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
Sunday, June 22, 2008
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.”
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