Communication and Body SystemsHuman Organ Systems and the Development of Language

Overview: 

The inquiry began by the grade 5 students’ wonderings about two students in the community class after an assembly. They noticed that the students were communicating via Proloquo2go. This is a computer picture communication exchange system software that allowed the students to use images to string together sentences. The grade 5s also noticed that others in the community class could not speak at all, and were shrieking delightedly when a song came over the speaker systems. The discussion continued after the assembly and the students were asked to spend a day recording all requests that they made throughout the day. They began to observe that communication involved more than just speaking and formed “The Communication Team”. So began the inquiry.

We reviewed the inquiry process and students began by immersing themselves in the idea of communication in all forms. They looked at road signs, artwork, verbal communication, body language, etc. They refined their research and decided to look at neuro-typical communication and communication disorders, their essential-inquiry question being, “What does it mean to communicate and how do we know is there is a disorder in communication? Who decides?”

They formed expert panels who were each responsible for covering various questions, such as “who is responsible for diagnosing a communication disorder” and “what are the pathways that language travels through to get from your brain to your words?”. Together they worked to answer the questions. Products included: two paintings in the style of Mondrian and Pollock which represented neuro-typical communication and communication disorders respectively, a model of the brain, and a rap about living with dyslexia. The communication team pushed back at the idea of the word “disorder”, worked with community partners including a speech and language pathologist, and determined that communication can mean anything that involved an interaction. The students connected their work in literacy to their work in Science and were really able to flush out the big ideas listed above. They researched, read, wrote, and created products that reflected larger curricular ideas as well as their interests and wonderings.

Grade Level: 5

Strand and Topic: Understanding Life Systems: Human Organ Systems

Inquiry Focus: 

What does it mean to communicate and how does one know if there is a disorder in communication? Who decides?

How does language work in the average brain? How can we tell if there will be a communication disorder?

What are some different ways that disorders can be represented and explained?

What are the different parts of the brain responsible for?

What are the stages of typical language development?

What is dyslexia and why do we call it a disorder and not just a difference or variation?

What does it mean to communicate? If someone is nonverbal, in what ways do they communicate?

Timeline: 

The suggested time frame for this inquiry is between 6-10 weeks long. This particular research team worked for 10 weeks; there are some researchers that are still very interested and invested in this study while others lost interest upon completion. Note: the time required depends on students’ background knowledge, skills set, level of interest, and any additional time required for completion of student work as well as an understanding of their role in an inquiry as well as independence skills.

Big Ideas:

What does it mean to communicate and how does one know if there is a disorder in communication? Who decides?

Social Justice, Activism, Allied-ship with students with special rights, understanding various forms of communication, and communication pathways.

Overall Expectations:

Science and Technology 

2. Systems are components of a larger system (the body) and, as such, work together and affect one another.

3. Organ structures are linked to their functions. Systems in the human body work together to meet our basic needs.

4. Choices we make affect our organ systems and, in turn, our overall health.

Language: Oral Communication

1. Use speaking skills and strategies appropriately to communicate with different audiences.

Language: Writing

1. generate, gather, and organize ideas and information to write for an intended purpose and audience

2. draft and revise their writing, using a variety of informational, literary and graphic forms, and stylistic elements appropriate for the purpose and audience

3. use editing, proof-reading and publishing skills, and strategies and knowledge of language conventions to correct errors, refine expression, and present their work effectively

Language: Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Language: Media Literacy

1. demonstrate an understanding of a variety of media texts2. create a variety of media texts for different purposes and audiences, using appropriate forms,

conventions, and techniques 3. reflect on and identify their strengths as media interpreters and creators, areas for

improvement, and the strategies they found most helpful in understanding and creating media texts

The Arts: Visual Arts

D1. apply the creative process to produce a variety of two-and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

D2. apply the critical analysis process to communicating feelings, ideas, and understandings in response to a variety of art works and art experiences

Key Concepts:

