Apps that promote Inquiry

I believe in Inquiry because I believe it fosters a self-directed and self-driven desire to life-long, continued education.  A child/student who learns to intrinsically ask questions and seek answers through a research driven process such as GID will most likely become an adult who continues to learn, question, research.  I further believe that GID is much needed, to discourage and discontinue the current trend towards believing fake news, false information, scams, etc.

Because of my beliefs, I am always searching for ways to encourage student driven Inquiry.  Most recently at my campus, I have begun to find and publicize technology apps and programs that either promote Inquiry, provide a great platform for Inquiry or can easily be integrated into a unit of Inquiry.  Apps and websites such as wonderopolis.com and recap provide a safe place for students to wonder, ask questions and seek answers.  Other technology can be used to promote shared note taking (Google docs is one such technological advantage in this area).   Technology can also be used to organize ideas, and present findings (such as movie making with iMovie or screencastify).

I would not say that any one app or website has become widely used across grade levels at my campus.  This is another example of an early stage plan to widely promote GID at my campus.  Therefore, I would love to learn more such apps and websites from all my GID colleagues.  If you have an app or website your campus uses, please leave me a comment with the name and description of use!  I look forward to adding to my list!

Tara R.

Marrying G.I. and MakerSpace

One of the best things about Guided Inquiry is that it allows teachers to allow students to “think outside of the box”. Common Core and many other education initiatives eliminated the ability for students to learn at their own place and in their own way. Guided Inquiry allows for creativity, and self-paced research with the child in the driver’s seat of their learning. With this model, the teachers and librarians guide and encourage students to feed their curiosity and creativity. When we allow students to inquire and create in this way their engagement and learning skyrockets.

The second grade students and teacher at the school where I serve as librarian embraced the Guided Inquiry process when they were investigating Presidents and First Ladies. The student engagement was incredible. Some students said they had never read, learned, and written as much as they did during this unit of study!  The inquiry circles allowed students to share what they found interesting and inspiration about our past Presidents and First Ladies. They shared similarities between the Presidents and made connections that might not have been made if a traditional research approach had been used for this unit.

Once the students had completed the Gather Phase for this project, I read What Presidents Are Made Of by Hanock Piven. We discussed the collage-like illustrations and made connections with the materials he chose in order to create several of the President’s portraits. The students used the ideas from this text to brainstorm a list of objects that connected with the President or First Lady they had learned about during the unit. Many students brought things from home, however, I provided many miscellaneous items for them to use for the Create Phase. Our MakerSpace tasks for the month of March was to create President/First Lady portraits. Guided Inquiry and MakerSpace are a match made in heaven. I was very pleased with the growth I saw in students throughout this unit. They learned to take notes instead of copy information from a resource, and they learned how to discuss and share what they had learned with their classmates.

Students could choose to create a collage or pen an “I AM…” poem about their chosen historical figure. Several students chose to complete both tasks. Their products illustrate a small portion of their learning. Below, you can see some examples from the Create Phase of the Presidential Guided Inquiry Unit.

Jamie Johnson, Elementary Librarian, Norman, OK

4 Strategies for Student Questioning

Hi, friends! I’m back today and excited to share some of my most successful strategies for guiding student inquiry questions in GID.

In my experience, this phase can be one of the most challenging for students. In traditional research, the inquiry topic is typically provided to the students by the learning team. I have heard over and over again, “Just tell me what question to write!” from students developing inquiry questions for the first time. We can start to move away from this mindset with my first strategy:

Establish a Culture of Inquiry.

Long before beginning a Guided Inquiry unit, the learning team can begin to build a culture of inquiry in the classroom by modeling an inquiry stance and encouraging student questioning.

One of my most successful strategies in developing a culture of inquiry came from my friend and colleague, Paige Holden. In order to encourage student questioning, Paige taught me to never blow off a student question, no matter how random it may seem. Instead, have students write the question in an inquiry journal, online platform, or a communal questioning space to answer at a more appropriate time. With older learners, ask the questioning student to find the answer to their question and report back to the class at a later time. This strategy allows teachers to keep the class on track without quashing students’ natural curiosity.

