What a great day we had visiting our wonderful schools in the cluster to share their ICT journey. Thank you all for the open doors and welcoming smiles.
North - love the inquiry model and the target is a great image. Did like talking tothe children, they all knew what direction they were travelling and were busy and excited aobut planning their holiday. Loved the eye toy in on of the classrooms - an innovative idea! What great strength you have in leadership and the ICt team - vey impressive ad a real credit to your school culture.
Koputaroa - what a gorgeous school. Was great to see all the language of thinking evident throughout theschool. Again the children were really hooked into learning and the use of ICT was seemless - most impressed with the junior end of the school - a great role model for many other junior teachers to see that it can be done. Was very impressed with the quality of questioning that came from the little people - they were really focussed on their question, and very determined to answer it - one little fellow invited us back so he could prove that he knew how to answer his question - A fantastic example of a self motivated learner!!! WOW!!!! Really impressed with the KERERU model - thought is was fantastic how it was linked to the school culture and how the staff worked collaboratively to reach that model - it was refreshing to see that you have taken the time to develop this - bet you are looking forward to your first inquiry next year - best of luck
Foxton - Something that stunned me was the passion and drive that Miss Ani has - with a tricky school situation - it would be easy to put development on the back burner - hats of to you Ani - you have made a massive impact with ICT and inquiry and the kids are buzzing! Did likethe idea of te 'host' computer and will be investigating that further, to see if it could be possible inour school.
Once again thatnk you all for a gret day
Celebrate your successes -you deserve it
Thursday, November 27, 2008
Monday, November 3, 2008
A big shift!!!!
Yesterday we had a quick meeting on how our inquiry is going this term.
We did a PMI and was most impressed about the amount and quality of the positive comments! We are beginning to see the benefits of inquiry learning and how we can see it impacting on the learning of our students.
The Positives!!!!!
The Negatives!!!
We did a PMI and was most impressed about the amount and quality of the positive comments! We are beginning to see the benefits of inquiry learning and how we can see it impacting on the learning of our students.
The Positives!!!!!
We are taking more risks as teachers
Using ICT as a tool more than before
Children have indepth thinking and actions
We have the common language throughout the school
Questions and model on display throughout the schoolWe are thinking outside the internet
Exploring ICT resources to support our inquiry
Using other technologies – fax and email
Using graphic organisers more freely – also they integrate into other topics
The childrens critical thinking is increasing in both use and quality
Explicit teaching of thinking tools not needed as much as children know how to use these tools
Definite improvement on group dynamics – able to work effectively with a bigger variety of children
Children are leading the inquiry more and with confidenceThere are more reflections made by the learner throughout the inquiry
The Negatives!!!
- Time constraints, getting outside the classroom
Accessing materials – not so hands onTapping into the motivation of the students can be tricky
- Verbalising the language and stages of the model as we progress through the inquiry
- Making sure teachers think creatively about how to immerse children and motivate them throughout the inquiry
This reminded us that we need to spend time reflecting and celebrating our successes - it isn't until we have it down in front of us that we sit back and realise just what a positive impact inquiry is having on our teaching and learning.
Congratulations ODS - what a fantastic effort you have and are continuing to make!!!!
Monday, October 27, 2008
Where To Start - Where To Next?
Conference Ch-ch 08 was great. The previous conferences and visits to other schools introduced the concept of a whole year investigation, breaking the theme into Social, Science, local and perhaps international avenues for further investigation. GREAT, and I got some ideas what it might look like.
One of the developing moments for me was that the presenters are now not only introducing ideas, but many seem to be further down the road than I thought. Yes, there are those on a similar journey to us and we can match them, but there are others who have come through the tunnel, who are well prepared for not only for what they are doing but also future changes. We all knew we are on an educational escalator but thought that we would stop and pause when we reached the next level, however things happen quicker than that. When you reach the ‘next level’ your head is tilted up to the next level yet again, IT DOESN’T STOP!!!! And neither should it??!!
“Don’t look for pause, look for passion!!” Thomson 2008.
We have all heard how our students will be re-training through out their employment life lines, then I guess it shouldn’t come as a surprise that retraining-rethinking must happen even in our own profession. Even if we stay in the teaching profession we will still need to re-train/rethink what we are doing and who we are doing it for.
Finally one of the most poignant moments for me was the comment….
“…forget about the NZ dragging achievement tail. We should be focussing on the under- achievement of our students.” Hattie
I like this, not only because it’s true, but because it is more encompassing!!!
It includes the STA level 5 student who should be on level 7+, or, heaven forbid the stanine 7 student who should be level 9 but who are off the ‘radar’ because s/he is doing well anyway.
One of the developing moments for me was that the presenters are now not only introducing ideas, but many seem to be further down the road than I thought. Yes, there are those on a similar journey to us and we can match them, but there are others who have come through the tunnel, who are well prepared for not only for what they are doing but also future changes. We all knew we are on an educational escalator but thought that we would stop and pause when we reached the next level, however things happen quicker than that. When you reach the ‘next level’ your head is tilted up to the next level yet again, IT DOESN’T STOP!!!! And neither should it??!!
“Don’t look for pause, look for passion!!” Thomson 2008.
We have all heard how our students will be re-training through out their employment life lines, then I guess it shouldn’t come as a surprise that retraining-rethinking must happen even in our own profession. Even if we stay in the teaching profession we will still need to re-train/rethink what we are doing and who we are doing it for.
Finally one of the most poignant moments for me was the comment….
“…forget about the NZ dragging achievement tail. We should be focussing on the under- achievement of our students.” Hattie
I like this, not only because it’s true, but because it is more encompassing!!!
It includes the STA level 5 student who should be on level 7+, or, heaven forbid the stanine 7 student who should be level 9 but who are off the ‘radar’ because s/he is doing well anyway.
Sunday, October 19, 2008
Term Four - SHOWTIME!!!!!!
The staff at Oroua Downs have really impressed me with their dedication to change. We have definitely hit the ground running and everyone is willing to try something new and take the experience as part of our journey with inquiry.
This term we have decided to have an inquiry theme “Showtime!” with a focus question of ‘what does it take to put on an entertaining show?’
When I first took this idea to the staff, there was definitely a few nerves about how all this was going to happen. But after a few discussions – we were all on the same page and really looking forward to this terms inquiry.
As part of my goals form my last meeting with Jan, it was decided to create a support booklet to be used along side the model. This is slightly different at this stage. As part of developing a new (fifth trial now – hehe) unit planner, I decided to combine the booklet with this. The planning is now more organised into stages, and has full explanation at each stage as to what is required. As we are still getting to grips with inquiry, I didn’t want to give another pile of paper to be filed, I do think that with this format, it would be more useful. Information that is needed for each stage is right there, next to the planning, so instead of having to search for another booklet, it is right there where we need it. This doesn’t mean that the booklet wont be compiled, but as we are still in trial, as a staff we can compose that together, when we reflect on our journey this year, in preparation for next year.
So….. let’s get back to showtime!
As our immersion stage, we have given the children three different live performances to evaluate. “What makes a good show?” – so not only have they had great experiences, those experiences are very relevant to out topic – the children saw two last term and one this term – they are constantly reflecting on what they have seen and making the connections to what they are required to do in this inquiry. The children are developing their critical thinking skills and are already generating ownership!
As a staff we made a list of the magnitude of jobs that we do towards a production. We then decided that we will direct our classes to specific areas to investigate. This left a list of 3-4 events to inquire about for the production. We also decided that a senior and junior class could focus on the same things so the support will be there and also a varying degree of knowledge gathered. We are having a report back session as a whole school where each class will present their findings to the school. So exposure to much information and ideas will be had by all and specific in depth details about one area for each person.
So far, it has been really exciting, we have groups going to theatres to interview people, creating surveys, designing questionnaires, taking videos, going to Manawatu College and working with the drama and media departments and the list goes on!
Creative thinking has definitely developed, we are thinking outside the box as to how we can help this inquiry, very impressive! From initial apprehension from the staff about this topic, there is now an excited buzz.
Children are going to run this production – that is our action – the motivation is already there, the children are already thinking ahead, making plans, designing ideas, really taking ownership!
I do think breaking it down into manageable chunks has really helped the promotion of change – we have developed so much already and it is really exciting to think about where we are off to next.
This term we have decided to have an inquiry theme “Showtime!” with a focus question of ‘what does it take to put on an entertaining show?’
When I first took this idea to the staff, there was definitely a few nerves about how all this was going to happen. But after a few discussions – we were all on the same page and really looking forward to this terms inquiry.
As part of my goals form my last meeting with Jan, it was decided to create a support booklet to be used along side the model. This is slightly different at this stage. As part of developing a new (fifth trial now – hehe) unit planner, I decided to combine the booklet with this. The planning is now more organised into stages, and has full explanation at each stage as to what is required. As we are still getting to grips with inquiry, I didn’t want to give another pile of paper to be filed, I do think that with this format, it would be more useful. Information that is needed for each stage is right there, next to the planning, so instead of having to search for another booklet, it is right there where we need it. This doesn’t mean that the booklet wont be compiled, but as we are still in trial, as a staff we can compose that together, when we reflect on our journey this year, in preparation for next year.
So….. let’s get back to showtime!
As our immersion stage, we have given the children three different live performances to evaluate. “What makes a good show?” – so not only have they had great experiences, those experiences are very relevant to out topic – the children saw two last term and one this term – they are constantly reflecting on what they have seen and making the connections to what they are required to do in this inquiry. The children are developing their critical thinking skills and are already generating ownership!
As a staff we made a list of the magnitude of jobs that we do towards a production. We then decided that we will direct our classes to specific areas to investigate. This left a list of 3-4 events to inquire about for the production. We also decided that a senior and junior class could focus on the same things so the support will be there and also a varying degree of knowledge gathered. We are having a report back session as a whole school where each class will present their findings to the school. So exposure to much information and ideas will be had by all and specific in depth details about one area for each person.
So far, it has been really exciting, we have groups going to theatres to interview people, creating surveys, designing questionnaires, taking videos, going to Manawatu College and working with the drama and media departments and the list goes on!
Creative thinking has definitely developed, we are thinking outside the box as to how we can help this inquiry, very impressive! From initial apprehension from the staff about this topic, there is now an excited buzz.
Children are going to run this production – that is our action – the motivation is already there, the children are already thinking ahead, making plans, designing ideas, really taking ownership!
I do think breaking it down into manageable chunks has really helped the promotion of change – we have developed so much already and it is really exciting to think about where we are off to next.
Wednesday, September 24, 2008
Michael Pohl
We have been fans of Michael Pohl for some time now, this day just reaffirmed what we are doing.
The Question Map
This is a fantastic strategy that we use in the organise stage of our inquiry. It is a strategy that does help the children organise their wonderings and thoughts. It helps them structure their questions and right form the start of the inquiry, challenges their thinking. No longer do the children just accept questions that they or their peers pose, this strategy insists that there is an element of critical thinking, they have to justify why that question should be included. From there, they know the inquiry path, can organise their investigations and it is a great visual to refer back to throughout the process.
This strategy works really well when conducting a whole class directed inquiry (from our experience anyway) - each area of the question map become the focus of a small group. This way, the children get indepth knowledge of one area, while being exposed to other areas when groups present their findings. For our children, at the start of the inquiry journey, they find the whole process a little less dawnting, see the whole picture without feeling overwhelmed with trying to tackle the whole inquiry focus.