- the idea that communication comes in many forms- that neuro-typical language development is a complex task- that information can be expressed, researched, and explained in various ways- that the word “disorder” implies that there is something wrong rather than something that is

not the same as

Prior Skill Sets: 

- independent research skills- group work- research and recording skills- understanding of how to use Google Drive (including how to share and create documents)

Prior Knowledge:

- communication means more than just “talking”- the guided inquiry process

Materials and Equipment: 

inquiry binders a section of the binder to gather their research and plans a folder set up on Google Drive some introductory materials to begin their immersion into their topic of inquiry canvases paints clay wire, wire pliers, and cutters computers iPads chart paper research trackers

Safety: 

List the safety considerations for the inquiry-based lessons and prior skills and knowledge-building lesson(s). State the criteria that ensure safe practices.

- as the nature of this unit can become quite sensitive, I spoke to the group about sensitivity and understanding that others may not agree with their points. I also wanted to ensure that proper language was used (i.e., neurotypical, non-neruotypical)

- adult supervision was required when using the pliers and wire cutter (building a neuron)

(http://stao.ca/res2/unifElemSafety/ )

Instructional Planning and Delivery:

How did you start the process?

Lighting the inquiry spark and observing student engagement and wondering:

In a school-wide assembly at the beginning of the year, it was hard not to notice the student at the back of the gymnasium as he ran back and forth shrieking in delight. He was clearly very excited to be back at school and with those he hadn’t seen in several months. When we returned to class that day, the students began asking many questions. They wanted to know “what was he trying to say?”, “how do his teachers and parents understand him” and “can we play with him; maybe he will like playing basketball with us, too?”. We had a community circle to discuss their questions and we got on the topic of communication disorders, the idea of communication, and communication tools.

Because of their interest, we began with a read aloud book entitled, Rules (Lord, Cynthia. (2006) Rules. New York, NY: Scholastic). The book is about a twelve-year-old girl named Catherine who has a brother on the Autism Spectrum. The students began to wonder about how children learn to communicate and the different ways that people communicate.

In one scene in the book, we meet a character who is completely non-verbal and communicates with others using PECS (picture exchange communication system). Our goal for the remainder of that day was to communicate using only picture cards that we would create. We created 10 cards that we would have to use for the remainder of the day. The students learned that it was challenging and frustrating and that it took patience to both communicate in that way and understand what another person wants in this type of situation.

At this stage, I did not know that this read aloud and that initial student in the assembly would be sparking a full-length inquiry.

Note: at this stage, the entire class was participating in all tasks, and mini-lessons on the guided inquiry process (see model below) were occurring throughout the 100-minute literacy block.

I was keenly taking notes on the questions, wonders, and comments that students continued to make both throughout the read aloud as well as when we were spending time with the students in the community class (comprised of 7 students with various physical and communicative disorders within the same age range as my students).

What were the guiding questions? Backwards design process:

How can we learn to understand people who cannot speak? In what ways do people communicate if they are not speaking? Can you communicate and get what you are asking for if you are not speaking? Why are students with differences in different classes? Can they learn like us? How can we put this information together in a meaningful way to express our understandings to

a greater audience?

At this stage in the process, I was able to recognize that these questions required time to answer and that a significant number of responses were “correct”. At this stage, it became clear that this group of students would become our “Communication Team” and the true process of inquiry began.

I wanted to be able to honour the questions that this group of students was having and set out to connect their interest to the Science curriculum (Understanding Life Systems: Human Organ Systems) to broaden and deepen their knowledge and connect it meaningfully to another area of study. What is it that you want your students to learn or to be able to do?

The goal was to have students communicate about an issue or topic that they were invested in. I wanted them to be able to communicate this information in a non-conventional and inspired way.

The focus of this inquiry was on language acquisition, communication disorders, and activism. Students began to question the use of the word “disorder” and began to delve into issues of equity and alliedship. (This was unforeseen.)