 

Modeling Making Mistakes and Revisions  

So often, we see students who are afraid to revise because they believe that making improvements to their work means it is incorrect or inadequate. However, mistakes are a critical part of learning, especially in the Guided Inquiry process. Students must often rewrite inquiry questions over and over before defining a question that works. In order to show that constant revision is a part of learning, teachers can talk or write through their own thought processes aloud as a model for students. When students see these practices in action, they not only become better at doing it themselves, but come to see the classroom as a safe place to mess up and learn from it. Again, this strategy works in the classroom at any time, not just when students are engaged in an inquiry unit.

 

Practice Questioning Along the Way

Developing good inquiry questions can be a huge challenge for students, but it becomes substantially easier when students have had previous practice writing questions! In addition to building in questioning in the first three phases of the GID process, I have learned that building questioning into the daily classroom routine really helps to support students as they take on a GID unit. Consider where you could build questioning into your classroom outside of the GID unit. I think it could be a great fit with class journals, lab notebooks, bell work, literature circles, reading reflections, and more. Where would you build it in?

 

Stack the Learning Team

You probably noticed that all three strategies above happen before the Guided Inquiry unit even begins! That’s because for many students, GID is a departure from the traditional learning they are used to. And while GID is incredibly beneficial for students, the learning team may need to prepare students for some of the big differences coming with a Guided Inquiry unit.

The final strategy I’m sharing in today’s post is to build the learning team with the educators who can best help students be successful with questioning. During the Identify phase, I like to have “all hands on deck” to work with students on developing quality inquiry questions. This includes the classroom teacher(s), the gifted resource coordinator, appropriate special education teachers, and teachers of other content areas as necessary. Students respond differently to different teachers, and a variety of available adults in the room gives students the ability to work with the teacher of their choice. Gifted and special education teachers are also there to assist with differentiating for their respective students, making sure everyone has the support they need to be successful.

I hope that these strategies will be useful to your own GID journey, and I’ll be back tomorrow to share four more strategies I use with my students during the Identify phase.

 

See you tomorrow!

Kelsey Barker

Guided Inquiry and Our I Tech Initiative

by Cindy Castell

 

Norman Public Schools is experiencing a year of great change.  From the previous sentence, I would like to emphasize the word GREAT.  Change is happening in all kinds of ways.  Our buildings have all been updated and are fabulous learning spaces, and we have implemented our 1:1 technology initiative in grades 6-12 in addition to having 4-5 devices in every elementary classroom. This is thanks to our citizens overwhelmingly passing bond issues and to the vision of our district leaders.  

So I mentioned in my Day 1 post that I have a new job this year.  I am one of the six new I Tech Coaches.  Each of us is assigned to one secondary school where we are housed and 3 elementary buildings.  Overall, our main purpose is to help teachers integrate technology in a way that transforms learning from the traditional. From the NPS ITech website, “In the past, students attended school because that is where information was found.  Today, technology has made information accessible anytime, anywhere and offers vast educational resources for learners.” So even though NPS has not been a “sit and get” district for many years, people like Kathryn Lewis, Director of Media Services and Instructional Technology, have researched and sought out programs that will help our students.  By using the research-based ISTE Standards, Kathryn and other leaders in our district wanted to support students and teachers with sound practices.  The SAMR Model was also instrumental in setting the goals NPS had for technology.  They did not want the new computers to be just a substitution of what we were already doing, but instead a “transformation” where students are asking their own questions, collaborating with others, and sharing their learning with a broader audience. SAMR model explained: https://www.youtube.com/watch?v=us0w823KY0g

So this year and in the years to come,  we have the opportunity to help teachers design and implement lessons that integrate technology in a way that transforms learning.  Guided Inquiry is one of the best models to do that with. We are thrilled that as Instructional Technology Coaches,  we get to work with our librarians to be part of the extended team.  We are off to an exciting start.  Even though Guided Inquiry has been going on in our buildings since 2015, we now have information, experts, and ways to communicate our learning right at our fingertips.  I am again grateful for how Guided Inquiry will play a major role in how our students across the district will use the technology.  We hope that districts around the country have the opportunity to share Guided Inquiry with their students.  We know that it will benefit all of our learners as they move through their education and their lives.  

Hello again from Westborough, Massachusetts – In the Arena

I’m excited to be blogging again for 52GID.  Last year I posted about some of my adventures with Guided Inquiry Design and I’m happy to say that teachers from my school and district have also joined in to write about their experiences. Overall, it’s been a lot of fun over the past several years creating GID curriculum, co-teaching, uncovering new ways of using the process and learning with colleagues and students.

