Part 1: Analysis of Context
1. What do we know about our learners?
– They like to be engaged physically (PE, Drama, Visual Arts)
– They like to express their thinking (especially with digital technology)
– They like to use manipulatives in Numeracy
– They are developing a better understanding of what self-reflection entails
– They are starting to understand that asking questions is part of learning
– They are starting to understand their role in creating and sustaining an environment where it is safe for everyone to ask questions
– They are starting to take risks and to ask questions
– They are starting to understand what an inquiry is
– They need support to formulate questions appropriate for inquiry
– They are starting to identify open-ended questions that can lead to an inquiry
2. What evidence supports what we know about our learners?
– Classroom observation
– One on one conference with students
– Students’ e-portfolios
– Journals
– Self-reflection/assessment on FreshGrade and other
– “Level” of questioning
Part 2: Focus and Planning
3. What focus emerges as a question to pursue?
– To help students ask questions
– To help students understand that there are different levels of questions
– To develop a questioning growth mind-set
– To help students use rubrics and criteria to reflect on their ability to ask questions (see four level Questioning Rubric)
4. What professional learning do we need?
– Attend Inquiry Based Learning summer workshops
– Attend workshop with Helping teacher on Inquiry Based Learning
– Time at staff meeting devoted to Inquiry Based Learning
5. What is our plan?
– To create a classroom environment where asking questions is encouraged and valued
– To model questioning
– To guide and structure inquiry using tools such as “K, W, L”, question recording in journal, question chart, question page, “categories of questions”, rubrics, …etc.
– To use sentence starters such as: “ “I notice, I wonder”; “If this, then what?” (see Faye Brownlie’s “guide to questioning”)
– To guide and scaffold questioning
– Teach students strategies such as “I can” statement to engage students in self-reflection on using powerful questions
– Be open to exploring the questioning rubric with students
– Observation notes on how many students are using powerful questioning and are engaged in self-reflection strategies each week/month
– Collaborate with colleagues to further their knowledge of Inquiry Based Learning
Part 3: Reflect, Adjust, Celebrate
6. How will we know our plan is making a difference? (evidence / success criteria)
– Increase use of varied vocabulary by students to express and describe their inquiry
– Increase use of interesting, open-ended question leading to more and more in-depth inquiry by students
– Ability of our students to articulate different questions as they delve into various inquiries
– Enhanced level of engagement as noted by teachers and parents and students
– Increased number of students using interesting open-ended questions