My inception into GID

 

Hi all!

I’m Rahila Mukaddam, the guest blogger for this week on GID. I teach PYP4 at The International School in Karachi. Previously I’ve taught Pre-K to Grade 4 at AIS Kuwait – an IB school. Being at an IB school has driven the inner me to be more of an inquirer and a risk-taker. It has pushed me to take up courses, activities and many other things which I would not have taken up had I not been exposed to the IB way of life. I strive to live it and model it for my students. Last year I worked on my Certificate of Educational Technology and Information Literacy and am now a COETAIL grad. It has opened up a whole new world to me. Plus now that my PLN has expanded and keeps on doing so, I have more avenues of learning new things. I love being a Learner more than being a teacher! Hence, my aim is always to give my students choice in their learning.

I came across Guided Inquiry Design through Twitter of course (my trusty PLN). I started reading up on all the resources I could find online (I still have to get my hands on the book itself). The more I read, the more connections I am making to the IB philosophy and pedagogy. GID and IB both stimulate the students thinking through a Constructivist approach. Both focus on inquiry-led learning and student agency. I have barely skimmed the surface of GID but it is intriguing and I want to dive in deeper. The most important reason for this intrigue is that it is central to student agency.

 

The other day, while looking for more information on GID, I came across this poster about the 6Cs. I think it blends all the ideals of GID and IB in concise manner. Students need to think outside the box to get the bigger ideas, they need to move from LOTS to HOTS, question, evaluate and reflect what they learn. Finally they have to collaborate and communicate outside the four walls of the classroom to gain a broader perspective. I see this happening with guided inquiry. For me it yet remains to be seen if I am successful in guiding my students in the right direction. The power of yet…

The Power of YET… – Shelia Tobias

Keep steady and Learn! That’s my motto.

Recently I tried using the GID process when my students designed their Math games for Math Night at school. As I mentioned earlier, student agency is the most important thing for me as a teacher. With this process I saw student voice and choice coming to the forth. But to read more about that, you will have to wait till the next post. Till then I would love to hear how PYP/Elementary teachers are using GID in their classrooms. Till then…

Rahila Mukaddam

Guided Inquiry Design – NOT a One Size Fits All!

Hi everybody!

Well, I’m not sure how you did with sweets on Tuesday, but I must tell you,  I ate a lot of chocolate on Valentine’s Day so my sugar overload was very real and I’m paying for it now.  I guess it was worth it though!

Anyone who knows me understands that I like to laugh, have fun, kid around, play, be spontaneous and I am just a pretty easy going person. They know I am passionate about school libraries, teaching, and learning and a pretty hard worker.  What these people also know is that when it’s time for me to be serious or address serious topics, I can sit up straight, focus, and take on the serious topics. I have found that I need to kinda do the same thing with online teaching. You have to interject humor when you can, be willing to laugh at yourself, bring things to life and make the environment a little more personal, and have fun with the journey letting your passion for the topic guide you.  To my new friends I am meeting through this blog, it is great to meet you and I hope you will also feel this in my writing!  I love to write but tend to be a “flowery” type  of writer.  My husband Dennis, who by the way is my other fuzzy friend (see picture below) always tells me “the Reader’s Digest condensed version please”, so you probably get the point.  I’ll do my best to keep my word garden in control and not overdo it, but I am writing on topics that I am totally passionate about so it might be difficult.  Two topics near to my heart-Guided Inquiry and alternative education kids.  As I write, I still reference the alternative education kids as ‘mine’, they are still in my heart!

 

My other fuzzy friend and husband, Dennis. We are working on our selfie skills!

For this post I would like to reflect about how Guided Inquiry is a great fit with all types of learners because to me, there is not a prescription for the type of student who is a ‘good match’ for GID. In fact, I can argue that I think students who are challenged to be successful for a variety of reasons are a GREAT match for GID. I miss my kids at Dimensions (no offense to my fantastic graduate students who are hopefully reading this). I loved working with alternative education students and believed in helping them realize their own potential and to tell you the truth, they helped me realize by own potential in ways they will never understand.  Alternative Ed kids tend to get a bad rap, often times viewed as ‘those bad kids who go to that special school for kids always in trouble’.  When I began working with alternative education kids 16 years ago, I never, ever, even for one second, thought, ‘these kids can’t do it’.

I don’t ‘classify’ students by abilities, I see a group of brilliant minds. For the purpose of illustration, consider these three sets of students.  The struggling, successful, and advanced learner all with a range of abilities, motivation toward learning, experiences, backgrounds, etc. which impact their learning. Sounds like a typical classroom, doesn’t it?   If this is a continuum and we think about GID, each of these groups of students are able to be successful in their own way every step of the GID process.  

