1. Please link to googledoc, and your TYPEWITHME through your email before we start. Inquiry in a Digital World Nurturing Collaborative Inquiry. Toronto, Ontario June 27-30, 2011 Please link to googledoc, and your TYPEWITHME through your email before we start.

2. PLEASE LINK TO GOOGLEDOC, AND YOUR TYPEWITHME THROUGH YOUR EMAIL BEFORE WE START.

3. Introductions Who We Are Jennifer Colleran Grade 1 teacher Primary Division Head Branksome Hall Toronto, ON Cathy Russell IT teacher Junior Division Head Branksome Hall Toronto, ON Mary Abbott Project coordinator The Critical Thinking Consortium TC 2 ) Nanaimo, BC Evita Strobele Grade 6 teacher Branksome Hall Toronto, ON Tanya de Hoog Asst Head and PYP Coordinator Branksome Hall Toronto, ON

4. Collaboration Using Digital Technologies 1. Refresher: What is collaboration 2. Critique the piece: Voicethread 3. Exploring the sites… 4. Goal setting in own units

5. Standards and Practices Standard C3 Teaching and Learning: 6 6 Teaching and learning address human commonality, diversity and multiple perspectives. 11 11 Teaching and learning incorporates a range of resources, including information technologies. 13 13 Teaching and learning engages students in reflecting on how, what and why they are learning. 14 Teaching and learning fosters a stimulating learning environment based on understanding and respect PYP requirement: – The school provides environments in which students work both independently and collaboratively. – Teaching and learning empowers students to take self-initiated action as a result of their learning 15 15 Teaching and learning encourages students to demonstrate their learning in a variety of ways.

7. IB Learner Profile Attributes Investigating Creating Communicating Collaborating Organizing Be responsible Act Reflect Choose Knowledge Concepts Attitudes Action Skills Consider new paradigm in education and PYP…

8. Collaboration Inquiry occurs through participation in a collaborative community. When we inquire together to solve a problem, we support each other and learn from and with each other. We learn IN experience, not just from experience.(I.e. apprenticeships. Some are experts, some are on the periphery working toward becoming an expert.) Even those on the periphery belong to the community. (i.e. emergent readers vs. non-readers) Page 8

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10. Page 10 Critical, creative and collaborative inquiry (C 3 inquiry) Teaching and learning is a matter of working with the support of others to draw well-informed and often imaginative conclusions involving the subject matter of the curriculum. C 3 inquiry is based on rigorous thinking about the curriculum that is not simply reactive, but also imaginative and productive, and not always solitary, but often in tandem with others. Complementary roles: We can engage students simultaneously in thinking critically (the rigorous quality of their thinking), while being creative (a purpose for thinking), and collaborative (the social context in which is it conducted).

11. Collaborative Thinking from Keynote: Students determine nature of interaction so that it honours everyone contributions (role, time, length of discussion) Structure of the discussion is determined by the norms of collaboration established by the group (e.g. paraphrasing to clarify understanding, probing, promote a spirit of inquiry, honour all voices, withhold judgments) Encourages discussion and accepting of dissent. Dialogue contributes to a deeper shared understanding leading to individual application of the ideas to solve a problem or create a product.

12. How is the following flight of starlings a metaphor for collaboration using digital technologies (… and how isn’t it?) http://wn.com/Starlings_on_Otmoor,_Oxfordshire Typewithme Reflection http://typewith.me/c2iCThOtPN

13. Analyze this Voicethread for elements of collaboration.

14. Inquiry notes on ed.voicethread… Form: - Students/tchrs can choose the content they want to upload from computer (doc, ppt, Notebook movies, flicker, Facebook, New York Public Library. - Criteria for judgement can be established by participants.. Function: Threads allow the posting of images/text/video which can be commented on verbally, through video, drawing, or typing. Respondents can be represented by an icon or picture. Manager can choose whether to moderate comments. Causation: Because it is not realtime, it allows parti to consider responses, and be as through and thoughtful as possible. Change: The thread can be changed by participants if the creator gives them editing rights (the pen). When criteria for comments and discussion set, it can lead to deeper shared understanding (that could lead to an individuals solving of a problem or creation of a product) Connection: Definitely work on threads leads to a deeper shared understanding if students have the time (and expectation) to listen to other threads. Perspective: Definitely allows for discussion and dissent * if expectation is set/taught/practiced Reflection: Stud have chances to preview own responses before posting to be sure it accurately represents ideas. Responsibility: ed.voicethread is a more protected part of the bigger site. Creators have opportunity to keep threads private, or to share with specific people, or everyone on ed.voicthread (global). Education would need to occur on how to share threads with family and friends outside of school community. Students determine nature of interaction so that it honours everyone contributions (role, time, length of discussion) Structure of the discussion is determined by the norms of collaboration established by the group (e.g. paraphrasing to clarify understanding, probing, promote a spirit of inquiry, honour all voices, withhold judgments) Encourages discussion and accepting of dissent. Dialogue contributes to a deeper shared understanding leading to individual application of the ideas to solve a problem or create a product.

15. Why do kids play to learn about a new environment…

16. So we will too… So we will too… Individually, in pairs or small groups we will each take on the job of ‘previewing’ an online collaborative tool. Use the googledoc with same title as the section your link is listed under Include reference to the 4 criteria or ICT skills for collaboration in your notes

17. Before we leave… Let’s stick some goals on our goal wall http://www.wallwisher.com/wall/collagoals

18. Consider these ideas from keynote: 5 do’s from TC2 Regularize collaborative thinking Utilized less bounded perspectives and resources Diversify tools for analysis and representation Enhance self- regulated student thinking Capitalize on efficiencies in use of teacher time Tools for thinking from TC2 Habits of Mind Thinking Skills Criteria for Judgement Vocabulary,,, and,,, ahhh

19. Page 19 TEACHER Students

20. Page 20 Enduring Understanding: At the heart of the cycle is the learner constructing meaning. Connecting, building a conceptual framework, collaborating, inquiring, developing skills, understanding, sharing knowledge, action… Teachers, Students and Other Adults