Our town is in central Massachusetts, we have 1140 students and I am grateful to be the teacher librarian at the high school.  This year is my 8th year in Westborough.  I am proud of all that we continue to accomplished with GID.  As a teacher librarian, I rely on trust within my relationships with teachers in order to bring new ideas to the table.  GID is quick to point out what’s working well in the classroom and where there is room for growth.  I am happy to say that the majority of the content teachers I work with are knee deep in the growth mindset of education. And although it’s sometimes messy and uncomfortable, there is always time to reflect on what we may want to do better as well as how we can integrate our teaching styles, our  teaching philosophy and our personalities.

Here are a few things that I am mindful of with GID collaborations:

  • Meet teachers where they are:  Trying new things while we are in the midst of another wildly busy school year is scary, overwhelming and time consuming.  I listen to what the content teacher is saying – their projected outcomes, their hopes for their students and their worries about making a mistake. GID can look different from class to class, and that’s okay. I reassure, model, jump in where necessary and remain positive.
  • Leave my agenda at the door:   Collaborating with content teachers isn’t about me or what I may want to accomplish, but instead it’s about that individual teacher and their classroom of students. I don’t pretend to know their students better than them. I am not an expert – we are growing together – and we do. Every time.
  • Keep it real: Teaching is challenging and all consuming.  We can get caught up in how much we want our students to learn, what assessment must look like and how everything should be. Even in high school, kids need to know that we care about what they are interested in.

 

Over this week, I hope to share some examples of what I’ve learned from GID collaborations with high school teachers and students.

Image result for brene brown quotes about growth

Anita Cellucci, Teacher Librarian 

Westborough High School

Follow me on Twitter – @anitacellucci @librarywhs

Living Guided Inquiry

Teresa Lansford, Lincoln Elementary, Norman OK

Since our staff started the year with the understanding that the Guided Inquiry Process was the way we were going to structure our learning through research for the entire year, there was never any turning back. For those who had not yet been through formal training there were times that we dipped into the process without developing a complete unit. Students had opportunities to get excited about a topic through Open, develop a common vocabulary through a rich immerse activity, or explore an area of interest in an inquiry circle. As these small steps were successful, there was much more interest in developing entire units to address concepts with students. They saw how much  more engaged students were under this process.

Our teachers immediately valued the ownership students had of their work. One fifth grader in particular had spent a previous unit sitting with arms crossed refusing to work. When she had the power to ask her own questions she was fully engaged.

Our fourth grade teachers implemented a wave unit. When we went to form inquiry circles it just happened that most of the special education students ended up wanting to focus on the same area. We took notes using Popplet.com. They created a web to connect their areas of interest. At the end of one session we zoomed out and a student proclaimed “We know all that?” Jaws dropped a bit as these students realized how much they had learned and came to understand that they had valuable contributions to the larger group’s understanding of waves. Seeing these students thrive who previously may have floundered would have been enough of a selling point, but we consistently saw added value across all demographics. All students were challenged to grow at some point during the process.

Thanks in large part to the efforts of our principal, by the end of the first week of school all staff had embraced the idea of Guided Inquiry, by mid year we were engaging students with units across all grade levels, by the end of the year we had a staff that lived and breathed Guided Inquiry.

Our practice is more than just units of study in a framework. When it comes to research and questioning, Guided Inquiry has become how we think. When our leadership team was tasked with leading professional development for our site, they looked to the Guided Inquiry framework to develop the PD. We have went beyond just using it with our students because we see its universal value. At Lincoln Elementary we give our students a voice, ensure they have choice, and live a growth mindset in order to encourage students to have one as well. Guided Inquiry has been an invaluable tool to help get us there.

A Culture of GId

Teresa Lansford, Lincoln Elementary, Norman OK

Before I had even had a chance to do much with my staff in regards to Guided Inquiry, our principal planning experiences to introduce them to the process. Norman Public Schools does an excellent job in helping teachers get the professional development they need to be great practitioners. Our principal, Olivia Dean, goes above and beyond to not only provide quality professional development, but model her expectations as well.