Each day in the literacy block, students spent time researching and gathering information. I sat with each inquiry/investigation team once per week. During this time, I would provide next steps and further ‘essential questions’ to get at the meat of the topic.

To have students connect to the idea that the process that they were engaging in was called a “guided inquiry”, we set about having large group, mini-lessons on the stages that students would be partaking in.

The flow of the 100-minute literacy block within the 5-day schedule within my district was as follows:

Day 1 Day 2 Day 3 Day 4 Day 5Inquiry and Investigation Time

Inquiry and Investigation Time

Inquiry and Investigation Time

Team Meeting and Consolidation

Passion Project

Throughout this time, students were working on various stages of their inquiry projects. Each team had a lead investigator responsible for consolidating notes and ensuring that team members were on task. The particular guiding questions they were working on at this time were recorded either on their online profiles (Google Drive) or in their investigation binders or both. I had 3 investigations happening throughout the 8-12 week blocks and, therefore, met with each team once throughout a 5-day cycle. In this time, I reviewed research notes and next steps with the group.

During team meetings, we gathered as a whole class and the lead investigator would provide updates to the class regarding what the team had worked on that week. The rest of the class would provide next steps and I would record those next steps. The following week, we would touch base to ensure that the next steps had been met.

On the fifth day of the cycle, students were working on their own personal passion projects. This provided an opportunity to try and test something new. This project is independent of inquiry.

Creation of final piece and presentation to the group. Next steps for those that were interested. 

Showcases

The first 2 weeks, students were investigating and immersing themselves in the topic at hand. I wanted to ensure that they were invested and truly interested in learning and creating around this topic.

[Students used worksheet #1 and worksheet #2 throughout this period of time.] 

There was a primary researcher from within the group whose responsibility was to gather the research notes and record them on the worksheets.

On the fourth day (after I had met with each inquiry group), we would meet as an entire class to sort questions and topics of interest.

At this stage, students began to really push one another through the stages of assessing whether or not the questions they were investigating and researching really “dug deep” or were merely “surface response” questions that had only one response.

Their goal was to spark large-class discussions that assessed depth of knowledge.

This also provided me the opportunity to scaffold and teach further mini-lessons on content areas such as relevant question sorting, research skills, important vs. Interesting information, accuracy in reporting, plagiarism, critically examining research, utilizing multiple sources to gather information.

We generated lists about what sound research looks like. We examined how to assess a website for accuracy as well as what we could learn from knowledge-building circles and one another. Students also began thinking about “community experts” that could testify to the validity of their ideas as well as research.

Developing Effective Inquiry Questions: (Guided Inquiry Design, Kuhlthau, Maniotes & Caspari) A good question: is an invitation to think (not recall, summarize, or detail) comes from genuine curiosity and confusion about the world makes you think about something in a way you never considered before invites both deep thinking and deep feelings leads to more good questions asks you to think critically, creatively, ethically, productively, and reflectively about essential

ideas in a discipline is open-ended, no final or correct answer points towards important, transferable ideas within and sometimes across disciplines requires support and justification, not just an answer recurs over time; the question can (should) be revisited

We continued to read the book, Rules, as well as to investigate communication disorders, such as dyslexia, Autism Spectrum Disorder, and even speech impediments.

Students interviewed Speech-Language Pathologists as well as teachers in the community class; their goal was to gather information about:

Communication disorders and alternate forms of communication.

By now, the students had been fully immersed in their research gathering for 2 weeks, 10 sessions of study. There was a large amount of research that needed to be refined.

[Worksheet #3 and Worksheet #4]

How will you know that they learned what you wanted them to learn (or do)?

Throughout the inquiry process, I was meeting with the group once per week. I was clear with my feedback and next steps. Students were given timelines to complete each stage of the guided inquiry process, which was taught earlier through a series of mini-lessons.

Throughout each stage of the inquiry, students were given graphic organizers to keep information structured and to differentiate between the information that they found interesting vs. the information that they would be using to complete their final task.

