Student Hosts

Wonderful feedback from our visitors today – they were extremely impressed with your classes and the children – once again how the children could explain themselves was highlighted. Well done. 

College Street Normal Visit

As a cluster we had visit from the Principal and Deputy Principal from College Street Normal School in Palmerston North. They shared with us their schools journey and how they use Costas Habits of Mind and David Hyerles Thinking Maps to enhance teaching and learning.

The success they had experienced with the Thinking Maps reinforced our intention to embed the Hott Maps into our teaching programs.  

Inquiry Scaffold System

At a brainstorming meeting teachers pooled ideas for templates to be included in a drop down menu to be developed for student use.  It is envisaged that children undertaking pure inquiries will be able to access the menu for templates and examples to assist them.  Stages will include definitions such as, "What is an essential/subsidiary question?"  Templates and examples of graphic organizers will be accessible for children to copy.  Information literacy's will feature in the scaffold e.g. What are key words?  Templates for interviews, faxes etc. will be made available.

Children will be able to access and copy a web log to help track their discovering and processing stages.  The assessment matrices will be available for student self assessment.

It is intended that students' knowledge and understanding of the inquiry process will deepen with the  support the scaffold system will provide.

Inquiry Based Learning

As lead teachers we attended a workshop presented by Jan-Marie Kellow.

Full presentation notes can be accessed from :

http://icwc@wikispaces.com

The workshop confirmed the direction we are heading. It also identified some aspects of our Inquiry that may need tweaking or further discussion and development.

We need to cater for a changing staff base to ensure that:

• Staff have full ownership and understanding.
• There is consistency throughout the school.

A suggestion for achieving this might be to have a staff retreat at the start of the school year. However, this would not cater for new teachers joining staff throughout the year.

Below are some thoughts we would like to explore further with the rest of our staff:

• Students working just outside what they know.
• Think of the reading process-shared, guided and independent process.
• Students, especially the younger children need the support.
• 2-4 inquiries a year...not all concepts would need to be covered under the inquiry windmill.
• Not all concepts/topics would need the deeper/ higher order thinking that we look for/expect in an 'inquiry'.
• Not always looking for children to create knowledge. We are looking at understanding existing concepts.
• A natural social action...some inquiry topics do not lend themselves to this...the action should not be contrived!
• Think about low level questions...sometimes it is totally appropriate to go out and bring in information about a topic.
• Inquiry concepts do not always have to come from the students. They can be introduced by the teacher. Students can take ownership through the questioning/wondering process.
• Students don't know what they don't know!

Inquiry Based Learning

ICWC Cluster

Inquiry Based Learning - Jan-Marie Kellow

As a cluster of teachers we think..

Inquiy Learning is...questioning, discovery, curiosity, investigating, motivation, processing, problem and issues, skills and attitudes, empowering, challenging ideas,justifying, reflecting, systematic investigation, authentic, critical thinking, process engagement, deeper unerstanding, interacting, student centred.

What is our initial definition of Inquiry?

Teachers need to have it really set in their heads. If we don't it's very difficult to expect the children we work with to have a clear understanding of what Inquiry is.

Student Ownership

Does not always mean the concepts come from the students.

Children don't always know what they don't know...they need an inital start from the teacher.

Why are they doing an inquiry into something...what is the purpose?

Authentic

Relevant, real life issues...although not alway possible, it should be the aim!

(gardens around schools, bring back the birds)

Questioning

Wonder Walls - Students put up questions.

What if Walls could work here to...to promote thinking outside the square...everything accepted.

Scaffolding - Guided Inquiry

Students working just outside what they know.

Think of the reading process-shared, guided and independent process.

Students, especially the younger children need the support.

2-4 inquiries a year...not all concepts would be need to be covered under the inquiry umbrella. Not all concepts/topics would need the deeper/ higher order thinking that we look for/expect in an 'inquiry'...english, math.

Not looking for them to create knowledge, we are looking at understanding existing concepts.

A natural social action...some inquiry topics do not lend themselves to this...the action should not be contrived!

Think about low level question...sometimes it is totally appropriate to go out and bring in information about a topic.

Stages of Inquiry!

Ask - knowledge attack/Immersion

Can't ask questions if they have no knowledge - PURPOSE

Key Question

Planning

Acquire

Sources of Information

How to find Information

Accuracy

Analyse

sort and sift

analyse

apply to task

Act

create

communicate

action

Assess

Evaluate Produce (effectiveness)

Evaluate Process (efficiency)

Rubric - rubistar site

Developing a model, using a different way of visually representing the model! Not always using the same model for all! Have we lost our model focus, with the change to the windmill?

(An example of model...children have pics of themselves and move them along the path of inquiry)

Staff Meeting Inquiry Focus

All staff met to discuss goals that had been identified for 2008.  The discussion led to further unpacking of our Inquiry model and planning templates.  We reflected on the inquiry language we were using and modified the planning template.

Inquiry Goal Setting for 2008

Goals as identified by Lead teachers and facilitator

To consolidate the process and application of Inuiry Learning by having regular staff meetings with specific Inquiry focus to discuss/challenge and extend the process of Inquiry Learning. We intend visiting schools with a strong Inquiry focus. Lead teachers will visit other schools to look at Inquiry as part of the 'I can We Can' Cluster.

At a Syndicate level we will further develop academic rigor by meeting to identify and refine info litereacy's. We will develop an Inquiry scaffold system which children will use to deepen their knowledge and understanding. Teachers will give opportunities for children to develop self assessment opportunities within Inquiry Learning. This will give student an opportunity to reflect on their learning using clear criteria that they have helped to set.