A few years ago, she came to me with her ideas on how to introduce GId to the staff, and we collaborated in introducing the stages of the process. While I helped with some of the nuts and bolts, the ideas were all her own. Her strategy was to introduce Guided Inquiry to the staff as they developed their own growth plans. She created experiences for Open and Immerse that allowed them to start questioning their practices and what information they would need to grow. I pulled resources from our professional development collection for them to Explore.  They then identified a focus area for their growth plans, gathered information, and created a presentation for the end of the year to share what they had learned and how they had grown with the staff, taking questions for self evaluation.

Along the way she would introduce the phases and with my help debrief on what that would look like for students. This gave us a shared vocabulary for inquiry even before our teachers were officially trained. When it came time to collaborate on lessons with me, I didn’t have to sell them on the process. They hit the plan time running, immediately asking things like “What should we do for Open?” I have never in my career had such an easy time implementing new strategies. Inquiry Circles, letting students develop their own questions, and evaluate their own sources did not require a sell because the teaching staff had experienced the benefit first hand.

Additionally, by serving as a resource through the process of developing growth plans in the Guided Inquiry model I was able to heighten my profile as a teacher leader in my building. I feel like I have always been valued in my building but for those librarians who struggle to prove their worth, partnering with your principal to provide PD is a great way to raise awareness of your value as well as being able to share your philosophy and agenda for student learning with an entire staff. There are only wins when you team up with a willing administrator. Wins for you, your library, your staff, and your students.

Our administrator had established a solid foundation that strongly supported my program and student learning. In my next post, I will share the impact this culture of Guided Inquiry had on our students.

Power of Sharing

Never underestimate the power of sharing.

For the library renovation project, students knew to market their proposals toward school librarians and other relevant district personnel since the county is planning to complete such a project within the next few years. Perhaps what was a surprise to them though was the extent to which guests would listen and take into consideration their suggestions!

Not only did school administrators, district curriculum directors, school librarians and the district superintendent watch our students present their rationales and suggestions for the school library renovation, they also saw the impact of student choice and student voice in authentic assessments. Students were invested in this assignment. They prepared for the part, dressed the part, and spoke the part. Their ideas were original, varied, and focused on making our school library different from all the others in the city. Fayette County Public Schools Superintendent Manny Caulk told me after a series of presentations he observed that these students’ feedback would definitely be included in the decision making process when it’s time for our school library to be renovated. That’s powerful!  

Other guests in the audience were intrigued by what they saw in the presentations and out of that came great (but unexpected) PR opportunities as well. Feature articles were written by district personnel and the city’s local newspaper. You can read the article here. The superintendent, too, is creating a video series about student choice and its impact in schools and found many sources to interview for inclusion in their project. How cool is that?

While the attention this project garnered is by no means the goal, it is evident that school and district leaders value these types of learning experiences for all students. Any why not? Having student choice and student voice embedded throughout the year helps to create ownership of learning and student engagement increases as a result. Perhaps as a result of publicity, there may be other teachers now willing to incorporate guided inquiry design into their classrooms and experience the impact it can have on student engagement and academic achievement for themselves.

So what’s next? In less than a week, the core learning team will be presenting a session about Guided Inquiry in mathematics at the Innovations for Learning Conference to share our experiences. It is our hope that others will be inspired to try it too. After that, we will continue to brainstorm ways to bring Guided Inquiry into additional units and disciplines and seek other venues to share our GID experiences with others.

Let’s keep the conversation going about Guided Inquiry Design! Please post comments about today’s blog post in the comment section below and consider contacting Leslie Maniotes about blogging about your Guided Inquiry experiences so that we can learn from you!

Thanks for reading, reflecting and sharing this journey with me!

Amanda Hurley, National Board Certified Teacher

Library Media Specialist, Henry Clay High School

Guess who’s back, back again…

Hello again, GIDers!

I’m Kelsey Barker, teacher librarian for Norman Public Schools in Norman, Oklahoma. You may remember me from the last time I blogged with the incredible Buffy Edwards around this time last year. Now I’m back with another year of GID under my belt and lots to share!

This year, I transitioned from my position in an elementary to a middle school in the same district. Middle school has always had my heart, and I’m so happy to back with this strange, delightful, hilarious age at Longfellow. Despite moving up, I’m still a huge advocate for Guided Inquiry in elementary school, and thankfully connecting with librarians across the US on Twitter has allowed me to keep talking about my passion for GID at all ages (shout out to Jen and her team in Wisconsin!).