Inquiry Questions and Wonders: Focus for research What is nonverbal communication? What is a communication disorder? What causes a communication disorder? What does it mean to communicate? How does communication happen? Where is language stored in the brain? How can people tell if there is a communication disorder? What are the different communication disorders?

At this point, we were ready to identify the question that would ultimately consolidate the learning as well as produce a final product.

We spent week three refining and focusing our research questions:

Teacher prompts:I see that you are interested in language acquisition and the idea of looking at what happens when language doesn’t develop in the “average” way.

How might we take all of these questions and turn them into a deep-thinking, essential question, One that might not be right or wrong, but that would push your audience to think about this issue from a different perspective?

Let’s brainstorm what our essential, inquiry question might look like if we use this criteria to decide.

How will you get them there? 

Essential Questions – Criteria Checklist from Wiggins and McTighe: A good essential question: 1) is open-ended; i.e., it typically will not have a single, final, and correct answer. 2) is thought-provoking and intellectually engaging, meant to spark discussion and debate. 3) calls for high-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone. 4) points toward important, transferable ideas within (and sometimes across) disciplines. 5) raises additional questions and sparks further inquiry. 6) requires support and justification, not just an answer. 7) recurs over time; i.e., the question can and should be re-visited again and again.

McTighe, J. and Wiggins, G (2013). Essential Questions: Opening Doors to Student Understanding. Alexandria, VS: ASCD

As we were approaching the stage in our inquiry where I knew students would be selecting their inquiry-question as well as considering what type of products they would be producing, it was important to go back to the curriculum expectations that I was hoping to assess to ensure that once they established an inquiry question that they would be able to connect their knowledge to other subject areas in an authentic and meaningful way. Together we sorted and revisited collective research efforts as well as suggestions that the entire class had given in “team meetings”.

Some reoccurring themes and questions in the research were: Where did the word disorder come from? How did the scientists discover dyslexia? Where is language stored in the brain? How do we learn language and how does it get from our brains to our mouths? How do we treat people with communication disorders and is there a cure? What are different types of communication disorders? What are the different ways that people communicate with each other and what does

communication mean anyway? Why do we call someone who doesn’t communicate like most people someone with a disorder? Why are most children who have a disorder in a different class? Do you think they might want to

be in our class?

The final inquiry question that students chose to investigate was:

What does it mean to communicate and how do we know if there is a disorder in communication? Who decides?

Students then broke apart and became experts on one issue pertaining to this large and essential question. The expert panel questions became:

1.) What are the different ways that people communicate?2.) What are non-verbal ways to communicate?3.) What are some of the different types of communication disorders?4.) How do disorders get diagnosed, how are they treated, and are there any cures?5.) Where is language stored in the brain?6.) How does typical and non-typical communication travel from the brain to our mouths?7.) What is Autism Spectrum Disorder? Does the brain of someone with ASD look different than

someone who does not have ASD?8.) What is dyslexia? Does the brain of someone with dyslexia look different than someone who

does not have dyslexia?

Each person on the team investigated individual topics for 2 weeks in class. We followed the same model. All students, however, were responsible for inputting their own research into the planners either online or in their research binders.

[Worksheet #4]

At this stage, we continued to develop critical thinking skills related to research and source evaluation. Our final checklist to assess source validity became:

What were the Inquiry experiential and hands-on opportunities? 

Once students set about to research and answer their expert panel question, it was apparent that the curriculum expectations were being met. Students began asking, how can we share this information with people?

Together, we brainstormed: PowerPoints, blogs, through our twitter page, art, interviews, raps, dance, or essays. The excitement was brewing. I knew that because the research and questions were so deep that I wanted students to begin to think about their work outside the box. I had plenty of assessment data for oral presentations (we had been doing them every week since the beginning of the project), media (they were recording, sharing, and providing each other with feedback on Google Drive and assessing the work of the other inquiry groups on Trello and Evernote), Reading and Writing were addressed by way of research and recording of research.