S.C.A.M.P.E.R and other such techniques
We have used SCAMPER for some time now - mostly in the creative writing area. It is a great way to engage 'non writers' and give them a lot more control over their ideas. Using this strategy gives them an easy pathway to structure their ideas. It encourages creative thinking and brings the fun back into writing for those students.
We have used 'tomatoes' to assess art. We have also designed our own. When we first trialled them, the responses from the children were - 'its easy', 'you dont have to write much'. At first we were a bit concerned, thinking that we were not challenging them enough, however with repeated use, the quality of responses increased. It was 'easy' for the children to focus their thinking on specific areas rather than commenting on the whole aspect of their art work (as previously done), sometimes children didn't know what kind of comments were required, this provided a solid structure. It has been an excellent tool to transfer to other areas, especially self evaluations, we used I ROCK for self management, STITCHERY for another art topic, SWEET for a junior art assessment, the possiblities are endless when you put your green hat on!
Tony Ryans thinker Keys are also a fantastic tool, would highly recommend purchasing the CD shown on the day - really good value for a fantastic resource!
We were extremely lucky to have such a day with Michael Pohl, thank you to Jan for organising it and thanks to Julie for providing an opportunity for other staff memebers and schools in our region.
The Question Map
This is a fantastic strategy that we use in the organise stage of our inquiry. It is a strategy that does help the children organise their wonderings and thoughts. It helps them structure their questions and right form the start of the inquiry, challenges their thinking. No longer do the children just accept questions that they or their peers pose, this strategy insists that there is an element of critical thinking, they have to justify why that question should be included. From there, they know the inquiry path, can organise their investigations and it is a great visual to refer back to throughout the process.
This strategy works really well when conducting a whole class directed inquiry (from our experience anyway) - each area of the question map become the focus of a small group. This way, the children get indepth knowledge of one area, while being exposed to other areas when groups present their findings. For our children, at the start of the inquiry journey, they find the whole process a little less dawnting, see the whole picture without feeling overwhelmed with trying to tackle the whole inquiry focus.
S.C.A.M.P.E.R and other such techniques
We have used SCAMPER for some time now - mostly in the creative writing area. It is a great way to engage 'non writers' and give them a lot more control over their ideas. Using this strategy gives them an easy pathway to structure their ideas. It encourages creative thinking and brings the fun back into writing for those students.
We have used 'tomatoes' to assess art. We have also designed our own. When we first trialled them, the responses from the children were - 'its easy', 'you dont have to write much'. At first we were a bit concerned, thinking that we were not challenging them enough, however with repeated use, the quality of responses increased. It was 'easy' for the children to focus their thinking on specific areas rather than commenting on the whole aspect of their art work (as previously done), sometimes children didn't know what kind of comments were required, this provided a solid structure. It has been an excellent tool to transfer to other areas, especially self evaluations, we used I ROCK for self management, STITCHERY for another art topic, SWEET for a junior art assessment, the possiblities are endless when you put your green hat on!
Tony Ryans thinker Keys are also a fantastic tool, would highly recommend purchasing the CD shown on the day - really good value for a fantastic resource!
We were extremely lucky to have such a day with Michael Pohl, thank you to Jan for organising it and thanks to Julie for providing an opportunity for other staff memebers and schools in our region.
Participating and Contributing rubric
This staff meeting was taken by the lead teacher. As part of our inquiry development, we needed to think about the skills involved. Previously the children had used essential skills to self assess and as a staff we developed out own success criteria to use for assessment. It is the aim that with the development of school wide understanding of inquiry learning, that skills would be assessed with a focus on the key competencies. This really promoted ownership from the children as they developed an understanding of the skills and attitudes required for their learning. However, it was limited as it didn’t really give the children their next learning step, they could create a learning step themselves but they weren’t sure what they needed to do as a learner to progress to the next step, most of these skills were used and assessed in isolation.
As part of developing our inquiry model, rubrics are now included. This continues to develop the system we already had in place, and it was aimed that we would develop a rubric that could be uniformed throughout the school, again showing continuity of language and systems throughout the school.
To follow is the structure that was used to design the first rubric for participating and contributing.
· Define what the key competency is about
· Connect it to the old essential skill
· Make a list of things that fit under this umbrella
· Get old assessment sheets out and record what the children think are important for the related essential skills
· In pairs write 3 virtues that are vitally important to this competency
· Decide as a staff – 3 or 4 key elements to this competency
· Introduce the rubric
· Start from the best, then worst, then in between
The staff created a rubric. However, we decided that we needed more work on this as the rubric was frequency based and not skill development based. We went back to our classes and tried the same process with our children. We all designed rubrics for our classes with the children ideas. We decided to use these as the childrens self assessments, these proved to be really powerful, the children are very critical of themselves but said that this way, they knew exactly what they needed to do to move to the next level.
Lead teacher then investigated other schools that use rubrics. From our cluster day with Jan-Marie Kellow, looking at the planning template, and from notes taken, decided to use rubistar to help design our first rubric, we needed a model to bounce our own ideas off. Next, under the umbrella of ‘collaborative working’ found skills/attitudes that matched what we were doing. Lead teacher then took a sample to the staff and discussed it. Having that model in front of us seemed to make the whole concept more concrete. We decided to select four areas to use for our rubric this term to assess our focus key competency. We now have something to think critically about and have decided to readdress this next term.
All staff have been given ‘key competency case-study’ from Karori, Central, Hillcrest, Kelburn Normal Schools, sourced from TKI. This is holiday reading and we plan to come back and address the rubric idea for next term.
It has been really great to see everyone on board, with great commitment to this development. We have all been impressed with the childrens understandings of the skills needed to work through an inquiry and put this down to them ‘buying’ into the inquiry way and their ownership of the whole process.
Well done teachers, you are doing a great job!!!!!
As part of developing our inquiry model, rubrics are now included. This continues to develop the system we already had in place, and it was aimed that we would develop a rubric that could be uniformed throughout the school, again showing continuity of language and systems throughout the school.
To follow is the structure that was used to design the first rubric for participating and contributing.
· Define what the key competency is about
· Connect it to the old essential skill
· Make a list of things that fit under this umbrella
· Get old assessment sheets out and record what the children think are important for the related essential skills
· In pairs write 3 virtues that are vitally important to this competency
· Decide as a staff – 3 or 4 key elements to this competency
· Introduce the rubric
· Start from the best, then worst, then in between
The staff created a rubric. However, we decided that we needed more work on this as the rubric was frequency based and not skill development based. We went back to our classes and tried the same process with our children. We all designed rubrics for our classes with the children ideas. We decided to use these as the childrens self assessments, these proved to be really powerful, the children are very critical of themselves but said that this way, they knew exactly what they needed to do to move to the next level.
Lead teacher then investigated other schools that use rubrics. From our cluster day with Jan-Marie Kellow, looking at the planning template, and from notes taken, decided to use rubistar to help design our first rubric, we needed a model to bounce our own ideas off. Next, under the umbrella of ‘collaborative working’ found skills/attitudes that matched what we were doing. Lead teacher then took a sample to the staff and discussed it. Having that model in front of us seemed to make the whole concept more concrete. We decided to select four areas to use for our rubric this term to assess our focus key competency. We now have something to think critically about and have decided to readdress this next term.
All staff have been given ‘key competency case-study’ from Karori, Central, Hillcrest, Kelburn Normal Schools, sourced from TKI. This is holiday reading and we plan to come back and address the rubric idea for next term.
It has been really great to see everyone on board, with great commitment to this development. We have all been impressed with the childrens understandings of the skills needed to work through an inquiry and put this down to them ‘buying’ into the inquiry way and their ownership of the whole process.
Well done teachers, you are doing a great job!!!!!
Monday, September 22, 2008
Ta Team
I have read your blogs and thanks heaps for taking the time to reflect about what we are doing in Inquiry and how we can best serve our students.
Yes, Inquiry is an interesting and at times challenging way to go about things. No, there does not seem to be a prescribed way to go about this, there will be times when the approach seems more fluid than rigid., but that's the enigma of teaching.
Your reflections will help clarify what the highlights are and where we can go to next.
Thank you again for your contributions. We are definitely working towards common goals.
T.
Yes, Inquiry is an interesting and at times challenging way to go about things. No, there does not seem to be a prescribed way to go about this, there will be times when the approach seems more fluid than rigid., but that's the enigma of teaching.
Your reflections will help clarify what the highlights are and where we can go to next.
Thank you again for your contributions. We are definitely working towards common goals.
T.
What does Inquiry mean to Tanya H????
I think Inquiry is fantastic! I love the hands-on approach and the student's ownership of their learning. Here are some more of my thoughts......
Immersion:
I've come to realise the absolute importance of getting the student's motivated and excited from the very beginning of the Inquiry. This is where it is vital to provide opportunities to engross our learners.
New learning:
The scene for the new learning is set in Immersion and should allow student's to actively contribute/participate and own their learning. Student's need to feel valued and safe so they can take risks.
Questioning:
I really think that student's need to be actively encouraged to pose questions that are meaningful and relevant to them. Those initial curiosities/questions are like pieces of gold and for some students can be the total motivation throughout the Inquiry.
Understanding:
This begins at the initial start of the learning to ensure that student's know what the Inquiry is actually asking and they continue to develop deeper understandings as they question/analyse and reflect on their journey.
Involvement:
For me, this has got to be the essential ingredient for taking an Inquiry approach. I really love the opportunities for student-centered learning and a more personal hands-on.
Relevance:
The Inquiry needs to be relevant and meaningful with a real-life context so that the learning approach is motivating and 'captures' the students from the onset. This also applies to resources and opportunities that I provide to enhance and encourage the learning.
Yes!
This is where actions are being decided. We've acquired/analysed and assessed throughout the Inquiry. We've had direct teaching of questioning skills/use of graphic organisers-thinking tools and reflected on our findings...NOW we are ready to take ACTION!
So these are some of my own thoughts on the new learning that I've been participating in!!!!
Tanya Hunter @O.D.S
Immersion:
I've come to realise the absolute importance of getting the student's motivated and excited from the very beginning of the Inquiry. This is where it is vital to provide opportunities to engross our learners.
New learning:
The scene for the new learning is set in Immersion and should allow student's to actively contribute/participate and own their learning. Student's need to feel valued and safe so they can take risks.
Questioning:
I really think that student's need to be actively encouraged to pose questions that are meaningful and relevant to them. Those initial curiosities/questions are like pieces of gold and for some students can be the total motivation throughout the Inquiry.
Understanding:
This begins at the initial start of the learning to ensure that student's know what the Inquiry is actually asking and they continue to develop deeper understandings as they question/analyse and reflect on their journey.
Involvement:
For me, this has got to be the essential ingredient for taking an Inquiry approach. I really love the opportunities for student-centered learning and a more personal hands-on.
Relevance:
The Inquiry needs to be relevant and meaningful with a real-life context so that the learning approach is motivating and 'captures' the students from the onset. This also applies to resources and opportunities that I provide to enhance and encourage the learning.
Yes!
This is where actions are being decided. We've acquired/analysed and assessed throughout the Inquiry. We've had direct teaching of questioning skills/use of graphic organisers-thinking tools and reflected on our findings...NOW we are ready to take ACTION!
