting. The program involves activities like geocaching, invertebrate identification, park art, hiking, wilderness survival skills, and studying topics like fire, bison, and human impact on the environment.
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This document contains information about an outdoor education program for grade 6 students, including:
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The document summarizes the discussions from a PLC meeting about a proposed 1-1 device program. Key points included increasing student knowledge and 21st century skills through technology, addressing concerns about affordability, security of devices, technical support, and infrastructure requirements to support the program. Partnerships with local businesses were also discussed to help provide devices and support.
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The inquiry process
- 1. “ If a child can't learn the way we teach, maybe we should teach the way they learn.” - Ignacio Estrada "The greatest sign of success for a teacher... is to be able to say, "The children are now working as if I did not exist." - Maria Montessori I hear and I forget. I see and I remember. I do and I understand. Chinese Proverb
- 2. The Inquiry Process Student Directed Learning Projects Sources: Independant Together, Strategies that Make a Difference
- 27. Mesopotamia and Early Egypt Sample Inquiry