This group focused for the final 2 weeks of project preparation on creating: a rap, a brain and neuron 3D model and 2D model respectively, an art piece, and an interview - all of which was put onto their student-made website. Here are some samples of their work:

These students connected the work of Jackson Pollock to the inner workings of the brain of someone with a communication disorder. Specifically, they were looking at interpreting their understanding of what is must be like to read if one is diagnosed with dyslexia.

The Mondrian interpretation represents a neurotypical pattern of language in the brain. These students researched the work of both artists and then developed a colour scheme in consultation with the student who looked at the nervous system and the patter of language from the brain to the spoken word.

This is a representation of the rap that two other students in the group created, again based on a representation of what it must be like to have dyslexia. They approached it from the first person perspective and wrote the rap in role.

Dyslexia is, but it’s not all

Please help me nowI feel so aloneI’m havin’ trouble communicatingOn my own

I have a disorderCan’t take it anymoreAnd my heartFeels so sore

I feel so trappedThere is nowhere to turnI come to schoolDon’t want to be bulliedJust want to learn

I have dyslexiaTeachers think I’m dumbAnd I’m just a jokeTo everyoneToo scared to sayToo scared to hollerI’m running around schoolWith sweat on my collar

Dyslexia means I’m having trouble readingThat means trouble with seeingThe letters, and the numbers and even making meaning

Dyslexia is a problem And we know how to solve itA teacher, tutor or a therapistCan helpYou be prepared for this

They’ll teach you what you needTo see the letter straightThey’ll teach you what you needTo get the grade

So the biggest lesson isTo know how you learnTo speak up if you feel The study burn

Dyslexia is a disorder that I gotIt doesn’t mean it’s who I amThis I know for sureSo take that, bam!

Other students looked at the process of language acquisition and neurological pathways, connecting the brain to the entire nervous system.

This student interviewed Speech-Language pathologists (a parent in the community) as well as a brain surgeon who directed her to this poster.

Another group within the team interviewed the teacher from the community class in our school. They were really interested in understanding what communication disorders looked like at school. Here is a sample of the questions that they asked the teacher:

Communication Team Interview Questions

1. What types of communication disorders do you work with in this classroom?

2. Would you consider autism to be a communication disorder? Why or why not?

3. What is the difference between a severe communication disorder and a non-severe communication disorder in your classroom?

4. What is the difference in learning/teaching neurotypical students vs. students with communication disorders?

5. What communication tools do you use in the classroom and how do they help?

6. How can you tell if a student is getting frustrated because they cannot communicate and how can you use the communication tools to help settle the problem?

These students then took this information, as well as the work of the entire group, and consolidated it into a website that was password protected. This became the basis for their showcase in-class.

The conclusion that the students came to was:

Communication is a form of interaction between a living thing to another living thing. Communication can be verbal language, facial expressions, body language, art, toys, and even music because they all tell you something. The way you know if you have a communication disorder is you take a test that asks you many questions. A speech-language pathologist or a psychologist gives this test to you. For example, the psychologist would show you a photograph of a rock and you would need to find a different word for it like, stone or pebble. Sometimes, your parents, teachers, or doctors notice that there is something wrong. If you are diagnosed with a communication disorder, you will probably have a Special Education Resource Teacher and maybe even have to go to another classroom to learn. You can also see a psychologist or Speech-Language pathologist who would help you to understand how other people communicate or how to communicate with other people. In our opinions, just because someone learns or communicates what they need differently, doesn’t mean it is wrong or broken to communicate that way. We think that we should be able to learn however we need to, to understand and become successful in the classroom. We think that the word “disorder” should not be used anymore and that we should have equal rights because everyone is a person who wants to learn.

The final presentations took about one week to complete, with each group having one full hundred-minute block to showcase their work.