So these are some of my own thoughts on the new learning that I've been participating in!!!!
Tanya Hunter @O.D.S
Friday, September 5, 2008
what inquiry means to liz.........
Developing childrens independence and confidence to think for themselves, share own ideas and feelings without put downs. To explore and problem solve, question themselves and be reflective of what they have done or found out. This may need to be teacher directive but not necessarily. Hands on is great!
Developing childrens independence and confidence to think for themselves, share own ideas and feelings without put downs. To explore and problem solve, question themselves and be reflective of what they have done or found out. This may need to be teacher directive but not necessarily. Hands on is great!
Wednesday, September 3, 2008
What inquiry means to me......By Naomi
It has been a bit of a roller coaster ride through discovering what inquiry actually is. This has not been a bad thing as it has meant that my understanding has become deeper and clearer as to what we need to do.
Inquiry means to me... well first and foremost it is child owed and driven. It is from their questions and ideas that we base our focus and direction. This creates the interest and makes it more meaningful for the children as it is something they want to find out or do.
Inquiry is hands on, doing, developing, and moving through a process to an end product or idea. It shows the children ways in which they can solve problems, order and organise ideas and clarify their thinking.
Inquiry is giving the children skills to locate-use multiple skills and resources , analyse-what is important, what information helps me to move on to the next step, and finaly an ACTION, in which they can put there ideas and findings into a doing activity.
With inquiry I can combine a lot of learning areas and competencies. Like for our gardens we have been using a lot of maths to design, measure and test our structures. There is a hive of activity through group discussions, reporting back to the class and organising their time. Writing up investigations or predictions. Art and presentations of ideas through ICT or posters. The list goes on!!!
I am finding inquiry organised chaos at times. Kids working at so many different levels and at times on totaly different activities. This means to me that I have to be a relaxed and go with the flow, not expecting structure in all areas. I love this part but at times it also feels so all over the place. If the kids have taken ownership of the inquiry then this chaos should mean that there is also action and involvement by all.
Naomi
Inquiry means to me... well first and foremost it is child owed and driven. It is from their questions and ideas that we base our focus and direction. This creates the interest and makes it more meaningful for the children as it is something they want to find out or do.
Inquiry is hands on, doing, developing, and moving through a process to an end product or idea. It shows the children ways in which they can solve problems, order and organise ideas and clarify their thinking.
Inquiry is giving the children skills to locate-use multiple skills and resources , analyse-what is important, what information helps me to move on to the next step, and finaly an ACTION, in which they can put there ideas and findings into a doing activity.
With inquiry I can combine a lot of learning areas and competencies. Like for our gardens we have been using a lot of maths to design, measure and test our structures. There is a hive of activity through group discussions, reporting back to the class and organising their time. Writing up investigations or predictions. Art and presentations of ideas through ICT or posters. The list goes on!!!
I am finding inquiry organised chaos at times. Kids working at so many different levels and at times on totaly different activities. This means to me that I have to be a relaxed and go with the flow, not expecting structure in all areas. I love this part but at times it also feels so all over the place. If the kids have taken ownership of the inquiry then this chaos should mean that there is also action and involvement by all.
Naomi
Tuesday, September 2, 2008
A View From The Top
Perhaps the title is a little misleading as I feel that we are working from the grass roots. The efforts the staff and Tarnz in particular has been outstanding. Their dedication to the kids to get it right, to take them on their learning journey has has been fantastic to watch, share and be part of.
As a principal I feel that the experiences of the teachers as they go through the Inquiry process with the kids gives them the first glance of what is going on and what is working well. Therefore my role is to support what is going on and question and ensure best practice.
For me one of the more interesting aspects of the process we are going through is how much influence the Inquiry process has as it impacts not on just the 'topic' but the whole programme and the culture of the school and what is considered important to the school.
As a principal I feel that the experiences of the teachers as they go through the Inquiry process with the kids gives them the first glance of what is going on and what is working well. Therefore my role is to support what is going on and question and ensure best practice.
For me one of the more interesting aspects of the process we are going through is how much influence the Inquiry process has as it impacts not on just the 'topic' but the whole programme and the culture of the school and what is considered important to the school.
Room 1-- Their process to discovery
In room 1 we have been conducting an inquiry into how and what to make as a structure that goes over our garden for protection.
This has been a real hands on, experimentation, trail and error investigation. All the class has been actively involved and really excited about sharing ideas and challenging their own thoughts and designs.
After some initial immersion into structures the class was split into 5 groups and they drew and made mini models of their ideas. Then they presented their ideas to the class. We did a PMQ on each of them to help look at design faults and good aspects of each structure.
From there we decided on criteria for our structure and used a decision matrix to rank each idea. This gave us the top scores for each criteria and using this we combined designs for a best overall one.
Each group then created another model with the combined properties for the structure. Here is their idea
They then looked at what knowledge they needed to constructed this idea and they cam up with 1) how to attach bamboo sticks together, 2) how to attach the plastic, 3) how and what to use to keep the side flaps up,
4) how to keep the V shape stable on the roof, 5) measurements and costing
Each group researched through using books, internet, making and trailing designs, and lots of discussion amongst themselves.
Now it is time to finish the product-buy, put together and make the final garden protector. Phew!!! Its been a great journey and it will continue to grow as we come across new ideas or problems with our gardens. I have noticed a huge shift in the way that they children work through a problem or idea. Their level of language and ability to discuss and critique each others work has grown. And I think the biggest shift is that there is no one in the class who is not participating in some way or form, less off task behaviour and some amazing group cooperative work.
This has been a real hands on, experimentation, trail and error investigation. All the class has been actively involved and really excited about sharing ideas and challenging their own thoughts and designs.
After some initial immersion into structures the class was split into 5 groups and they drew and made mini models of their ideas. Then they presented their ideas to the class. We did a PMQ on each of them to help look at design faults and good aspects of each structure.
From there we decided on criteria for our structure and used a decision matrix to rank each idea. This gave us the top scores for each criteria and using this we combined designs for a best overall one.
Each group then created another model with the combined properties for the structure. Here is their idea
They then looked at what knowledge they needed to constructed this idea and they cam up with 1) how to attach bamboo sticks together, 2) how to attach the plastic, 3) how and what to use to keep the side flaps up,
4) how to keep the V shape stable on the roof, 5) measurements and costing
Each group researched through using books, internet, making and trailing designs, and lots of discussion amongst themselves.
Now it is time to finish the product-buy, put together and make the final garden protector. Phew!!! Its been a great journey and it will continue to grow as we come across new ideas or problems with our gardens. I have noticed a huge shift in the way that they children work through a problem or idea. Their level of language and ability to discuss and critique each others work has grown. And I think the biggest shift is that there is no one in the class who is not participating in some way or form, less off task behaviour and some amazing group cooperative work.
Sunday, August 31, 2008
What inquiry means to me
What Inquiry Means To Me Barbara Noaro
Inquiry means to seek information by asking questions.
Inquiry means to organise one’s self.
Inquiry means to ask questions and investigate further.
Inquiry means to make discoveries.
Inquiry means to present and share outcomes.
Inquiry means to ask ‘how did I do?’
Inquiry is a means to an end, which at the beginning, you cannot for see.
Inquiry means there’s ‘a big important to us’ question to answer.
Inquiry means students will learn in a powerful way – being meaningfully involved, while learning about themselves and their strengths and abilities, using, improving, and sharing them.
Inquiry means there is a system, a simple format, a set of procedures, that enable the inquirer to find answers to the things they wonder about, and then answers to the questions that need investigating and exploring in a variety of chosen ways, maybe with others, by one’s self or with the class. The inquirer gains meaningful knowledge and useful new skills in the process.
Inquiry in the classroom means the teacher needs to model and guide.
Inquiry means that the process becomes well known and seamless over time to the user.
Inquiry means the outcome is celebrated and shared with others.
Inquiry means that there is an evaluative process at the end for ‘taking stock’ and for further learning.
Inquiry is thought provoking, caring, active and purposeful in the world.
By Barbara
Inquiry means to seek information by asking questions.
Inquiry means to organise one’s self.
Inquiry means to ask questions and investigate further.
Inquiry means to make discoveries.
Inquiry means to present and share outcomes.
Inquiry means to ask ‘how did I do?’
Inquiry is a means to an end, which at the beginning, you cannot for see.
Inquiry means there’s ‘a big important to us’ question to answer.
Inquiry means students will learn in a powerful way – being meaningfully involved, while learning about themselves and their strengths and abilities, using, improving, and sharing them.
Inquiry means there is a system, a simple format, a set of procedures, that enable the inquirer to find answers to the things they wonder about, and then answers to the questions that need investigating and exploring in a variety of chosen ways, maybe with others, by one’s self or with the class. The inquirer gains meaningful knowledge and useful new skills in the process.
Inquiry in the classroom means the teacher needs to model and guide.
Inquiry means that the process becomes well known and seamless over time to the user.
Inquiry means the outcome is celebrated and shared with others.
Inquiry means that there is an evaluative process at the end for ‘taking stock’ and for further learning.
Inquiry is thought provoking, caring, active and purposeful in the world.
By Barbara
Tuesday, August 26, 2008
vegie time
Look at the kids immersed in finding out about seeds, what they look like, comparing sizes and discussing their finds with each other.
Monday, August 25, 2008
Staff Meeting - whats going well
We had a catch-up for inquiry this week. We talked about how things were going with inquiry and where to next……..
What is going well with immersion – what difference have we seen since the last inquiry?
· Hands on experiences
· Exposure to a variety of concepts/ideas
· It is important to be specific enough to ‘guide’ – point the inquiry in the right direction
· One teacher says -“Really have to be specific in the immersion to make that meaningful link with children – if they don’t make connections at this stage – the inquiry is lost – if there no natural curiosity – where does the inquiring mind come from? Will place more emphasis on this stage in the next inquiry.”
· Children make more contributions to this stage (compared to last inquiry), they have made their own connections to the real world – meaningful concepts really help drive the inquiry – something that children can really get involved with.
· This stage really motivated the children – they are eager to go further
· Immersion is a crucial aspect to set up the inquiry
· Lots of resources – equipment – materials for the children to work with creates authenticity and ownership.
· Immersion is easier to manage as whole class activities – sets up working relationships for co-operative learning and developing communication skills, have a great class buzz when all are eager to investigate.
· Questioning is coming through at this stage – seen a huge difference from last inquiry as children weren’t really engaged. It is a lot easier and more fun to grow veges from seed to spark interest rather than watching a video or some such thing –(which is where we came from) – This highlighted the importance of the delivery a focus of the inquiry – really have to think about the concept rather than the topic.
We then discussed - what do we do with these questions or the wonderings?
A huge discussion was had about the importance of these questions or wonderings. Discussed how these questions should/could drive the inquiry – these are the questions that will capture our students, will be their motivation, their ownership of the whole inquiry.
We set another inquiry meeting to further discuss the continued refining of our thinking about questioning in preparation for term four.
This also brought us to the realisation that we didn’t have an over-riding question ourselves – this is because we tackled this inquiry from the back end.
We had these vege boxes etc, we wanted to promote healthy eating, so we did ‘edible gardens’ – we have forced this inquiry down the road we wanted it.
