jana

media type="youtube" key="t3_R2eCiazk&hl=en&fs=1" height="344" width="425" Oh, the Places You'll Go... by Dr, Seuss i went to [|school]. Brody pic:

Inquiry Framework: [[image:http://communitiesofinquiry.com/files/communitymodel_small.gif width="307" height="311"]]
From: Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. [|pdf Full Text]

http://www.thirteen.org/edonline/concept2class/inquiry/index.html Thirteen Ed, Joe Exline author an overview of the Inquiry Framework Model. The site deals with the following topics:

__WHAT IS INQUIRY???__ It is inspired, meaningful life-long learning. It is a bridge between the known and unknown. It is reflective and personal. It is learning in the purest sense.

__REFLECTIONS AFTER DAY 1__ Well, I thought I was doing ok, but all the technology confused me. I crashed & fell behind, and there was nothing I could do about it. I still have so much to learn about how to better guide my students through this process. How can I ensure student success? I am learning that we should allow inquiry to happen naturally. The emphasis is on student-directed questions. Learning skills, rather than memorizing knowledge. Learning things, rather than learning about things. i guess that is what really stuck for me today.

__What classroom environment features stimulate inquiry?__ I think a class full of inspiration and free of judgement, so students are given the opportunity to ask questions without worrying about being wrong. A classroom with a great deal of inquiry reference materials, comprehension and researching strategies, pre-teaching, and modelling. A class where students want to learn new things and steer the direction of their own education. Maybe this sounds strange, but they kind of have to be in the mood for inquiry, too.

__Essential Questions:__ They are: -arise from our attempts to learn more about the world -invite perspective and connections in order to develop deeper understanding -poised at the boundary of the known and the unknown -people are able to find expression for their own strongest gifts and interests at the same time that they are able to establish a sense of community with others

EQ are meaningful, relevent questions that create connections and community. They are important because they guide the students' inquiry and ultimate understanding. They give our work meaning and purpose.

__REFLECTIONS AFTER DAY 2__ OK, now things are starting to make sense to me. I felt more confident and inspired to take on this Inquiry Framework. Thanks to the experts for guiding us in coming to understand essential questions and prepare for the future.

__REFLECTIONS AS WE START DAY 3__ The students and I have enjoyed working with this way of thinking and learning. We looked in-depth at the different "during" reading strategies, levels of questions, discussed our open and collaborative environment. We still need to focus more on the tech. side of things. I am looking for more guidance and ideas today, as we explore deeper.

__REFLECTIONS AS WE END DAY 3__ Working together to begin planning our inquiry unit for Myths & Legends was very beneficial. It is a huge unit, with many questions. Boiling it down to one EQ, with guiding questions was a real challenge. A preview of the new ELA curr was a highlight today. (4 new goals: receptive strands, expressive strands, inquiry, and assessment/self-reflection) Systematically selecting tasks that evoke higher level thinking will be our task for tomorrow.

__REFLECTIONS OF ASSESSMENT__ "Assessment involves the systematic collection of information about students learning with respect to: -achievement of provincial curricula outcomes -effectiveness of teaching strategies employed -student self-reflection on learning.

Assessment for Learning- provides feedback and direction for teacher and students about what we know and what we need to learn next. Assessment as Learning- students reflect throughout the unit and monitor their own learning. Assessment of Learning- the teacher evaluates, records, and reports on what the student has learned.

__AFL & AasL__ Formative vs. Summative Evaluation __AofL__||~ Formative ||~ Summative || Chappuis, Stephen & Tiggins, Richard J. (2002). Classroom ssessment for learning. //Educational Leadership, 60//(1), 40-43.
 * Primarily prospective || Primarily retrospective ||
 * Analyze strengths and weaknesses towards improving || Document achievement ||
 * Develop habits || Document habits ||
 * Shape direction of professional development || Show results of such forays ||
 * Opportunity to reflect on meaning of past achievements? || Evidence of regular formative evaluation? ||
 * Feedback || Evidence ||

Classroom assessment that involves students in the process and focuses on increasing learning can motivate rather than merely measure students.

REFLECTIONS AFTER DAY 4 I just went back and read my reflections from early on. I have come a long way in my understanding of Inquiry, thanks to JoAnne, Donna, and our Grade 5 group. One challenge I still have is giving our unit a realistic focus. My great understanding was in assessment. I look forward to meeting again to complete our unit.

REFLECTIONS AFTER DAY 5 We had a few false starts to our unit, but now I feel we are on our way on the right track. I am excited to finish the unit today and share it with my students this spring. We have really simplified our indicators, and have a real focus. JoAnne asked, How would you describe your competency as an Inquiry Designer...Wizard, Master, Apprentice, or Lost in the Woods. After many, many days of being lost in the woods, I think I am finally up to Super-Apprentice. Still not a Wizard, by any means. I think, first, I would have to try the unit with students to see the real world application. That is how you get to the next level.

REFLECTIONS AFTER DAY 6: I am still not a Wizard Designer of Inquiry Units. Will I ever be? Does that matter? I still don't know that there is a "right" way to do it. There is so much to learn. I have a better understanding of Inquiry now, and I have learned to infuse Inquiry Learning into my units, and I have tried many new things with my students that I had never tried in the past. The students have learned to ask better, more relevant, questions. It is a new way of thinking for all of us. Right now, we are doing Heritage Fair at school, and our class began by first asking "What is heritage? and How do we celebrate Heritage?" The students inquired on Heritage based on their own interests and questions. The questions they generated really guided their own learning. The Heritage Fair, this year, feels like MORE...more than just a report on _____. Their study is more real, more authentic. Our Grade 5 Inquiry PLC group has worked well together to build our unit on Myths & Legends. We went on many side-adventures and scrambled over many obstacles in thinking. We came up with so many creative ideas. (They are just not down on paper in an organized format yet!) We still need more time to finish writing and organizing the unit. How will we do this? I can't wait to get it finished and try it at home. Thanks to our group, and our fearless leaders! Thanks for your patience!