The Program Proposal for LDISS Project-Based Inquiry within An Integrated Broad- Based Technology Program Across the Curriculum Grades

The true sign of intelligence is not knowledge but imagination. Albert Einstein It is time, in education, to celebrate imagination which is the cornerstone of creativity and innovation. Al White Former: Education Officer, Ministry of Education; Wrote and implemented business Education Curricula for all levels; Superintendent in Human Resources, Thames Valley District Public School Board; HMI and a Strong Advocate for Quality Education for Students of LDISS Resident of Douro-Dummer

LDISS Project-Based Inquiry a 21 st Century teaching program to meet the future need of students Advisory Committee -teachers -mentors -program support -other groups 7-12 School -organization -credits -assessment Teachers -re-trained as mentors -revised assessment Community and Parents -support of parents -shared responsibility -celebration of student achievement

The Ontario Guideline for Technological Education (2009) promotes the integration of learning across subject disciplines Students take the courses they sign up for in a full range of subjects. This school operates in the same manner as is currently planned; The proposed curricular change for LDISS is the inclusion of an additional type of teacher instruction which includes students taking responsibility for their own education. Each project would cross over many subject areas. A student may take on a project in any topic area. For example: If a student asks: “ What is the theme song of the UN?”.... and then, decides “I’ll create one!”..... This topic would become their project which would cross over many subject areas including: Music, English, French, History and Computer Coding.

LDISS is Open Project-Based Inquiry a 21st Century Teaching Program to meet the Future needs of our students. School Organization 1 st Year School Organization: same as currently present; Grades 7 &8: no change; Teacher training in support of implementing Project- Based Inquiry. 3 rd Year (Shared Development) Program delivery modified for quality as per recommendations from staff, corporate partners, community and parents. 2 nd Year (Possibly) Modify periods of the school day (40-minute periods per day, all year) to improve learning in some subjects; Others are improved with a double period and/or full semester program Note: All curricular initiatives will be within the current requirements and regulations of the Ontario Ministry of Education.

LDISS Advisory Committee members representing parents, teachers, administration, corporate partners and community representatives; Work with community and corporate partners to identify mentors, co-op placements and support; Prepare 3-4 newsletters per year for circulation to parents and the community. Manage offers of support by Business, Colleges, Universities, venture groups, and Foundations.

All Teachers and Administration Shift in role to mentor and coach in support of student success; Hold students to their responsibilities as learners and members of the school community; Adopt a more multi-dimensional assessment model which recognizes all student achievements, including projects.

Parents: Support and share in their child’s education; Review School Newsletter and return questions and comments; Celebrate Achievement of all students; Attend 2-3 community meetings per year.

Students: Direct responsibility for their education; Ownership for their learning; Ready and prepared to play an active role in their education; Engaged, active and inspired learners.

All students will have a Daily Logbook for the year containing a record of: Prioritizing Plans of Action; Strategies to manage time; Activities and research completed with time invested; Research summaries in an annotated bibliography; A record of meetings with mentors noting advice and support given; A record of all investigative activities and related activities; A record of meetings with advisors noting responses given; All draft documents pertaining to the final project report and the presentation of the project.

All students will have a Porfolio containing: All project reports; Assessment documents pertaining to all formative and summative project reports; All records of achievement; An updated resumé and supporting references from teachers as well as in-school and out-of-school mentors, advisors and co-op supervisor(s) etc.

The Ontario Guidelines for Technological Education 9-12 promotes the integration of learning across subject disciplines. (2009)

An Example: A new sports air bag system, designed to be worn as a vest in a ski suit, which would automatically inflate during a fall, and prevent serious injury during downhill ski races. Science - the scientific principles involved in design, construction and application of the technological device and its use; Mathematics - dimensions and shape of the technological device; The Arts- aesthetic qualities of the design of the inflatable vest; History and Geography- the regional and societal impact associated with the use of this new inflatable vest compared with similar earlier protective devices.