We have kind of ‘done’ inquiry and kind of haven’t – we know where we went astray, have reflected on this and have discussed further refinements for next term – it has allowed us a great chance to take ownership of the whole inquiry buzz – together – to continue refining and strengthening our understanding of what we need to develop to ensure we make inquiry work in our school. We are so on the right track – just had a slight detour but what a great journey we now have.
What is going well with DISCOVER?
· Hands on
· Visual aspect
· Increase of vocab and language
· Sharing of skills
· Experimenting of hands on curiosities
· More involvement through learning
· There is an expectation and requirement of self management
· Not on the computer researching
· Children are investigating
· Children are debating their findings
· Learning continuing beyond classroom and time constraints
· Learning tools (thinking maps) are being used more effectively and confidently
· Groups are focussed by questions
· Makes it easier for the juniors to do as a class
· Increased communication skills
Confidence to express opinions
Meaningful involvement promotes listening skills
Children have the confidence to challenge ideas
What isn’t going so well or what are our troubles?
· There is a danger of it dragging out a bit due to having student teachers with their own requirements, the weather, time and interruptions. We need to think about the length of time we are spending on each stage – we have spent quite a while on immersion – this is the danger as it could lean us towards integration rather than inquiry – something we have to watch.
· One teacher was wondering how they can monitor the whole class input – how do I make sure that everyone is contributing?
· At times lack of materials eg wood etc can hinder our path – just means that the teacher has to be more organised and the children can make the sourcing of these materials part of their inquiry.
Where to next?
We discussed the importance of scaffolding.
For this inquiry (what’s left of it) we will focus on our scaffolding – what we need as facilitators and what the children need to successfully complete the inquiry process.
· What we need – we will come together to discuss questioning in immersion and scaffolding.
We are coming together in two weeks to set our rubrics for inquiry.
This is a new task for us as rubrics are currently not used – we set learning intentions and success criteria but not in rubric form.
The staff are going to create a rubric for managing self and participating & contributing, We need to solidify our own understanding before we take it to the children. We discussed the importance of knowing skills involved and what the learners needs to do before reaching the next level – providing the learner with goals and next learning steps.
Two meetings on inquiry before the end of the term.
PHEW!!!!!!!!
What is going well with immersion – what difference have we seen since the last inquiry?
· Hands on experiences
· Exposure to a variety of concepts/ideas
· It is important to be specific enough to ‘guide’ – point the inquiry in the right direction
· One teacher says -“Really have to be specific in the immersion to make that meaningful link with children – if they don’t make connections at this stage – the inquiry is lost – if there no natural curiosity – where does the inquiring mind come from? Will place more emphasis on this stage in the next inquiry.”
· Children make more contributions to this stage (compared to last inquiry), they have made their own connections to the real world – meaningful concepts really help drive the inquiry – something that children can really get involved with.
· This stage really motivated the children – they are eager to go further
· Immersion is a crucial aspect to set up the inquiry
· Lots of resources – equipment – materials for the children to work with creates authenticity and ownership.
· Immersion is easier to manage as whole class activities – sets up working relationships for co-operative learning and developing communication skills, have a great class buzz when all are eager to investigate.
· Questioning is coming through at this stage – seen a huge difference from last inquiry as children weren’t really engaged. It is a lot easier and more fun to grow veges from seed to spark interest rather than watching a video or some such thing –(which is where we came from) – This highlighted the importance of the delivery a focus of the inquiry – really have to think about the concept rather than the topic.
We then discussed - what do we do with these questions or the wonderings?
A huge discussion was had about the importance of these questions or wonderings. Discussed how these questions should/could drive the inquiry – these are the questions that will capture our students, will be their motivation, their ownership of the whole inquiry.
We set another inquiry meeting to further discuss the continued refining of our thinking about questioning in preparation for term four.
This also brought us to the realisation that we didn’t have an over-riding question ourselves – this is because we tackled this inquiry from the back end.
We had these vege boxes etc, we wanted to promote healthy eating, so we did ‘edible gardens’ – we have forced this inquiry down the road we wanted it.
We have kind of ‘done’ inquiry and kind of haven’t – we know where we went astray, have reflected on this and have discussed further refinements for next term – it has allowed us a great chance to take ownership of the whole inquiry buzz – together – to continue refining and strengthening our understanding of what we need to develop to ensure we make inquiry work in our school. We are so on the right track – just had a slight detour but what a great journey we now have.
What is going well with DISCOVER?
· Hands on
· Visual aspect
· Increase of vocab and language
· Sharing of skills
· Experimenting of hands on curiosities
· More involvement through learning
· There is an expectation and requirement of self management
· Not on the computer researching
· Children are investigating
· Children are debating their findings
· Learning continuing beyond classroom and time constraints
· Learning tools (thinking maps) are being used more effectively and confidently
· Groups are focussed by questions
· Makes it easier for the juniors to do as a class
· Increased communication skills
Confidence to express opinions
Meaningful involvement promotes listening skills
Children have the confidence to challenge ideas
What isn’t going so well or what are our troubles?
· There is a danger of it dragging out a bit due to having student teachers with their own requirements, the weather, time and interruptions. We need to think about the length of time we are spending on each stage – we have spent quite a while on immersion – this is the danger as it could lean us towards integration rather than inquiry – something we have to watch.
· One teacher was wondering how they can monitor the whole class input – how do I make sure that everyone is contributing?
· At times lack of materials eg wood etc can hinder our path – just means that the teacher has to be more organised and the children can make the sourcing of these materials part of their inquiry.
Where to next?
We discussed the importance of scaffolding.
For this inquiry (what’s left of it) we will focus on our scaffolding – what we need as facilitators and what the children need to successfully complete the inquiry process.
· What we need – we will come together to discuss questioning in immersion and scaffolding.
We are coming together in two weeks to set our rubrics for inquiry.
This is a new task for us as rubrics are currently not used – we set learning intentions and success criteria but not in rubric form.
The staff are going to create a rubric for managing self and participating & contributing, We need to solidify our own understanding before we take it to the children. We discussed the importance of knowing skills involved and what the learners needs to do before reaching the next level – providing the learner with goals and next learning steps.
Two meetings on inquiry before the end of the term.
PHEW!!!!!!!!
Thursday, August 14, 2008
Facilitator Meeting
Tried to bribe Jan with my birthday morning tea, so I wouldn't have to heaps of work - but alas - my cunning plan failed - hahaha - thanks for all the help Jan (really mean that)
Looked at model, new format is too complicated. After review of the last one, teachers wanted more information about each aspect, so tried to put it on the model. This made it very scary looking and didn’t really help the cause. So have decided to simplify the model and put the required details into the support booklet. The staff have all the bits and pieces they need for the inquiry journey but it is scattered, I need to compile a booklet of support so that all scaffolding for the staff and their students is in one easily accessible place.
Discussed the importance of the focus question – something that this term we skipped over (put that one down to experience) – we had our theme and our direction but skimmed of the questioning part too quickly – this need to be more detailed and thorough as it sets up our inquiry – it is the key to our inquiry – kind of got a bit lost on the journey – trying to move too quickly I think and forgot about the key ideas of inquiry. We are using this unit as an inquiry process, I got a bit overwhelmed by the whole thing and lost the big idea. We will still reflect on what is working well, looking at each stage of our inquiry and together as a staff problem solve any issue and keep reworking on our ideas and refining our inquiry process.
We are looking at key competencies and how we can use these in assessment. We have completed some ground work on assessment and key competencies – we are now looking at moving to our next step and designing rubrics for these. This unit our key competency focus is managing self and participating and contributing – we are going to have a staff meeting (or two) on what these mean and look like to us as a staff. Once our rubric is designed, we are going to include in the organise stage – the children designing their own rubric for the specific competency – this means the children can assess themselves at the beginning and also know the steps they need to take to make improvements – which in turn will be very powerful. We will keep you up to date with the progress. Once we have completed the first couple of rubrics, then we can link them to other areas of the inquiry processing – information processing skills, communication skills etc – or we may just decide to use the key competencies – further research and development is needed here. Also it needs to be a process completed together as a staff and not just one staff member – this will also encourage ownership of the whole thing too.
We are thinking about including our production as our inquiry next term – could be a challenge, could be a disaster, we will keep you informed
Looked at model, new format is too complicated. After review of the last one, teachers wanted more information about each aspect, so tried to put it on the model. This made it very scary looking and didn’t really help the cause. So have decided to simplify the model and put the required details into the support booklet. The staff have all the bits and pieces they need for the inquiry journey but it is scattered, I need to compile a booklet of support so that all scaffolding for the staff and their students is in one easily accessible place.
Discussed the importance of the focus question – something that this term we skipped over (put that one down to experience) – we had our theme and our direction but skimmed of the questioning part too quickly – this need to be more detailed and thorough as it sets up our inquiry – it is the key to our inquiry – kind of got a bit lost on the journey – trying to move too quickly I think and forgot about the key ideas of inquiry. We are using this unit as an inquiry process, I got a bit overwhelmed by the whole thing and lost the big idea. We will still reflect on what is working well, looking at each stage of our inquiry and together as a staff problem solve any issue and keep reworking on our ideas and refining our inquiry process.
We are looking at key competencies and how we can use these in assessment. We have completed some ground work on assessment and key competencies – we are now looking at moving to our next step and designing rubrics for these. This unit our key competency focus is managing self and participating and contributing – we are going to have a staff meeting (or two) on what these mean and look like to us as a staff. Once our rubric is designed, we are going to include in the organise stage – the children designing their own rubric for the specific competency – this means the children can assess themselves at the beginning and also know the steps they need to take to make improvements – which in turn will be very powerful. We will keep you up to date with the progress. Once we have completed the first couple of rubrics, then we can link them to other areas of the inquiry processing – information processing skills, communication skills etc – or we may just decide to use the key competencies – further research and development is needed here. Also it needs to be a process completed together as a staff and not just one staff member – this will also encourage ownership of the whole thing too.
We are thinking about including our production as our inquiry next term – could be a challenge, could be a disaster, we will keep you informed
Muratai Visit
What a great atmosphere the school has. The Principal is a ‘real’ person, he doesn’t mince words or window dress efforts within the school. The transperancy of things that happen within the school and classrooms was admirable – it makes a pleasant change.
I was really inspired by the systems that are in place and being used throughout the school. In every classroom the same thing was evident, just in slightly different forms. Just reinforced the importance of the common language throughout the learning spaces. Reinforced for me the importance of scaffolding, not only for the kids but also for the staff – if we are going to take control of inquiry, it is no use wondering around in the dark – we must have a clear direction and to torch (supporting materials) in our hand to defuse the darkness.
I also really liked the idea of the theme throughout the year, POWER, with such a broad and powerful theme, the tangents are endless, we are thinking of doing something similar next year. However in say that, I’m sure that we have to consult with the children as to what they wonder about and see if as a staff we can come up with a rich concept that can be applied to many areas – just thinking about it at this stage.
A huge thanks to Muratai School, their Principal, the wonderful Kapa Haka group, the friendly and open staff for letting us invade their classrooms on mass. It was a great school to finish our school visits on, every time we visit, we always take something away with us. Thanks Jan for all the organisation.
I was really inspired by the systems that are in place and being used throughout the school. In every classroom the same thing was evident, just in slightly different forms. Just reinforced the importance of the common language throughout the learning spaces. Reinforced for me the importance of scaffolding, not only for the kids but also for the staff – if we are going to take control of inquiry, it is no use wondering around in the dark – we must have a clear direction and to torch (supporting materials) in our hand to defuse the darkness.
