Welcome and Introductions

• Please introduce yourself by
  • stating your name
  • where you are from
  • your experience with inquiry
  • what you hope to gain from the day

Note: Documents for today's workshop

• Presentation
• Inquiry Learning Community
• Knowledge Building
• Obtaining Evidence of Understanding
• Assessing An Inquiry-based Study
• Inquiry Rubric
• Preparing Yourself To Undertake An Inquiry-based Study
• What Matters
• Did You Know
• An example from environment
• Examples from geometry & fractions
• Think Through Your Task
• Characteristics of Great Tasks
• Example of how a task and activites are lived in the classroom
  • Task
• Assessment
  • Bull's eye (blank & filled in)
  • Chart It
  • Check In
  • Document Learning
  • Record Keeping - Map It

Working from Your Experience

Working from Experience

• Begin with your own experience.
• Share with a shoulder partner
• Share with the larger group

A Closer Look At Inquiry

• History of Inquiry
• Definition of Inquiry
  • Misconceptions and Myths
• Key Features of Inquiry

Presentation and large group discussion

Inquiry Learning Community

• Knowledge Building
• Obtaining Evidence of Understanding

A Look At Some Examples Of Studies That Foster An Inquiring Mind or use one that you have designed

• Stories and Spaces
• Richness of Words
• Millarville Archaeology
• Democracy
• Survivor
• Vitruvian Man
• Designer Genes
• Number in Nature

Designing A Study That Fosters A Inquiring Mind: What Matters

• Determine a topic for your study (This is an inquiry into....)
• Identifying What Matters
• Examine the concept map I have started
• With your team partners discuss which area it makes the most sense for you to undertake.  You can do this by selecting a number of issues, problems and questions that are current in that area.  Resource: Did you know?
• Determine what is really important for your students to understand about this topic

Overview of Preparing Yourself To Undertake An Inquiry-based Study

Team up with one or two partners.

• Work with What Matters
  • Examples to assist:
    • Identifying issues, questions, problems or ideas - Did You Know
    • Determining what is in and what is out of the inquiry - An example from environment
    • Identifying concepts - Examples from geometry & fractions

ADDITIONAL RESOURCES AND STEPS TO COMPLETE THE INQUIRY DESIGN PROCESS

Designing A Study That Fosters A Inquiring Mind: Tasks & Activities

• Design the first activity or task that will start your study. 
  • Think Through Your Task
  • Characteristics of Great Tasks
  • Example of how a task and activites are lived in the classroom
    • Task

• Fostering Independent Learning In An Inquiry - Check In

Designing A Study That Fosters A Inquiring Mind: Assessment

• How will you use assessment to guide the student learning in an inquiry classroom?
• What evidence will you look for to determine whether students are reaching the understanding and meeting the outcomes?
• How will you know what you need to teach?

Assessment for learning and assessment as learning are essential for improving and deepening student learning. 

Building a strong evidence-based instructional practice that leads to stronger, deeper learning means that you must:

1. Determine what you will assess—what will count as student learning,
2. Determine how you will assess—what evidence will you gather and interpret to guide your teaching and student learning throughout the various tasks and activities.

Here are three main elements and some strategies to consider in developing a strong evidence-based practice:

1. Gathering Evidence of Learning
• Chart It
• Student work samples
• Video vignettes of the classroom in action
  
2. Interpreting Evidence of Learning
• Rubrics
• Bull’s Eye - Bull's eye (blank & filled in)

1. Record Keeping
• Check In
• Map It