Working with a new set of students isn’t the only thing that has changed since the last time we talked. I’ve been lucky to have become a Guided Inquiry Coach last summer, and I was thrilled to be among the first ever Guided Inquiry Trainers when our district implemented this program with Leslie Maniotes in February. My GID journey has been incredibly fulfilling and more fun than I could have imagined, and I’m only getting started!

Here are the first NPS secondary trainers: That’s me squinting on the left, followed by Cindy Castell, Amanda Kordeliski, Martha Pangburn, and Leslie Maniotes, Professional Developer for GID.

Additionally, my new school, along with two others in Norman, was chosen to be a part of a half-million-dollar IMLS grant that will study Guided Inquiry and Makerspaces in schools. These last few weeks have been full of ordering Makerspace materials, planning two new Guided Inquiry units, and working with our learning team on what exactly it looks like to teach four full-scale Guided Inquiry units in one year in 7th grade Language Arts.

I have been living the GID life this year, and I wouldn’t change a thing. At Longfellow, we have had 16 teachers participate in 6 Guided Inquiry units this year with plans to expand next year. Every student at Longfellow has experienced at least two GID units this year, and a lucky handful of students have done up to four Between our widespread implementation, coaching and training, and the IMLS grant, I definitely have a lot to say about GID… way too much for a week’s worth of blog posts!

So I’m going to be sharing just one unit, and it’s our most ambitious unit of the year: a whole-school, year-long unit designed around the National History Day program that every single student participated in through their social studies class. With a learning team of seven and not one social studies classroom teacher trained in GID (yet!), it was an exercise in preparation, faith, and flexibility. I can’t wait to share our successes, failures, and lessons learned along the way.

Until next time!

Kelsey Barker

Teacher Librarian

Longfellow Middle School

Welcome to our 52 Week GID Challenge (for Educators Using Guided Inquiry Design)

Here you will find pioneers in inquiry-based learning engaging in a 52 week challenge of reflective practice.

As one of the authors of Guided Inquiry and Guided Inquiry Design and national trainer in the approach, I am always looking for unique ways to build networks around our process to support educators in their implementation and best practice of inquiry based learning.

In January of 2016, I gathered the educators in my network who were trained by me and using GID in their schools, and I invited them to blog.  We were looking for examples and reflection on best practice for inquiry based learning. Then, I created the blog with the goal of having 52 educators, a different one each week of the year, share their reflective practice using the GID model. It was so successful and exciting in year one that we continued the challenge in 2017.

Through GID, we believe in reflective practice and educators are finding this to be a great venue to reflect and learn from others using the model, across the globe. Most of the bloggers here have participated in an official GID workshop that has supported their implementation of GID best practice, which is a research backed best practice for inquiry based learning.

The object is simple: once a week someone takes over this blog account and the @52_GID twitter account and shares their experience on their use of the instructional design model called  Guided Inquiry Design.

You will find connected educators at all grade levels (K-12), from all over the globe, ladies and gents, young and old, social media superstars and first-time tweeters. We include varied perspectives on inquiry learning from district and school based leaders/administrators, librarians, teachers and instructional coaches. Everyone brings their own voice to the table and all of us, collectively, bring the student voice to the fore. That’s the reason we are in this, we are working to help our students use inquiry based learning to grow complex ideas, dig deeply into content area learning, develop authentic literacy skills, grow socially and emotionally through a complex learning process, learn information literacy skills through deep questioning and real research and learn how they learn!

Enjoy these wonderful examples and come join us by commenting and participating in our community of reflective practice. @InquiryK12

Leslie Maniotes, PhD  @lesliemaniotes
For more information:
email: Leslie@guidedinquirydesign.com
Website: guidedinquirydesign.com

Guided Inquiry Design Website

Resources:

Here are links to our books. This first one describes the research behind this approach and why inquiry is important for our students and teachers right now.  This second edition includes new materials and updates with the Common Core standards. Guided Inquiry: Learning in the 21st Century

Guided Inquiry Design describes the research backed instructional design framework for inquiry based learning K-12. Guided Inquiry Design

 Guided Inquiry Design in Action: Middle School provides practical examples and full units from the middle school level.

Guided Inquiry Design in Action: High School provides practical examples and full units for the high school level including a complete unit for National History Day, Physical Science, and more!

Our Series of Books on Guided Inquiry Design