I also really liked the idea of the theme throughout the year, POWER, with such a broad and powerful theme, the tangents are endless, we are thinking of doing something similar next year. However in say that, I’m sure that we have to consult with the children as to what they wonder about and see if as a staff we can come up with a rich concept that can be applied to many areas – just thinking about it at this stage.
A huge thanks to Muratai School, their Principal, the wonderful Kapa Haka group, the friendly and open staff for letting us invade their classrooms on mass. It was a great school to finish our school visits on, every time we visit, we always take something away with us. Thanks Jan for all the organisation.
Thursday, August 7, 2008
Changing for inquiry
We had a huge staff meeting on inquiry. Really had a lot of solid discussions on the unit we had planned to do and if it would be a true inquiry unit.
After a lot of discussion and clarrification, we decided that it wouldn't. YEY!!!!!
We were planning on doing a unit on the Olympics - what it takes to get gold - but we realised that the children wouldn't get the practical opportunities to 'work' for or with information, it would still be a research type unit with no 'hands on' or opportunities to fully engage.
We changed it to 'Who dares wins' - and edible garden project to promote participation in developing and maintaining edible vegetable gardens.
The staff got really excited really fast about the opportunities that they children could take ownership over.
We also focussed our learning intentions to the key competencies - this ensured that the children would take ownership and made us look at planning in a different light.
We developed a new planning format (again hehe) and tweeked the visual model (still think this needs further development - this is on going and will be so for quite some time yet I guess)
We discussed the importance of providing scaffolding for our learners and again refined the thinking tools that we will be using throughout this unit.
Our next step is to go through our second trial unit, focuss on the scaffolding and key competencies and continue to refine our thinking and opportunities.
The staff are coming to grips with the inquiry way, there will still be bumps and hiccups - to be expected when change is happening.
Congratulations to our staff for the open mindedness and commitment to providing great learning experiences for our children.
After a lot of discussion and clarrification, we decided that it wouldn't. YEY!!!!!
We were planning on doing a unit on the Olympics - what it takes to get gold - but we realised that the children wouldn't get the practical opportunities to 'work' for or with information, it would still be a research type unit with no 'hands on' or opportunities to fully engage.
We changed it to 'Who dares wins' - and edible garden project to promote participation in developing and maintaining edible vegetable gardens.
The staff got really excited really fast about the opportunities that they children could take ownership over.
We also focussed our learning intentions to the key competencies - this ensured that the children would take ownership and made us look at planning in a different light.
We developed a new planning format (again hehe) and tweeked the visual model (still think this needs further development - this is on going and will be so for quite some time yet I guess)
We discussed the importance of providing scaffolding for our learners and again refined the thinking tools that we will be using throughout this unit.
Our next step is to go through our second trial unit, focuss on the scaffolding and key competencies and continue to refine our thinking and opportunities.
The staff are coming to grips with the inquiry way, there will still be bumps and hiccups - to be expected when change is happening.
Congratulations to our staff for the open mindedness and commitment to providing great learning experiences for our children.
Sunday, June 22, 2008
Our Lady of Lourdes Visit
Thank you to all the staff of Lourdes for opening their classrooms to a rather large group of people. It was an enjoyable day and was fantastic to see the excitement of the children.
For me I got three things from this day that I wish to 'creatively swipe' and bring back to our learning environment.
Inquiry Newsletters
Thought this was a great way to keep the community informed. It would provide a platform for discussions at home and also will keep the language of learning and inquiry in use after the childrn leave the classroom. I can see this idea being transferred to other areas as a useful tool of communication. A great idea.
Learning Wall & Sharing booklets
It was great to see the journey recorded with such pride and on display for the children and parents to see. This would promote ownership and will keep the inquiry on track also.
We did the journals once, but staff did it under protest, so were scrapped, however can't help but thinking that this would be a great tool to ensure staff understand the process of inquiry and would also become a valuable reflection tool aswell. Will definately be discussion this with the staff at one of our many meetings - hehehe:-)
Templates
This is all about providing scaffolding for the learner. This reaffirmed the importance of having schoolwide scaffolding for the learners as they progress through inquiry, the more children practise with these, the more proficient they will become. We are developing a set of thinking tools to use with inquiry but also need to think about those areas that are not covered with these tools.
Once again thank you for a great day
For me I got three things from this day that I wish to 'creatively swipe' and bring back to our learning environment.
Inquiry Newsletters
Thought this was a great way to keep the community informed. It would provide a platform for discussions at home and also will keep the language of learning and inquiry in use after the childrn leave the classroom. I can see this idea being transferred to other areas as a useful tool of communication. A great idea.
Learning Wall & Sharing booklets
It was great to see the journey recorded with such pride and on display for the children and parents to see. This would promote ownership and will keep the inquiry on track also.
We did the journals once, but staff did it under protest, so were scrapped, however can't help but thinking that this would be a great tool to ensure staff understand the process of inquiry and would also become a valuable reflection tool aswell. Will definately be discussion this with the staff at one of our many meetings - hehehe:-)
Templates
This is all about providing scaffolding for the learner. This reaffirmed the importance of having schoolwide scaffolding for the learners as they progress through inquiry, the more children practise with these, the more proficient they will become. We are developing a set of thinking tools to use with inquiry but also need to think about those areas that are not covered with these tools.
Once again thank you for a great day
Fantastic thinking about Inquiry
After asking our fantastic staff to do some pre-meeting readings (as outlined in our action plan), we were all set to investigate inquiry further and develop a common understanding.
The meeting was a huge success with changes of thinking and teaching evident in discussions. everyone was encouraged to challenge their own ideas, we discussed successes and failures to date as far as our inquiry model goes.
We discovered, through guided questioning, that our model is still very focussed on Action Learning. This was intentional on my part, when designing the model, just so our staff can have ownership of changes made and not just wait to be told. As discussed in cluster days, inquiry goes so much better when students own it, so why not apply that to the staff. We have planned another meeting just to discuss and redesign the model, this is great, as the whole staff are on board and now have a better understanding of what inquiry is.
During the meeting, we discussed the following:
The meeting was a huge success with changes of thinking and teaching evident in discussions. everyone was encouraged to challenge their own ideas, we discussed successes and failures to date as far as our inquiry model goes.
We discovered, through guided questioning, that our model is still very focussed on Action Learning. This was intentional on my part, when designing the model, just so our staff can have ownership of changes made and not just wait to be told. As discussed in cluster days, inquiry goes so much better when students own it, so why not apply that to the staff. We have planned another meeting just to discuss and redesign the model, this is great, as the whole staff are on board and now have a better understanding of what inquiry is.
During the meeting, we discussed the following:
“Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.”
· What are the key ideas of this statement?
· What does this mean for the way we teach and the opportunities that we provide?
· What skills are needed from the learner?How do the key competencies fit in here?
"Memorising facts and information is not the most important skill in today’s world. Facts change, and information is readily available – that is needed is an understanding of how to get and make sense of the mass of data"
· How does this impact on the classroom and the skills we teach?
"For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habit of mind that will enable individuals to continue the quest for knowledge throughout life.
The knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives."
How does this impact on curriculum?
How do we show students how to better develop their skills? What is their measure – do they know their next step?
We had lengthy discussions, ideas were challenged and we all saw the comparisons to what we are doing currently, which is more information based, and to examples of inquiry taken from our many school visits on cluster days. We applied our vision and understanding of inquiry to our terms topic - this really allowed us to critically evaluate the opprtunities we are providing for the children and how we need to carefully select topics that allow us and the children to take part in true inquiry, rather than information gathering.
We have set another meeting to further discuss inquiry, we are having a 'model tweeking' session aswell and also are planning rubric design meetings to address ideas assessment and feedback to and for the children.
Our staff now own inquiry, the lights have been turned on and now the momentum is really picking up.
Congratulations to our wonderfully dedicated staff for their open minds and commitment to the cause.
Tuesday, June 17, 2008
Action Plan
Now that we have developed our vision, we need to relate this to inquiry. We need to ensure our belief system matches with what we are aiming to do with inquiry. We have developed an action plan, focussing on inquiry, once this has been completed, we will work on our next step.
Goal 1:Identify key elements of inquiry
Staff to prepare for next meeting by engaging with reading on the subject of inquiry based learning
What is inquiry? (reference: Wells, Gordon (2001).Action, talk & text: learning & Teaching through inquiry. New York, NY: Teachers college Press ;Taken from the Galileo site
Guided Inquiry: six characteristics of guided inquiry Dr Carol C. Kuhlthau & Dr. Ross J Todd ; Taken from CISSL site
What is inquiry-based learning Taken from concept to classroom site
From information discovered/reinforced in readings, each staff member to write statements as to what inquiry based learning is.
Outcome: Create a deeper understanding of inquiry
Goal 2: Compare understanding of inquiry with ODS vision
Identify key elements of inquiry
Compare these key elements to the ‘traditional’ approach to teaching
Question the similaritiesCompare key elements to vision, discuss and state how inquiry fits into vision
Outcome:
Reaffirm beliefs behind vision statement
Create understanding of inquiry and the key elements of approach
Goal 3: Know what inquiry-based learning will look like in classrooms
Discuss what would be seen in an inquiry-based classroom
Discuss how this would compare to a traditional approach classrooms
Discuss and define what the teachers role in within this kind of approach
Reinforce ideas with further reading ‘The learning environment for guided inquiry’ Kuhlthau&Todd
Outcome: Create visual understanding of how classrooms will facilitate inquiry-based learningDeepen understanding of the role of the teacher and how it will change compared to traditional approach
Goal 4: Discuss how inquiry based learning impacts on student outcomes.
Brainstorm the student achievement outcomes and how these connect to our vision
Discuss what are improved student outcomes as a result of engaging with inquiry learning – how will these be achieved, what will the facilitators role be and how will this impact on outcomes.
Outcome: Have a clear understanding of the impact the inquiry will have on classroom environments, teacher roles and increased student outcomes
Looking ahead…
Develop a common understanding of our vision
Develop a common understanding of the elements of inquiry
Develop a key set of thinking tools
Look at assessment and developing rubrics
Another busy and exciting chapter in our inquiry journey has begun.
Goal 1:Identify key elements of inquiry
Staff to prepare for next meeting by engaging with reading on the subject of inquiry based learning
What is inquiry? (reference: Wells, Gordon (2001).Action, talk & text: learning & Teaching through inquiry. New York, NY: Teachers college Press ;Taken from the Galileo site
Guided Inquiry: six characteristics of guided inquiry Dr Carol C. Kuhlthau & Dr. Ross J Todd ; Taken from CISSL site
What is inquiry-based learning Taken from concept to classroom site
From information discovered/reinforced in readings, each staff member to write statements as to what inquiry based learning is.
