Innovation Grant 2013

The Team: Amy  Rice,  Bryan  Scho1ield,  Amy  Meldrum,  Jeff  Muthanna,  Michelle  LaBounty,  Craig  Cantlie

Monday, 10 June, 13

WHAT  WAS  YOUR  INQUIRY  QUESTION?

Will providing extended monthly collaborative time for teachers deepen and facilitate

their abilities to effectively explore and plan their units of

Inquiry?  Will Inquiry based units be more rigorous and will students' learning be

more connected and meaningful and encourage

them to take action?

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How  did  you  do  it?

Monday, 10 June, 13

1. Unit Planning (big ideas/concepts/summative tasks)

2. Quintessential Inquiry – lesson preparation

• The teacher has an intended outcome for the day

• Focus on teacher questions

• “figuring things out”

• PROVOCATION

3. Coaching in the classroom

4. Collaboration.

• Team teaching

• Variety for the students

• Immediate, trusted, adult feedback

5. Win/Win

inQuire

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Messy Consistency Variety TenacityWednesday Mornings and Monthly Afternoon Sit Downs

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How  did  you  do  it? Found Expertise in the District and Beyond

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7

Shelley WrightSaskatchewan/ICC/In Canada

Instead of her standing and delivering curriculum, she is more of a facilitator

Genius Hour- Kids pick something that they are passionate about.

Asking questions and knowing what’s going on with the students emotionally is key

The Process is what is important

Shared real classroom examples

Janet HicksWest Bay/In District

Monday Mornings3rd Term

met with interested teachers to plan and team teach

led planning through the IB lens of inquiry learning

led an inQuire workshop afterschool

Kath MurdochAustralia/International

2 after-school sessions via FaceTime/Skype

her work was the focus of the literature handed out at Pro-D Days

provided tools for creating a culture of inquiry - questioning

Monday, 10 June, 13

How  did  you  do  it? Professional  Development  led  by  our  Teachers  -­‐  SOLE

Honest  conversation  around  inquiry  -­‐  where  are  we?Big  Question  -­‐  What  are  challenges  and  opportunities  for  learning?  Teacher  lensBig  Question  -­‐  Tackling  the  big  question.  Student  LensRe1lections  on  the  Process  and  perceived  realitiesMaking  Connections  with  students

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How can I do Inquiry with all the curriculum we have to teach?

Monday, 10 June, 13

WHAT SURPRISED YOU?

The  “buy-­‐in”  by  Staff

The  efforts  staff  went  to  inQuire

What  many  of  us  thought  of  as  "the  giving  up  of  control”  actually  came  to  mean  a  sharing  of  power,  in  which  students  took  an  active  role  in  the  direction  of  their  own  learning.    I  was  surprised  both  by  this  and  by  the  level  of  commitment  and  passion  of  my  colleagues  to  an  idea  that  required  such  a  radical  shift  in  our  thinking.  Many  of  the  people  with  whom  I  work  really  embraced  the  idea  of  change  –  even  though  it  meant  changing  fundamental  notions  of  our  practice  and  our  understanding  of  what  it  is  to  teach.The  dips

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WHY THIS MATTERS

To  build  a  culture  of  inquiry  it  was  important  to  build  capacity  amongst  the  staff  in  a  manner  that  encouraged  “learning  from  within”  as  staff  collaborate  and  begin  to  mentor  one  another.

It  demonstrated  a  commitment  to  the  staff  that  we  valued  the  direction  of  inquiry.

It  created  a  safe  opportunity  for  teachers  to  expand  their  pedagogy.

It  is  what’s  best  forstudent  learning.

Monday, 10 June, 13

WHERE TO NEXT?Continue to build capacity amongst the staff and encourage greater risk-taking in “letting go” with

classroom learning.Continue to nurture interested staff as inQuiry

leaders and have them work collaboratively with colleagues.

Ensure we are developing the staff learning in a sustainable manner by understanding and honouring that it is a long (and windy) road.

How can we support your journey?Monday, 10 June, 13