This student created a list of further thoughts, insights, and continued wonderings:

1. Behaviour is controlled in the frontal lobe.2. The corpus callosum is the part of the brain that controls communication.3. Emotions are controlled in the temporal lobe.4. The memory is controlled in the temporal lobe.5. Movement is controlled in the cerebral cortex in the parietal lobe.6. Automatic movement is controlled in the rear portion of the frontal lobe.7. Donald Grey Triplett was the first case of autism and he was discovered by Dr.Leo Kanner.8. More boys are affected by autism than girls.9. Vision is controlled in the temporal lobe.10. Hearing is controlled in the occipital lobe.11. Sensation is controlled on the higher part of the parietal lobe.12. Speech is controlled on the lower part of the frontal lobe.13. Visual recognition is controlled in the middle part of the temporal lobe.14 Balance and coordination are controlled in the amygdala.

Student Support Resources and Worksheets

[Worksheet #1] (Immersion Worksheet Side A)

[Worksheet #2] (Immersion Worksheet Side B)

[Worksheet #3] (Expert Panel Side A)

Name:______________________

Do not forget to put these notes into your online documentation and to file this page into your section of the inquiry binder.

Inquiry: Expert Panels

The essential question my group is focusing on is:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The “expert question” that I will be investigating is:____________________________________________________________________________________________________________________________________________

In the boxes below list the references you have found that will help you to become the expert on yourparticular part of the essential question discovery. Don’t forget to include the reference.

[Worksheet #4] (Expert Panel Side B)

Name:______________________

Do not forget to put these notes into your online documentation and to file this page into your section of the inquiry binder.

Notes and Other Thoughts:

[Worksheet #5] (Final Product Rubric)

Portions of this rubric from Guided Inquiry Design: A Framework for Inquiry in Your School by Carol C. Kuhlthau, Leslie K. Mariotes, and Ann K. Caspari. Santa Barbara, CA; Libraries Unlimited. Copyright (c) 2012. 

Language Expectations to consider in final project:

Overall Expectations:

Language: Oral Communication 

By the end of Grade 5, students will: 1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

Language: Reading 

By the end of Grade 5, students will: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; 2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. use knowledge of words and cueing systems to read fluently.

Language: Writing 

By the end of Grade 5, students will: 1. generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; 3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Language: Media Literacy

By the end of Grade 5, students will: 1. demonstrate an understanding of a variety of media texts; 2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; 3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Science Achievement Chart Considerations Criteria

Knowledge and UnderstandingKnowledge of content (e.g., facts; terminology; definitions; safe use of tools, equipment, and materials); understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)

Assessment and Evaluation of Student AchievementThinking and Investigative use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses, scheduling, selecting strategies and resources, developing plans); use of processing skills and strategies (e.g., performing and recording, gathering evidence and data, observing, manipulating materials and using equipment safely, solving equations, proving); use of critical/creative thinking processes, skills, and strategies (e.g., analysing,interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence)

CommunicationExpression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and/or written forms (e.g., diagrams, models); communication for different audiences (e.g., peers, adults) and purposes (e.g., toinform, to persuade) in oral, visual, and/or written forms; use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms (e.g., symbols, formulae, scientific notation, SI units)

ApplicationApplication of knowledge and skills (e.g., concepts and processes, use of equipment and technology, investigation skills) in familiar contexts; transfer of knowledge and skills (e.g., concepts and processes, use of equipment and technology, investigation skills) to unfamiliar contexts; making connections between science, technology, society, and the environment(e.g., assessing the impact of science and technology on people, other living things, and the environment); proposing courses of practical action to deal with problems relating to science, technology, society, and the environment

Note: Mini-lessons on inquiry adapted from Guided Inquiry Design: A Framework for Inquiry in Your School

Related Background Resources and/or Links: 

Resources for Planning:

Kuhlthau, Carol. C, Maniotes, Leslie. K and Caspari, Ann. K. (2012) Guided Inquiry Design: A Framework for Inquiry in your School. Santa Barbara, CA: Libraries Unlimited

Lord, Cynthia. (2006). Rules. New York, NY: Scholastic

McTighe, J. and Wiggins, G. (2013) Essential Questions: Opening Doors to Student Understanding. Alexandria, VS: ASCD

