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Colin Harris, Kim Stolys, Melissa MurrayYork Region DSB, Ontario, Canada
Blended Learning Teacher Inquiry PD Model
Melissa MurrayCurriculum Consultant K-12 School Libraries & Inquiry-Based Learning
@cool_mip
Kim StolysCurriculum Consultant Collaborative Inquiry & Assessment
@kstolys
Colin HarrisCurriculum Consultant Digital Literacy & Collaborative Inquiry
@digitalnative
To begin a conversation about ideas and strategies when planning collaborative inquiry
Academic Goal
Social Goal
To share a model of blended learning collaborative inquiry
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York Region District School Board
3rd largest school board in Canada
120,000 students
11,000 staff
170 elementary schools (mostly JK-8); 31 secondary schools
18,000+ students are ELLs (~15%)
120,000 Students
18,000+ ELL
11,000 Staff
170 Elementary Schools
31 Secondary
3 LargestSchool Board
rd
In Canada
Staff and students
All buildingswirelessfully
BYOD
Full day every day
Kindergarten
KSA’sbased on
ISTE-NETS 40consultant team
Member
Collaborative Inquiry
PlanPlan
ActActShareShare
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
7 Characteristics of Teacher Inquiry
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
Student learning guides the inquiry
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
Teacher inquiry is a shared process
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
Actions are informed by reflection
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
Progressive understanding
grows from cycles of inquiry
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
Analysis drives deep learning
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
Inquiry shapes practice and
practice shapes inquiry
RelevanRelevantt
CollaboraCollaborativetive
ReflectiReflectiveve
IterativeIterativeReasoneReasonedd
AdaptivAdaptivee
ReciproReciprocalcal
Theory and practice connect dynamically
Collaborative Inquiry
PlanPlan
ActActShareShare
ClarifyinClarifyingg
VisionVision
DataDataAnalysisAnalysis
Develop Develop Action Action PlanPlan
SharingSharingCollaborative
InquiryCycle
ClarifyinClarifyingg
VisionVision
DataDataAnalysisAnalysis
Develop Develop Action Action PlanPlan
SharingSharing
Identify a focus
Develop a theory of action
Develop a question
Connect to existing research
ClarifyinClarifyingg
VisionVision
DataDataAnalysisAnalysis
Develop Develop Action Action PlanPlan
SharingSharing
Establish learning goals
Establish success criteria
Create a data-collection plan
Take action
ClarifyinClarifyingg
VisionVision
DataDataAnalysisAnalysis
Develop Develop Action Action PlanPlan
SharingSharing
Collect achievement data
Collect reflective data
Analyze data
ClarifyinClarifyingg
VisionVision
DataDataAnalysisAnalysis
Develop Develop Action Action PlanPlan
SharingSharing
Summarize research findings
Share with others
Plan future action
Process Facilitation
Begin with the end in mind Full-day (central location)Face-to-face
Co-planning, co-teaching, co-debriefing, co-reflecting
Full-day (school sites)Face-to-face
Cross-team sharing, reviewing data collection plan
On-line
Analyzing data Half-day (central location)Face-to-face
Reflective journal On-line
Summarizing and Sharing Half-day (central location)Face-to-face
ClarifyinClarifyingg
VisionVision
DataDataAnalysiAnalysi
ss
Action Action PlanPlan
SharinSharingg
Process Facilitation
Begin with the end in mind Full-day (central location)Face-to-face
Co-planning, co-teaching, co-debriefing, co-reflecting
Full-day (school sites)Face-to-face
Cross-team sharing, reviewing data collection plan
On-line
Analyzing data Half-day (central location)Face-to-face
Reflective journal On-line
Summarizing and Sharing Half-day (central location)Face-to-face
ClarifyinClarifyingg
VisionVision
DataDataAnalysiAnalysi
ss
Action Action PlanPlan
SharinSharingg
Process Facilitation
Begin with the end in mind Full-day (central location)Face-to-face
Co-planning, co-teaching, co-debriefing, co-reflecting
Full-day (school sites)Face-to-face
Cross-team sharing, reviewing data collection plan
On-line
Analyzing data Half-day (central location)Face-to-face
Reflective journal On-line
Summarizing and Sharing Half-day (central location)Face-to-face
ClarifyinClarifyingg
VisionVision
DataDataAnalysiAnalysi
ss
Action Action PlanPlan
SharinSharingg
Process Facilitation
Begin with the end in mind Full-day (central location)Face-to-face
Co-planning, co-teaching, co-debriefing, co-reflecting
Full-day (school sites)Face-to-face
Cross-team sharing, reviewing data collection plan
On-line
Analyzing data Half-day (central location)Face-to-face
Reflective journal On-line
Summarizing and Sharing Half-day (central location)Face-to-face
ClarifyinClarifyingg
VisionVision
DataDataAnalysiAnalysi
ss
Action Action PlanPlan
SharinSharingg
Process Facilitation
Begin with the end in mind Full-day (central location)Face-to-face
Co-planning, co-teaching, co-debriefing, co-reflecting
Full-day (school sites)Face-to-face
Cross-team sharing, reviewing data collection plan
On-line
Analyzing data Half-day (central location)Face-to-face
Reflective journal On-line
Summarizing and Sharing Half-day (central location)Face-to-face
ClarifyinClarifyingg
VisionVision
DataDataAnalysiAnalysi
ss
Action Action PlanPlan
SharinSharingg
LearninLearningg
CommoCommonsns
ActionActionResearResear
chch
IBL IBL Online Online
CommuniCommunityty
Question of Inquiry
•How can we increase student achievement and engagement through inquiry-based learning?
1.In what ways does collaboration between the teacher-librarian and the classroom teacher support this learning?
Schools
Boxwood P.S. (East)Jersey P.S. (North)
R.L. Graham (North)Oak Ridges P.S. (Central)
School teams(3 teachers/team)
L@S teacher Teacher-Librarian (Learning
Commons pedagogy)Previous experience with Teacher
Collaborative Inquiry
Resources
Critical Thinking Consortium Inquiry-based learning Learning Commons
Observations
Conversations
Products
Student AchievementStudent EngagementTeacher Practice
ClarifyinClarifyingg
VisionVision
DataDataAnalysisAnalysis
Develop Develop Action Action PlanPlan
SharingSharingCollaborative
InquiryCycle
Facilitator Learning
Student Achievement
Teacher Practice
Facilitator Learning
Student Achievement
Teacher Practice
Designing the Learning
KnowledgKnowledge e
MobilizatiMobilizationon
TeamTeamCompositComposit
ionion
TiminTimingg
ReleasReleasee
TimeTimeCostCost
DifferentiaDifferentiatedted
SupportSupport
F2FF2FOpportuniOpportuni
tiesties
TrustTrustin thein the
ProcessProcess
Voice Voice andand
ChoiceChoice
Sample tools explored by groups:
• iPads•Wikis• Sharepoint•Ning• Show Me
• Linoit• Evernote•Google docs• Adobe Connect• Skype
Melissa MurrayCurriculum Consultant K-12 School Libraries & Inquiry-Based Learning
@cool_mip
Kim StolysCurriculum Consultant Collaborative Inquiry & Assessment
@kstolys
Colin HarrisCurriculum Consultant Digital Literacy & Collaborative Inquiry
@digitalnative