8P43Ruth McQuirter

Week 2Class 1

Sept. 12 & 13, 2016

Agenda• Hands-on work with Questioning• Stages in the Inquiry process• Further explanation of Inquiry Assignment

– Monograph • Research skills: Yours and JI students

– Research modules from Brock library– Resources for JI students: Research Skills

• Digital citizenship– In a JI context– Links to Professionalism & Attendance– Logs

Agenda cont’d

• Interview questions• Work in your Collaborative Inquiry Groups

“It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry.”

Albert Einstein

Creative Commons

I Have a Question

• https://www.youtube.com/watch?v=LoYdJYd8SoU&feature=youtube_gdata_player

• http://www.mars-one.com/ • https://www.youtube.com/watch?v=2FXp8cr4fe8

• https://www.thestar.com/news/canada/2016/06/08/mars-trip-one-step-closer-to-blast-off-for-burlington-woman.html

Inquiry-Based Learning: Developing Student-Driven Questions

• https://www.youtube.com/watch?v=OdYev6MXTOA

INQUIRY KWHLAQKnowWant to knowHow to find itLearnedActionQuestions

4 Steps of Inquiry-based Learning

1. Students develop questions they are hungry to answer.

2. Research the topic using time in class.3. Have students present what they’ve learned.4. Ask students to reflect on what worked about

the process and what didn’t.

Connecting Inquiry to Language Arts

• Review the stages of inquiry• Scan the Ontario Curriculum: Language for

overall and specific expectations that relate to the steps of inquiry.– Table 1: Reading– Table 2: Writing– Table 3: Media Studies– Table 4: Oral Communication– Table 5: Trace research skills from grades 4-8

Teacher Involvement

• “While flexibility is key to success with inquiry, class time is not a free-for-all. Teachers always need to guide the inquiry toward further learning and keep students from being sidetracked.”

• Source: Inquiry-based learning: Developing student-driven questions http://goo.gl/5NvXHN

Learning Skills and Work Habits

• Responsibility• Organization• Independent work• Collaboration• Initiative• Self-regulation

Transition to Teaching

• Year 1: Transition from undergraduate to professional program– Professionalism: 10%

• Year 2: Transition from professional program to classroom teacher– Professionalism 20%

Meeting Logs

• Sign up for being facilitator/recorder • On your assigned day, complete and upload

Meeting Log to Sakai Forum by end of day • Designed for goal setting, reflection on

collaboration, division of responsibility etc.

• Log forms are on Sakai under Resources.

4 Steps of Inquiry-based Learning

1. Students develop questions they are hungry to answer.

2. Research the topic using time in class.3. Have students present what they’ve learned.4. Ask students to reflect on what worked about

the process and what didn’t.

Inquiry Project – Monograph

• To be created by your group• Worth 40% of final grade• See Syllabus and Evaluation Components

(Sakai – Syllabus tab) for rubrics • Due Sept. 26 (sec. 2) or 27 (sec. 1)

Research Skills for Inquiry

• Your JI Students– Examine the Assessment checklists from Language

Power Now– Scan the Research Skills section of student books

for this resource. How might you use them in an inquiry unit?

– Levels & corresponding grades:• B (4); C (5); D (6); E (7); F (8); G (9); H (10+)

Research Skills for You

• Brock Library: modules on using Brock databases – See Sakai site, Week 2, Class 1 – http://researchguides.library.brocku.ca/

gettingstarted – http://researchguides.library.brocku.ca/

beyondthebasics

Digital Citizenship

• http://lessonsbysandy.com/2012/10/digital-citizenship.html#foobox-1/0/Screenshot2012-09-30at6.28.05PM-1.png

• https://www.commonsensemedia.org/educators/scope-and-sequence

Interview Questions

• What do you need to consider when beginning with inquiry in your JI classroom?

Collaborative Inquiry Time

• Tasks:– Narrow inquiry focus– Identify inquiry question– Brainstorm Learning Objects– Complete Meeting Log #1• Post it to Forum by end of today