Ministry of Education (2010) Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario, Canada https://www.edu.gov.on.ca/eng/prolicyfunding/growSuccess.pdf

(http://stao.ca/res2/unifElemSafety/ )

Watt, J. and Colyer, J. (2014). IQ: A Practical Guide to Inquiry-Based Learning. Don Mills, Ontario, Canada: Oxford University Press

Resources for Background Knowledge: A few places to begin

Armstrong, C. (2012, July, 19) Social Brain Circuits Disrupted in Autism http://www.nimh.nih.gov/news/science-news/2012/social-brain-circuits-disrupted-in-autism.shtml

Eastman, B. (2015, March, 3) The NonVerbal Group http://www.nonverbalgroup.com/about/

Indalecio, T. (2010, January, 1) The Deliberate Nonverbal Communication Tool in Computer Mediated Communications https://www.psychologytoday.com/blog/curious-media/201001/the-deliberate-nonverbal-communication-tool-in-computer-mediated

http://ncepmaps.org/socialcomm/ (overview and map of communication disorders and treatment perspectives)

Lovinger, David M.(2008) Communication Networks in the Brain. http://pubs.niaaa.nih.gov/publications/arh313/196-214.pdf

Growing Success: For, Of, and As Learning Opportunities throughout the UnitFor (By Teachers): to determine what to do next instructionally: to provide descriptive feedback to students throughout the inquiry and at various stages of the process

Observations worksheets Online documentation Class meetings Conferences

As (By Students): to determine what to do next in the process: to give constructive feedback to peers and to reflect on learning throughout the process: to establish and determine whether their learning goals are being achieved: to become reflective, self-monitoring learners as well as members of a group

Online documentation Rubric conferences Co-construction of success criteria Class meetings Group meetings

Of (By Teachers): to determine student’s level of achievement of overall expectations at a given point in time : as evidence to support professional judgement: as part of the inquiry process and to provide insights as to what knowledge/skills have been acquired

Worksheets regarding overall expectations and observations

Final assessment rubric (co-created) Sharing of findings and synthesis of

information (drawing of conclusions)

The Triangulation of Assessment Data throughout the process:

(Watt, J. and Colyer, J. (2014). IQ: A Practical Guide to Inquiry-Based Learning. Don Mills, Ontario, Canada: Oxford University Press)

Overall Expectations + Performance (achievement chart) = Assessment

Considerations throughout:- What do I want the students to learn?- How will I know they are learning it?- How will I design the learning so that all will learn?

[Worksheet # 6](Science Overalls)

[Worksheet #7] (Language Overalls Side A)

[Worksheet #8] (Language Overalls Side B)

[Worksheet # 9] (Visual Arts Overalls)

Future Opportunities / Extensions: 

This inquiry can lead to more work around equity and inclusivity initiatives, as well as activism and social justice.

Reverse-integration opportunities can prove to be mutually beneficial with this inquiry. Students may also want to look at muscle structures, as well as fine and gross motor initiatives

that those on the Autism Spectrum may struggle with. This would provide a unique opportunity to look at physiotherapy and the physical education program.

Students may also wish to look into treatment centres and perhaps visit one on a field trip. Teachers may guide the inquiry into GuideDogs and Animal Service dogs, and bring in a child

with a guide dog. National Film Board of Canada, ‘The Bully Dance’ CBC ‘la leçon de discrimination’ – a discrimination experiment Drama, dance, music, physical education, social studies, even perhaps French opportunities

Guest speakers and community experts may include: Speech and language pathologists Psychologists Occupational therapists Parents of children with communication disorders Neuro-surgeons Artists

These are just some of the ways to continue to dialogue with this meaty inquiry question. Remember to let the students’ interests lead and to allow the products and discussions to be led by their interests. If a child is motivated, they will bring forward limitless possibilities so stand back and enjoy the possibility that comes from the process.