Outcome: Create a deeper understanding of inquiry
Goal 2: Compare understanding of inquiry with ODS vision
Identify key elements of inquiry
Compare these key elements to the ‘traditional’ approach to teaching
Question the similaritiesCompare key elements to vision, discuss and state how inquiry fits into vision
Outcome:
Reaffirm beliefs behind vision statement
Create understanding of inquiry and the key elements of approach
Goal 3: Know what inquiry-based learning will look like in classrooms
Discuss what would be seen in an inquiry-based classroom
Discuss how this would compare to a traditional approach classrooms
Discuss and define what the teachers role in within this kind of approach
Reinforce ideas with further reading ‘The learning environment for guided inquiry’ Kuhlthau&Todd
Outcome: Create visual understanding of how classrooms will facilitate inquiry-based learningDeepen understanding of the role of the teacher and how it will change compared to traditional approach
Goal 4: Discuss how inquiry based learning impacts on student outcomes.
Brainstorm the student achievement outcomes and how these connect to our vision
Discuss what are improved student outcomes as a result of engaging with inquiry learning – how will these be achieved, what will the facilitators role be and how will this impact on outcomes.
Outcome: Have a clear understanding of the impact the inquiry will have on classroom environments, teacher roles and increased student outcomes
Looking ahead…
Develop a common understanding of our vision
Develop a common understanding of the elements of inquiry
Develop a key set of thinking tools
Look at assessment and developing rubrics
Another busy and exciting chapter in our inquiry journey has begun.
Sunday, June 15, 2008
keeping our eyes open
Our vision journey has been an exciting one and full acknowledgement to Tanya Zander. Her leadership, passion and drive have resulted in directed and focused staff meetings with great professional discussions taking place. Tanya has facilitated in a non-threatening (change can lead to anxiety!) manner and has challenged our beliefs and attitudes. I really look forward to our next step and particularly love the way our staff are working together as the dynamic team we are!!!
Wednesday, June 11, 2008
We have created our vision
After another very focussed staff meeting, we have developed our vision.
We reviewed our key skills that we think are important to our children and then broke most of them down to further detail and recorded the key elements:
Confidence
To be individuals
To make mistakes and learn from them
To express ideas and opinions
To have an acceptance of mistakes
Thinking Tools
Making connections and seeing relationships
Organisation of tools and strategies
Taking ideas and thinking to the next level
Digital Literacies
To be able to gather and communicate in the future
Need to know how to cope with change
Use technology as a tool for and to enhance learning
Creativity
Lead interesting lives – more excitement, colourful experiences
Able to be individuals and different
To promote abilities and experiences
To have active, thinking minds
To brighten own and others lives
To be able to think beyond the square and experiment (risk takers)
Numeracy and Literacy
The foundations of learning
Flexibility
To be able to adapt to and cope with change
Leadership
Build skills and attitudes
Working with and relating to others
Setting goals and having aspirations
Teamwork
Cooperation and compromise
Be responsible for a task within a group
Feeling of belonging and caring – empathy and compassion
Able to manage self to get to a group goal
Global awareness and citizenship
Self Management
Meeting deadlines with effective time management
Challenging oneself
Organisation
It was important for the staff to ‘own’ our vision. We challenged ideas, reinforced belief, understood the foundations of our vision, together we came to a common vision that will underpin our curriculum development and the learning opportunities that we will provide at our school.
“ At Oroua Downs School our students will be responsible, creative and active thinkers that have the skills to confidently succeed in and adapt with an ever changing world.”
We reviewed our key skills that we think are important to our children and then broke most of them down to further detail and recorded the key elements:
Confidence
To be individuals
To make mistakes and learn from them
To express ideas and opinions
To have an acceptance of mistakes
Thinking Tools
Making connections and seeing relationships
Organisation of tools and strategies
Taking ideas and thinking to the next level
Digital Literacies
To be able to gather and communicate in the future
Need to know how to cope with change
Use technology as a tool for and to enhance learning
Creativity
Lead interesting lives – more excitement, colourful experiences
Able to be individuals and different
To promote abilities and experiences
To have active, thinking minds
To brighten own and others lives
To be able to think beyond the square and experiment (risk takers)
Numeracy and Literacy
The foundations of learning
Flexibility
To be able to adapt to and cope with change
Leadership
Build skills and attitudes
Working with and relating to others
Setting goals and having aspirations
Teamwork
Cooperation and compromise
Be responsible for a task within a group
Feeling of belonging and caring – empathy and compassion
Able to manage self to get to a group goal
Global awareness and citizenship
Self Management
Meeting deadlines with effective time management
Challenging oneself
Organisation
It was important for the staff to ‘own’ our vision. We challenged ideas, reinforced belief, understood the foundations of our vision, together we came to a common vision that will underpin our curriculum development and the learning opportunities that we will provide at our school.
“ At Oroua Downs School our students will be responsible, creative and active thinkers that have the skills to confidently succeed in and adapt with an ever changing world.”
Wednesday, May 28, 2008
WOW - we have come a long way already
This year has been crazy busy already!
We have developed an action plan and have hit it full on.
This term is our first trial of the new model, we have made it our goal to ensure the language is common throughout the school as are the thinking strategies we a focussing on.
We are having a meeting shortly, once everyone has completed the 'organise' stage, to discuss successed and troubles and to ensure everyone knows exactly where they are and what to do for the next stage.
This trial has really opened up the lines of communication, and we are constantly discussing our own learning and the skill development of the children.
We have already discovered that the use of the thinking tool 'question map' has made the inquiry more focussed than before, children are learning how to ask quality questions, learning how to ask questions that will support their inquiry, really thinking about how they have to structure their questioning to make their inquiry a success. We have yet to develop rubrics but already the children are seeing their own development and are support eachothers learning journey.
Children discuss their inquiry in the playground, with the common language throughout the school, this has ensured that children from various levels in the school can make valuable contributions to these discussions, it also opens the pathway for leadership and peer support.
One of the ideas that I saw a Jan-Marie Kellows workshop, the visual tracking of the childrens journey has been used in my class. The children created it, and get a buzz when they can manipulate their little person along the road - a really simple idea - but I guess it just promotes ownership of the inquiry process - I do believe it has achieved this. Although we are on our first tiral I can already see the excitement and forward thinking developing in some of the children.
It is really exciting to hear this in and out of the classrooms, we are showing more unity on our journey and really creating a leanring community.
Coley Street - inquiry journey
Firstly, thank you to the team at Coley Street for opening their doors to use and sharing their journey, it was a valuable and impressive day. :-)
Time
Giving ourselves time to change and develop was one of the key ideas for me, this also backed up my own thoughts. Change does not happen over night, especially not quality change, we have to allow time for thought and mistakes, reflection and further modifications. The idea that we can try something new and not fully succeed instantly is a sigh of relief for many of us out there. We always want what is best for the children, and when things don't go according to plan, it can be frustrating. But with positive change there is always going to be the battles, the resistance and those challenges, we need to be constantly thinking of the outcome, knowing that we will get there eventually, but it is a journey to be taken.
Consistency of language
It was fantastic to see the consistency throughout the school, the model, the rubric, the language. This is one thing that we are trying hard to do at our school, I think it has a massive impact ont he students. If we expose them to the language of inquiry and thinking form a very young age, it will become second nature, as was seen at Coley Street. Junior we using the language of thinking, students knew how to use the tools, great scaffolding for learning!
All staff on board
The expectation that all staff were to be 'on board' with inquiry was huge. Of course you will get the resistance from some, but it has to be easier when the expectation is there, the staff know what is required and the support is there to back them up. This would have a positive impact on consistency,, collegual duscussion and support etc. I do feel the our school is much better at this than before. It was like Ross said 'the movement from classroom as islands', I do believe that this journey has to be a team trip.
Firstly, WOW - what an amazingly dynamic leader Ross is, it was inspiring to see him bounce round with excitement about their journey and staff. A huge wealth of knowledge and I would be really interested in visiting his school to further explore habit of the mind.
This session was we useful to show practical applications for thinking skills and tools.
We have alread set to trial our think scope and this reaffirmed the need for scaffolding for our learners and well as not overwhelming them with a multitude of tools. As part of our inquiry, we a trialling a selection of strategies and tools in the hope to refine them into a schoolwide tool box. Teachers are not onlky trialling them in inquiry but also throughtout other learning areas, which inturn reinforces the strategy and using the tools in meaninful context.
Time
Giving ourselves time to change and develop was one of the key ideas for me, this also backed up my own thoughts. Change does not happen over night, especially not quality change, we have to allow time for thought and mistakes, reflection and further modifications. The idea that we can try something new and not fully succeed instantly is a sigh of relief for many of us out there. We always want what is best for the children, and when things don't go according to plan, it can be frustrating. But with positive change there is always going to be the battles, the resistance and those challenges, we need to be constantly thinking of the outcome, knowing that we will get there eventually, but it is a journey to be taken.
Consistency of language
It was fantastic to see the consistency throughout the school, the model, the rubric, the language. This is one thing that we are trying hard to do at our school, I think it has a massive impact ont he students. If we expose them to the language of inquiry and thinking form a very young age, it will become second nature, as was seen at Coley Street. Junior we using the language of thinking, students knew how to use the tools, great scaffolding for learning!
All staff on board
The expectation that all staff were to be 'on board' with inquiry was huge. Of course you will get the resistance from some, but it has to be easier when the expectation is there, the staff know what is required and the support is there to back them up. This would have a positive impact on consistency,, collegual duscussion and support etc. I do feel the our school is much better at this than before. It was like Ross said 'the movement from classroom as islands', I do believe that this journey has to be a team trip.
Other thoughts from the day
* Language throughout the school, consistency, exposure to language at a young age, not using ‘juniors’ as an excuse for modification
* HoM repeatedly mention throughout conferences and course
* Quality learning environments impact on learning, can’t really succeed with a ‘make do’ mentality
* Budgets change due to the way we access information, lessens that need to buy resource packs
* Teachers must buy into it, have to own it otherwise it wont work
* Different levels of inquiry – some staff still have the idea that inquiry means 50 topics happening in one class
* Not to rush, not to be afraid to experiment, to be innovative, have the expectation that there will be support for those that want to ‘fly’ but also willing to share
* Children motivate themselves with the ownership of the topic – if they don’t have an emotional hook into the inquiry, it will fall apart, the power of inquiry is the power of the learner
* Children could articulate the process, the tools they were using, their next step, how they have to analyse the information, rate it, use different learning strategies
Firstly, WOW - what an amazingly dynamic leader Ross is, it was inspiring to see him bounce round with excitement about their journey and staff. A huge wealth of knowledge and I would be really interested in visiting his school to further explore habit of the mind.
This session was we useful to show practical applications for thinking skills and tools.
We have alread set to trial our think scope and this reaffirmed the need for scaffolding for our learners and well as not overwhelming them with a multitude of tools. As part of our inquiry, we a trialling a selection of strategies and tools in the hope to refine them into a schoolwide tool box. Teachers are not onlky trialling them in inquiry but also throughtout other learning areas, which inturn reinforces the strategy and using the tools in meaninful context.
Teacher Only Day - Developing our new vision
A teacher only day to continue our vision development was a fantastic day.......
1: What is LEARNING?
This was a great start, staff came with no preconceived ideas and didn’t really know what angle I was coming from. Some staff did misinterpret the task, but to their credit quickly modified their response to suit. We came up with an extensive list of attributes, already some staff were making connections between the attributes and key ideas for our learning community.
Next we looked at the thinking curriculum framework and converted our ideas into verbs for learning. At times this proved to be rather tricky so we decided to use our knowledge of the virtues to become descriptors of these attributes.