Struggling Learner

Successful Lerner

Advanced Learner

For a group of middle school alternative education students,  a GID project helped tremendously with transitioning to high school and for one student in particular, changed their life.  A personal goal of mine was to bring as many learning opportunities to the students as possible and so as a team, the middle school class of 6 students, the classroom teacher, and myself as Teacher Librarian started a project to set up the “Bulldog Brilliance Lab”.  The goal for the lab was to have a place where students could extend classroom learning through creating, so we wanted to have a green screen with video and editing equipment, MakerSpace tools and gadgets, thus creating an environment where kids were comfortable to express themselves.  This project naturally unfolded as a GID unit.  It was totally a student driven project from identifying needs for the lab, seeking pricing, funding, presenting to groups for possible financial support, working on grant writing with the teachers, and really taking in ownership in the process. What authentic learning opportunities!

As part of the project, students went on a field trip to the high school video resources studio. This studio is on one of the high school campus in the school district that offer media production classes and also maintains the school TV channel.  Dimensions kids actually got to run video equipment, work with editing footage, talk to high school students, and be a part of productions. It was a great experience for all of them!  One student in particular, we will call him James, comes to mind – he was terrified of going to high school, period.  During the field trip, James was able to talk to the media teacher one-on-one and mingled with high school students who he could relate to.  Fast forward – the kids were so into creating video projects back at Dimensions where they wrote scripts, rehearsed, recorded and edited the footage so it could be shown on the school channel.  (P.S.  My secret goal was to help the community see that these kids were rock stars and not the ‘bad’ kids.)

Thank you Mr. Jay Curry!

Anyway — these middle school students took leadership roles working with the entire school to produce videos. They wanted to create a weekly program spotlighting teachers and students and the activities that happened at school sharing that ‘good happens’ in alternative education.  Another idea they had was to create a video tour of the school for new students so they could actually get a feel of the ‘community’ before they came there as a new kid.  Let’s get back to James — as a result of this GID project doing what he loved (Third Space at its best) and the connections he made at the high school, his fear of going to high school turned into motivation toward entering high school – he was excited to get to high school! . You see James had such a Third Space Connection because he writes his own scripts at home and produces them on YouTube. And here’s the really great news –  the classroom teacher noted that student behavior improved AND the quality of student work improved.  Oh and by the way, James is doing famously at high school last I heard.

Let’s go back to the statement that GID is a good match for all types of learners. The example above clearly illustrates the possibility for students, all types of students.  Are you wondering about the project and how it ended?  The Bulldog Brilliance Lab was a success and the vision became a reality.  It was not a reality with shiny new equipment but a reality through donated resources that we put to great use!  Our kids didn’t care that the MAC computers were not new, they didn’t care that the green screen had a tear in the corner, and they didn’t care that created projects were not perfect.  What they did care about is they were doing something they loved, something they were passionate about, and something that was helping them realize their own potential.   Gosh, this sounds really similar to the author of this post.  

Until the next post, I vow to have NO MORE CHOCOLATE!

Cheers,

Buffy Edwards, PhD, MLIS
Energetic Educator and Online College Professor

drbuffyedwards@gmail.com, buffyedwards@sbcglobal.net
@nd4buffy

Year 5 Go Global

When I was first asked to help a Year 5 teacher, Catherine Havenaar, with an integrated Year 5 unit on ‘Global Connections’, I was initially a little cautious about how we would achieve the integrated English and Humanities outcomes. She was in her first year of teaching – after being a Paramedic for many years – but had been inspired to try Guided Inquiry after a seminar I gave to the whole Primary staff at the beginning of the year.

The first step of any unit of Guided Inquiry, of course, is to plan with the teaching team. By the end of the first session I knew we were on a winner.

Right from the start Catherine and I bounced off each other with ideas and this continued throughout the unit until it actually became an exhaustingly huge project. However, because the students all joined in the ‘fun’ of learning together it was an experience never to be forgotten.

The fact that the G20 Summit was taking place in Brisbane at the time was such a bonus. Having world leaders right here in Australia and on the news, made ‘global connectedness’ so relevant to the students. I love this research plan a student was working on later – Can there be a G21?

g20best

The Programme of work is available here: http://guidedinquiryoz.edublogs.org/practice-2/primary-guided-inquiry-units/

Australian Curriculum – Stage 3 

Human Society and Its Environment: Global Connections

Key Focus:

What impact does Australia have on the world stage through our global connections?

Contributing Questions:

In what different arenas does Australia contribute to the world?

What are our responsibilities in making sure all people are treated with respect and provided with basic human needs?