An Example: A new sports air bag system, designed to be worn as a vest in a ski suit, which would automatically inflate during a fall, and prevent serious injury during downhill ski races. Health and Physical Well-Being - the heath and physical benefits associated with the use of this inflatable vest; Business Principles - production and marketing plans for this new inflatable vest; English, Computer Coding and Literacy skills- skill development related to: a) designing and communicating design ideas; b) writing a project proposal and project reports summarizing the materials, design, advantages, and safety of the product; and c) writing instructions for the most effective and efficient use of this new product.

The Ontario Curriculum, Technological Education (2009 ) Recognizing that to succeed, in today’s society, students need to be effective problem solvers and critical thinkers, able to understand, question, and respond to the implications of technological innovation, the Ministry of Education presents a vision of Technological Education in Ontario which focuses on developing students’ research skills and fostering creativity, critical thinking, and problem solving.

Project-Based Inquiry - based on a real-life investigation; - highly effective at developing: research skills; problem-solving skills; critical thinking skills while fostering creativity and innovation. LDISS achieved this, in science, between

The Many Faces of Inquiry Open- Ended Project- Based Inquir y Guided Project- Based Inquiry Structured Inquiry (also called Problem- Based Learning) Develop: Critical Thinking Skills; Creativity and Innovation Collaborative Skills Empowered and.....Engaged Learners Confirmation Inquiry Most Common Sometimes Implemented Rarely Implemented The Goal

Project-Based Inquiry Guided Project-Based Inquiry Largely Teacher- Directed: Students: 1)Select a topic from a teacher’s list of possible topics; or 1)Select a question from a pool of teacher’s questions. Open-Ended Project-Based Inquiry Student-Centred: Students:  Select a topic of interest for investigation;  Conduct preliminary research;  Pose a meaningful question for investigation.

THE INVESTIGATIVE CYCLE OF PROJECT-BASED INQUIRY Hypothesis (predicted answer) Investigative Plan Data CollectionData Analysis Research Conclusions Communication Future Directions Driving Question A Topic for Investigation e.g. Developing an Oregano Water Filter

Sarah Langer: Model for Human Decomposition in Fresh Water Model for Human Decomposition in Salt Water ( Bronze and Silver Medals, CWSF 2008 and 2009); Alyson Bell: Antibacterial and Antifungal Properties of Oregano Oregano Bio-Filter to Purify Water (Bronze and Gold Medals, CWSF 2009 & 2010); Nicole Gastle and Savannah Massimo Absorptive Device for Cleaning up Oil Spills (Bronze Medal, CWSF 2013).

Adam Noble: Pollution Level from the Head of the Trent to Trenton (Bronze Medal, CWSF 2010 ); Adam Noble and Shayla Larson: Nanosilver Pollution from the Head of the Trent to Lake Ontario and developed a Model for Nanosilver Absorption by Euglena (Gold Medal, CWSF 2011); Adam Noble: Nanosilver Water Filter (US Intel International Science and Engineering Fair, First Prize; European International Science and Engineering Fair, First Prize; Participation in the Nobel Prize Ceremony, 2012); Citrate Nanosilver Particle as a cure for solid mass malignant tumours, (Gold Medal CWSF 2013; Top Project in CWSF 2013).

Project-Based Inquiry Role of the Teacher  Mentor  Facilitator  Coach  Advocate The Learning Environment  A Community of Learners collaborating, supporting and encouraging each other;  Learning is student-directed;  Students are engaged and motivated each investigating their own chosen topic. Allyson Bell’s Project ( ) Designing an Oregano Bio-Filter for purifying water

21 st Century Skills Skills and abilities that students need to develop in order to succeed in this information age : – Learning Skills: Critical Thinking; Creative Thinking; Collaborating; and Communicating. – Literacy Skills: Information Literacy; Media Literacy; and Technology Literacy. – Life Skills: Flexibility; Initiative; Social Skills; Productivity; and Leadership. The Bill and Melinda Gates Foundation

All students need to be given the opportunity to discover the power of their own mind. Dr. Ann McIlmoyle Former Head of Science Lecturer (U of T, UBC, York University) and Life-Long Learner