We categorised ideas and grouped them into similar areas. Next we discussed and decided which of these verbs fir into the following:
skills/knowledge
skills/behaviours
attitudes and values
This provided a great point for in depth discussion, it was great to listen to the justifications for decisions, staff challenging each others ideas, but also willing to listen and being confident enough to express their point of view. The whole day was really non threatening and definitely a team effort.
This was a great start, staff came with no preconceived ideas and didn’t really know what angle I was coming from. Some staff did misinterpret the task, but to their credit quickly modified their response to suit. We came up with an extensive list of attributes, already some staff were making connections between the attributes and key ideas for our learning community.
Next we looked at the thinking curriculum framework and converted our ideas into verbs for learning. At times this proved to be rather tricky so we decided to use our knowledge of the virtues to become descriptors of these attributes.
We categorised ideas and grouped them into similar areas. Next we discussed and decided which of these verbs fir into the following:
skills/knowledge
skills/behaviours
attitudes and values
This provided a great point for in depth discussion, it was great to listen to the justifications for decisions, staff challenging each others ideas, but also willing to listen and being confident enough to express their point of view. The whole day was really non threatening and definitely a team effort.
2: Attributes
Next I suggested that we could further group these ideas into the following categories.
Foundations of learning
Participating with learning
Life long learners
This was aimed to further clarify our beliefs as to what learning is and what aspects of that are important to our school.. This also provided a great avenue for discussion, really challenging our existing belief systems and requiring us to provide supporting evidence to show why we believe this, or not. We ended up with a fantastic list of skills, attitudes, behaviours, values and knowledge requirements. We also came to the conclusion, that in most cases:
· the foundation was the knowledge – the literacy, numeracy, digital literacies, all the knowledge that is needed to successfully participate in learning.
· Participating with learning – inquiry, thinking, interacting, justifying, challenging, questioning etc – really engagement with the learning experiences
· Life long learners mainly expressed the attitudes and values that the children take with them, the tools needed to contribute to the wider community, the notion of having the means to make decisions, take risks, knowing how to make adaptations in life. These skills taught through their schooling life that remain with them, that foster continuous learning, that develop the student into an active life long learner.
Next I suggested that we could further group these ideas into the following categories.
Foundations of learning
Participating with learning
Life long learners
This was aimed to further clarify our beliefs as to what learning is and what aspects of that are important to our school.. This also provided a great avenue for discussion, really challenging our existing belief systems and requiring us to provide supporting evidence to show why we believe this, or not. We ended up with a fantastic list of skills, attitudes, behaviours, values and knowledge requirements. We also came to the conclusion, that in most cases:
· the foundation was the knowledge – the literacy, numeracy, digital literacies, all the knowledge that is needed to successfully participate in learning.
· Participating with learning – inquiry, thinking, interacting, justifying, challenging, questioning etc – really engagement with the learning experiences
· Life long learners mainly expressed the attitudes and values that the children take with them, the tools needed to contribute to the wider community, the notion of having the means to make decisions, take risks, knowing how to make adaptations in life. These skills taught through their schooling life that remain with them, that foster continuous learning, that develop the student into an active life long learner.
Previously we had our initial vision meeting, we came up with a list of knowledge, skills and attitudes that we thought were important. It was the aim of this exercise to reinforce our belief systems. Without knowing where I was going, we came up with a list that was similar to our original, it included the same content, it was just further refined. Once I brought out the original list, there was great satisfaction from all to see that we were all on the same page, we were forming our belief system, it may have been hidden behind ‘attributes’, but in the end, the same ideas/beliefs were exposed.
This was fantastic, all went according to plan, although if the ideas didn’t match up, it would have been a great starting point for an intense discussion.
It was very satisfying for me to see, that our team worked so well together, we supported each other, shared ideas with confidence, spoke up, challenged, discussed further, basically owned the whole process, rather than looking to me for all the answers. This is really exciting for me.
We then used a fishbone diagram, the reason why I am using thinking tools is to ensure exposure and show versatility of these strategies, so the staff can make connections with our inquiry tools. We used the fish bone to collate ideas about what is important for our learning community. The headings were:
For the learner
Skills & knowledge
Attitudes & behaviours
Values
Life long learner
Scaffolding for the Learner
Classroom environment
Learning community environment
Wider community
Visual representation of our vision
The final task of the day is to create a visual representation of our thoughts of the day.
Took the staff into the ICT suite and looked at digital stories of schools in developing their curriculum, from the NZ Curriculum website. We experienced a few difficulties but eventually the short digital story was a great tools to culminate our work of the day. I asked the staff to create a visual representation of what they see as our vision, amazing results! This ended the session on a high note, the motivation was sparked, not exhausted, we are already forward planning as to our next workshop. It is very satisfying for me that all the hard work is paying off. It was interesting how the staff interpreted the task, images of key ideas, symbolism, analogies, environment was represented, unique things to our learning community were created in some amazing scribbles.
We discussed the key question:
Does our school have a vision, how widely known and shared is it?
I deliberately asked that question, simply to gage how many knew what our current mission statement was, how old it was, and where it was promoting the school, what do those children walking up the road mean to our school?
One staff member could give a vague definition, but that was better than not knowing. This has to change, we have to get our belief system out to the wider community.
The connections that I was leading to were seen, everything linked. It reaffirmed the opportunity we have to create our vision, create a learning community that best suits our children, to provide opportunities that inspire children to become lifelong learners. It reaffirmed the importance of our belief system that is the foundation of our new vision.
Opportunities
The idea is to make statements about these areas, confirming our beliefs. These statements will be sent to our community for consultation, the community will state their opinion and also rank these statements in order of importance.
I think this is extremely important, without a supportive community, there are barriers to development and change, ultimately change and progress is what we are aiming for. It may require education of our community, to get past the nostalgic mindset of education, but consultation is needed if we are to encourage support and create a partnership.
I was extremely proud of our small staff. Everyone was engaged and motivated. We discussed ideas freely and are all working towards a common goal, a really exciting start to our journey.
Does our school have a vision, how widely known and shared is it?
I deliberately asked that question, simply to gage how many knew what our current mission statement was, how old it was, and where it was promoting the school, what do those children walking up the road mean to our school?
One staff member could give a vague definition, but that was better than not knowing. This has to change, we have to get our belief system out to the wider community.
The connections that I was leading to were seen, everything linked. It reaffirmed the opportunity we have to create our vision, create a learning community that best suits our children, to provide opportunities that inspire children to become lifelong learners. It reaffirmed the importance of our belief system that is the foundation of our new vision.
Opportunities
The idea is to make statements about these areas, confirming our beliefs. These statements will be sent to our community for consultation, the community will state their opinion and also rank these statements in order of importance.
I think this is extremely important, without a supportive community, there are barriers to development and change, ultimately change and progress is what we are aiming for. It may require education of our community, to get past the nostalgic mindset of education, but consultation is needed if we are to encourage support and create a partnership.
I was extremely proud of our small staff. Everyone was engaged and motivated. We discussed ideas freely and are all working towards a common goal, a really exciting start to our journey.
We have scheduled further vison meeting for the remainder of the term, the motivation is high so we want to keep the momentum going. We have plastered the staffroom with all our work we did on this day, teacher aides and parents are commenting on the great ideas they can see on display.
We are all reflecting on our thought and coming back to the next meeting with a vision in mind. I do feel it is important to give timefor reflection because if we rush into it, them a solid belief system wont be behind it. We ned to be able to challenge our own thoughts and ideas, and be able to justfiy out beliefs.
I would like to congratulate our team for their dedication and support - You guys ROCK!
Monday, May 26, 2008
Inquiry Learning - Jan-Marie Kellow
INQUIRY LEARNING is asking questions about authentic contexts…student-centred learning about contexts that are relevant to them…the process of finding out stuff…developing skills to assist in investigating authentic issues, to gain a deeper understanding of the ‘real world’ and the society that we live in.
For me, the most powerful idea that will have lasting impact on our inquiry model, is the real world context. This will completely change curriculum development and in turn our delivery. We have to think hard about the topics selected, so they can actually provide real context rather than being restricted to research topic (traditional thinking). We will need to educate our community aswell as ourselves, as we have heard many times this year, often our communities have nostalgic views of education. I do also think that for our staff, getting outside the boundaries of our own school will open pathways to deeper thinking, we need to get out and see inquiry in action, so we can change our thinking.
DISCUSSION POINT – Are ‘Inquiry based learning’ and ‘Information literacy’ the same thing?
Information literacy is really just the tools…just a part of…they go together…you cannot do inquiry learning without the tools and skills…many confuse information literacy as inquiry learning…consider the HOTS as inquiry…RICH Q?s as inquiry…low-level questioning does not fit as well, except that it may be considered ‘low level’ inquiry…
This is my worry for our inquiry topic, the rich question is not so rich - but I guess we have to start somewhere - hopefully connections with this can be seen through further discussions at the reflection stage
LOOK LIKE? *School-wide Pictorial Model displayed, rubric displayed for students referral, other models as prompts, Key question clearly displayed, displayed progress (not always beautiful), levels of organisation = organised chaos, related resources (ICT and other), creative tangents, , groups doing different things, focused activity
For me this is about consistency throughout the school - we need to saturate the children with 'inquiry language', we have developed a visual aide, which is now visible in all classrooms. Teachers are more aware of using the language of thinking and inquiry to support the childrens journey. I think it is important to hav this consistency, so children moving throughout the school can see our mission, our goals, our learning intentions etc. This will have to be a major focus as we move along our journey, something that will be continually refined. we have started to look at our assessments, however, one step at a time huh, we are still developing mode for these.
For me, the most powerful idea that will have lasting impact on our inquiry model, is the real world context. This will completely change curriculum development and in turn our delivery. We have to think hard about the topics selected, so they can actually provide real context rather than being restricted to research topic (traditional thinking). We will need to educate our community aswell as ourselves, as we have heard many times this year, often our communities have nostalgic views of education. I do also think that for our staff, getting outside the boundaries of our own school will open pathways to deeper thinking, we need to get out and see inquiry in action, so we can change our thinking.
DISCUSSION POINT – Are ‘Inquiry based learning’ and ‘Information literacy’ the same thing?
Information literacy is really just the tools…just a part of…they go together…you cannot do inquiry learning without the tools and skills…many confuse information literacy as inquiry learning…consider the HOTS as inquiry…RICH Q?s as inquiry…low-level questioning does not fit as well, except that it may be considered ‘low level’ inquiry…
This is my worry for our inquiry topic, the rich question is not so rich - but I guess we have to start somewhere - hopefully connections with this can be seen through further discussions at the reflection stage
LOOK LIKE? *School-wide Pictorial Model displayed, rubric displayed for students referral, other models as prompts, Key question clearly displayed, displayed progress (not always beautiful), levels of organisation = organised chaos, related resources (ICT and other), creative tangents, , groups doing different things, focused activity
For me this is about consistency throughout the school - we need to saturate the children with 'inquiry language', we have developed a visual aide, which is now visible in all classrooms. Teachers are more aware of using the language of thinking and inquiry to support the childrens journey. I think it is important to hav this consistency, so children moving throughout the school can see our mission, our goals, our learning intentions etc. This will have to be a major focus as we move along our journey, something that will be continually refined. we have started to look at our assessments, however, one step at a time huh, we are still developing mode for these.
Tides are turning - Yey!
Two teachers came to me and queried our topic question:
They were finding it difficult for them to find an angle for their classes.
