1. Why Inquiry? Inquiry is a process which naturally integrates cross-curricular competencies and the subject areas. Engages learners by making connections to their world Broad Areas of Learning Cross-curricular Competencies Subject Areas

2. Inquiry A model for teaching and learning Anne Lemay Central Québec School Board Learning for All 2001 12 17

3. Inquiry Project Planning Questions come from : Issues that may arise in the school Student interest Teacher interest Understanding that the five Broad areas of Learning need to be connected to student learning over a two year period

4. Learner Centered Classroom Where are you on the continuum? Teacher Learner Centered __________________Centered

6. Constructing meaning by calling on prior knowledge, then building on it. Scaffolding Inquiry: What do we know about…..? What do we want to learn…..? Knowledge is constructed by : The active learner – hands-on activities The social learner – interacting with peers The creative learner – ideas, the arts

7. Moving toward Constructivism Student as empty vessel Teacher transmits information Students are evaluated by testing at the end of a project Knowledge is inert Students work alone on the same task Student’s prior knowledge is tapped Teacher role is interactive On going assessment process and product, observation Knowledge is dynamic, ever changing Students work in groups and alone on differentiated tasks

8. Differentiated Instruction Students are engaged through connections Inquiry is key…different students, different questions Success and difficulty are both supported Key concept makes instruction differentiated Without it the activities or projects are just different. Teacher knows where the students need to go, but is flexible on how they get there.

9. Multiple Intelligences Brain-based predispositions for learning The entry point into the inquiry project “The biggest mistake in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways.”

10. Entry Points – a good fit? Narrational – telling a story or narrative Logical- Quantitative – using numbers or scientific approaches Foundational- examining beliefs, frameworks of meaning at the core of the topic Aesthetic – sensory, arts-based features Experiential- hands-on, personal opportunities to become involved in topic.

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13. Research KWL Create groups to work on chosen bugs Rap sheet- some ideas from a brainstorm: - common name, scientific name - diagram, with color key - description - wanted for (personal story) - diet - habitat - last known location

14. Task Bug Inquiry 1. Identify the entry point employed in this project. 2. Choose one of the other entry points that you could have used in this project and describe how you would use it. 3. What is the key concept in this project? 4. Determine a critical issue that could be explored in this project.

15. Numbered Heads Together Team numbers off 1-4. Teachers explains question. (task) Group is given time to confer and arrive at their answer. It is the job of every team member to make sure that all teammates are prepared to answer. Teacher calls out a number and that person responds for their team.

16. Planning and Evaluation What is Broad Area of Learning?

17. Environmental Awareness And Consumer Rights and Responsibilities Citizenship and Community Life Health and well-beingPersonal and Career Planning Media Literacy

18. Panning & Evaluation Which Cross-Curricular Competencies will you focus your assessment on?

19. To use informationTo solve problems To use information & communication technologies To exercise critical judgment To use creativity To adopt effective Work methods To construct His/her identity To cooperate With others To communicate appropriately

20. Planning & Evaluation What subject areas will be the focus?

21. Health &Well Being Environment & Consumer Awareness Citizenship & Community Life Personal and Career Planning Media Literacy Intellectual Methodological Communication-Related Personal & Social Languages Mathematics, Science & Technology Social Sciences Arts Education Personal Development

22. Planning & Evaluation What tools will our team use to facilitate the assessment process?

23. Portfolio A vehicle for demonstrating student learning and growth Work Samples chosen based on criteria include: Student reflection Self-evaluation Goal setting

25. Taking the time to find questions Gaining new perspectives Attending to differences Sharing what was learned Taking thoughtful new action Planning new inquiries

26. Inquiry projects – Students at Risk Content, process and product are adjusted because teacher builds on and understands student differences. Student interests and choice are negotiated. Variety of instructional strategies used to connect learning to the world. Individual and group responsibility gives students a sense of belonging. Tiered activities give all students a measure of success. Support principles of inclusive education.

27. Inquiry Based Projects Based on key principles of differentiated, constructivist learning which underpin the QEP. Students are engaged because teachers understand that they need to use varied entry points, strategies and student choice. Student learning is wrapped around a key concept guided by the teacher. Facilitates competency-based learning, the goal being maximum student growth and individual success.