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.
Wednesday, September 24, 2008
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.
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