I was so excited that they are thinking about our topic, challenging it and making their own pathways.
My response: Make it your own, create the changes, we are in trial but make sure you reflect on it!
I can sense a change in the staff, we are all working for improvements in our thinking and teaching to increase the achievement of our students!
They were finding it difficult for them to find an angle for their classes.
I was so excited that they are thinking about our topic, challenging it and making their own pathways.
My response: Make it your own, create the changes, we are in trial but make sure you reflect on it!
I can sense a change in the staff, we are all working for improvements in our thinking and teaching to increase the achievement of our students!
Thinking Skills
As scaffolding to our new inquiry model, taken form feedback of the first trial, also from research that I have completed, I decided to create a list of specific thinking tools to trial at various stages of the inquiry.
It is aimed that eventually we will have a standard set of tools that students can use in not only inquiry but other areas of their learning.
It has meant some up skilling of teachers in how to use these tools, however it has been accepted with great motiovation. All templates and resources are available for student and teachers on our network.
The reflection upon the use of these tools would be very valuable for our curriculum development.
Sunday, May 25, 2008
New Inquiry Model
I took our new model to the staff. It was accepted with quiet nods and murmers. I explained the changes, due to our feedback at the end of the last trial. I had tried to develop a visual model, one that we can use in the classroom, I also wanted to show more reflection and the fact that while still linear of sorts, there is more scope to move throughout the model.
One of the most important additions is the "SO WHAT" at the end, really giving some power to the model, taking action, developing global citizenship (well, thats the aim anyway)
We decided to start with a whole school trial, in the second term. We also decided to focus on the inquiry and not the assessment outcomes. We thought it was more important to focus on getting the model in our heads and as a tool for ICT and key competencies than any knowledge outcomes.
It was hard at first to get the staff to discuss any issues about the model, I suppose we need to trial it first, but there was no challenge, no resistance either, but no challenge from the staff, was accepted as the way we will do it.
Our main question - "How/Why do animals adapt to change"
This raised issues for me, we are still thinking that inquiry is information gathering, which it is, but we are still in the 'traditional' way of tackling a topic - I couldn't really see how we could get our teeth into this, but I guess that this will come out in reflection. It is a very low end question, but wanted to start somewhere, once we have the model in our heads then we can go back and discuss the delivery. Before this discussion can happen, we need to trial and everyone needs to take ownership of inquiry. Looking forward to a great time sorting it in our heads.
One of the most important additions is the "SO WHAT" at the end, really giving some power to the model, taking action, developing global citizenship (well, thats the aim anyway)
We decided to start with a whole school trial, in the second term. We also decided to focus on the inquiry and not the assessment outcomes. We thought it was more important to focus on getting the model in our heads and as a tool for ICT and key competencies than any knowledge outcomes.
It was hard at first to get the staff to discuss any issues about the model, I suppose we need to trial it first, but there was no challenge, no resistance either, but no challenge from the staff, was accepted as the way we will do it.
Our main question - "How/Why do animals adapt to change"
This raised issues for me, we are still thinking that inquiry is information gathering, which it is, but we are still in the 'traditional' way of tackling a topic - I couldn't really see how we could get our teeth into this, but I guess that this will come out in reflection. It is a very low end question, but wanted to start somewhere, once we have the model in our heads then we can go back and discuss the delivery. Before this discussion can happen, we need to trial and everyone needs to take ownership of inquiry. Looking forward to a great time sorting it in our heads.
Monday, March 31, 2008
First Vision Meeting
Our first vision meeting has been really exciting!!!
We talked about the skills that we want our children to leave our school with. We grouped them, analysed them, discussed each in depth. Next we put them into the following categories
We talked about the skills that we want our children to leave our school with. We grouped them, analysed them, discussed each in depth. Next we put them into the following categories
- Skills
- Knowledge
- values and attitudes
It was incredible surprising to our staff that there were non of our ideas for skills that fit into the knowledge category. We decided that this was due toinformation of any kind being so instant and changeable, that the whole notion of knowledge is taking a back seat to the skills required to work with that knowledge. To be an on going learner, a life longer learner, we need the skills to select, analyse, intepret, make decisions about, compare, question, challenge etc the knowledge we gain.
So what do you think about that?
We have decided to go away and challenge our own thoughts on this....... we will keep you posted. :-)
Tuesday, February 26, 2008
Where we are at with inquiry
ICT-PD07 – as part of my action plan, I set a goal to design an inquiry model for the middle school to trial. This model was based on Action Learning which was already used in the school during integrated topic.
The aim was to use this model to introduce a greater focus on the processes involved in ‘action research’ but also involve a focus on the essential skills (eventually developing to the key competencies). Through this focus was the introduction of ICT and thinking skills. The aim was for ICT learning to run throughout the inquiry as well as developing a core stock of thinking maps to assist with information gathering skills etc
Organise
At this stage the children organise their learning, what they already know, through to what they want to find out and how they are going to do this.
We decided to trial specific thinking tools to assist this stage, the model required specific information at each step.
Once trialled we found that this stage was too prescribed and too many aspects were closely linked and we were just recording for the sake of recording - this stage was important to set up the inquiry but needed a lot of refining.
Discover
Locate information using specific thinking tools and ICT applications
Interpret the information found
Answer answer your questions and providd evidence of impact or consequences
This stage flowed a lot better, the children are well practised at this type of analysing. However, once the information was discovered, it was redundant, there was little place to showcase, this needs to be refined also. Basically we had the information but other than presenting it their was no avenue to take action with it.
Share
Create the presentation of information found
Communicate this information to a selected audience - however, as previously said, there was no real context for this information to mean anything, it was just like presenting an essay sort of thing.
Critique - look at the process, evaluate it and think about the learning that has taken place and the success or weakness of the processes.
Due to the trial topic of young entrepreneurs, this was specific to the audience at our mini market day. We are unsure how this would work with a different, less practical topic, this also needs refining.
Throughout the whole process, ICT's and thinking tools were specifically taught and used, this proved to be the most benefically aspect of the model. It encourage teachers to exit their comfort zones and exposed the children to a variety of strategies that they could transfer to other areas of their learning.
Each teacher was provided with a handbook, in both digital and paper form. This required specific teaching of information illiteracies and specific goals for ICT integration and goal setting. The whole school opted to trial the first draft with a young entrepreneurs topic - probably, most definitely not the best topic to begin and inquiry on, but we all gave it a go anyway.
Reflections
Yellow Hat
Specific planning ensure teaching and learning is focussed and meaningful
Use of graphic organisers, ideas flow, transferring skills to other areas
You can see the steps clearly
Having a good immersion stage really motivated the children
Went like clockwork
Changing habits and ways of learning
Learning more skills – especially with ICT
Worked well with groups
Good model
Focussed guided learning
Excellent social and cooperative skill development
Black Hat
Too segmented
Ordering of steps not needed
Some steps too closely related
Rich question needs to be earlier
Need time to evaluate – some parts were rushed
We didn’t revisit the learning in the following term
Actions question – eliminate – use question map
Can we integrate it onto other areas so teaching is even more focussed and in context
Where to next?
We really went in blind and hadn’t put the time into researching inquiry correctly
We need to work as a team, so it is not just one person driving this but rather a journey together
Research inquiry more, discover what suits our own learning community
Create visuals to create a common language throughout the school
Make it simple and effective so it will be sustainable
Since our first trial, we haven’t revisited it, this needs to be an ongoing document with more commitment to develop it further
Getting time to develop these ideas further would also be a bonus
So this is where we are at the moment, from Learning at Schools I have been given more direction on where to begin the process of developing our local school curriculum, a long but exciting process is ahead of us. Any suggestions would be greatly appreciated.
The aim was to use this model to introduce a greater focus on the processes involved in ‘action research’ but also involve a focus on the essential skills (eventually developing to the key competencies). Through this focus was the introduction of ICT and thinking skills. The aim was for ICT learning to run throughout the inquiry as well as developing a core stock of thinking maps to assist with information gathering skills etc
Organise
At this stage the children organise their learning, what they already know, through to what they want to find out and how they are going to do this.
We decided to trial specific thinking tools to assist this stage, the model required specific information at each step.
Once trialled we found that this stage was too prescribed and too many aspects were closely linked and we were just recording for the sake of recording - this stage was important to set up the inquiry but needed a lot of refining.
Discover
Locate information using specific thinking tools and ICT applications
Interpret the information found
Answer answer your questions and providd evidence of impact or consequences
This stage flowed a lot better, the children are well practised at this type of analysing. However, once the information was discovered, it was redundant, there was little place to showcase, this needs to be refined also. Basically we had the information but other than presenting it their was no avenue to take action with it.
Share
Create the presentation of information found
Communicate this information to a selected audience - however, as previously said, there was no real context for this information to mean anything, it was just like presenting an essay sort of thing.
Critique - look at the process, evaluate it and think about the learning that has taken place and the success or weakness of the processes.
Due to the trial topic of young entrepreneurs, this was specific to the audience at our mini market day. We are unsure how this would work with a different, less practical topic, this also needs refining.
Throughout the whole process, ICT's and thinking tools were specifically taught and used, this proved to be the most benefically aspect of the model. It encourage teachers to exit their comfort zones and exposed the children to a variety of strategies that they could transfer to other areas of their learning.
Each teacher was provided with a handbook, in both digital and paper form. This required specific teaching of information illiteracies and specific goals for ICT integration and goal setting. The whole school opted to trial the first draft with a young entrepreneurs topic - probably, most definitely not the best topic to begin and inquiry on, but we all gave it a go anyway.
Reflections
Yellow Hat
Specific planning ensure teaching and learning is focussed and meaningful
Use of graphic organisers, ideas flow, transferring skills to other areas
You can see the steps clearly
Having a good immersion stage really motivated the children
Went like clockwork
Changing habits and ways of learning
Learning more skills – especially with ICT
Worked well with groups
Good model
Focussed guided learning
Excellent social and cooperative skill development
Black Hat
Too segmented
Ordering of steps not needed
Some steps too closely related
Rich question needs to be earlier
Need time to evaluate – some parts were rushed
We didn’t revisit the learning in the following term
Actions question – eliminate – use question map
Can we integrate it onto other areas so teaching is even more focussed and in context
Where to next?
We really went in blind and hadn’t put the time into researching inquiry correctly
We need to work as a team, so it is not just one person driving this but rather a journey together
Research inquiry more, discover what suits our own learning community
Create visuals to create a common language throughout the school
Make it simple and effective so it will be sustainable
Since our first trial, we haven’t revisited it, this needs to be an ongoing document with more commitment to develop it further
Getting time to develop these ideas further would also be a bonus
So this is where we are at the moment, from Learning at Schools I have been given more direction on where to begin the process of developing our local school curriculum, a long but exciting process is ahead of us. Any suggestions would be greatly appreciated.
Sunday, February 24, 2008
Learning at Schools
After a huge week of very inspiring information overload, I have begun to think about where our school wants to go with inquiry.
The first place to start is to sort out our VISION - Trevor Bond is an amazing wealth of knowledge, and has given me a great place to start.
Here's looking forward to a fantastic learning journey!!!!
The first place to start is to sort out our VISION - Trevor Bond is an amazing wealth of knowledge, and has given me a great place to start.
Here's looking forward to a fantastic learning journey!!!!
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