OPEN: As with all GID units we began with checking prior knowledge and global organisations that the students recognised.

Activity 1: Complete ‘pre-test’ to determine knowledge levels about Australia’s connection to other countries – Provide students with a question and answer sheet that they will complete as they move around 10 stations. Each station has a visual prompt relating to a different idea of global connection. Students have four minutes at each station and identify the prompt they know least about.

Other Activities: Watch “Global Connections” video on ClickView; Read“Around the world by lunch”; CDRom -“The Global Village” (oral activities)

IMMERSE: Students discussed Article 25 of The Universal Declaration of Human Rights and recapped the importance of Australia’s role in providing aid and humanitarian support.

Students then selected an organisation and drew its logo with a description of its elements and meaning.

Using a scaffold “Making the Choice” to gather information on a number of organisations they read widely and took notes, discussing findings at specific points with the teacher and each other.

One student with dyslexia was catered for when Catherine decided to bring in her own Mac computer to give the student during lessons so that she could use the ‘Text to speech’ function. This student managed better than ever before, could listen to sites about organisations – and was so happy!

using-speech-function

Links to all the organisations selected were put onto a Diigo sites and used from the class Edmodo learning platform. Students also enjoyed sharing sites they found.

sharing-sites-edmodo

yr5immerse1

EXPLORE: Students determined an organisation to research and read widely from Diigo links, books and subscriptions such as online encyclopaedias and Skwirk.

Scaffolds were provided for recording information and the questions they raised about that organisation.

yr5-first-two-scaffolds

IDENTIFY: Students wrote a research question (with help from the teaching team) to focus their exploration and four contributing questions which were placed into a jigsaw scaffold and/or a mind map.

jigsaw

mindmap

GATHER: Answers were gathered in their books and throughout students were assisted with aspects of information literacy by the teacher librarian – everything from determining best sources of information to writing a Bibliography.

jigsaw_answers

CREATE: Now for the real fun! This is a prime example of students working in the ‘Third Space’ and where they all just blossomed.

Students created an organisation of their own based on the tenets of the one they had been researching. They had to create a name, logo, slogan, aims, goals and a script for a one minute infomercial which featured the student introducing their agency. Because they had selected an organisation originally based on their own interest we had organisations created for everything from wildlife conservation to soccer. This also integrated their Visual Arts and Writing programs. (see program : http://guidedinquiryoz.edublogs.org/practice-2/primary-guided-inquiry-units/)

Catherine and I had a discussion about how she could be involved in a fun way to model their tasks. It was decided that she should create the overarching organisation with which the students all had to register their created organisations! After a lot of thought and laughter we came up with OREO: Office of the Registry of Earth’s Organisations. A logo was created and Catherine made her own infomercial as an example for the students.

See it here: https://vimeo.com/192400121

SHARE: A Global Summit was organised to which all parents, the Head of Primary and the Principal were invited…

In groups of five the student’s infomercials were played. Each group then entered to sit around the OREO table dressed for their role in their organisation. Parents had been given prepared questions to ask and the students, in a very professional manner, stood and answered for their organisation.

Morning tea was served to all and of course there was a distinct Oreo theme!

A large number of parents and grandparents came to the OREO Summit:

oreosummit1

Here they are watching the ‘Infomercial’ videos the students made for their created organisaton. (Note their Logos on the wall!)

oreosummit2

But a unit of work does not end with Share!… We conducted evaluations of students and the teaching team but also were surprised to receive a number of feedback comments from parents.

Stay tuned for the Evaluation blog and some links tomorrow. Finally I will reflect on a few more GID experiences towards the end of the week.

Alinda Sheerman – Broughton Anglican College, Menangle Park (75 km south west of Sydney, Australia)

 

 

 

Aldine ISD Online Resources Cultivate Guided Inquiry!

This year I am attempting a new Guided Inquiry project.  I meet with fourth graders in the computer lab two days a week for an hour for inquiry based lessons that are planned with the Guided Inquiry Design model.

The first lesson I have designed and implemented is one stemming from a State of Texas 3/6 grade reading list called the Texas Bluebonnet program.  The Texas Bluebonnet Program publishes a new list of books from a wide range of genres each year.  Students in 3-6 grades read at least five books and then vote on their favorite at the end of January.  The winning author is honored at a luncheon at the state library conference and a group of students are invited to present the author the award.

One of the books on the list this year is Space Case by Stuart Gibbs.  The introduction in the book is a letter to the reader that welcomes them to the first permanent human habitation on the moon.

I used this letter/introduction as the Open to our first GI project.  I then had students spend a few minutes thinking about what it might be like to be sent to live on the moon.  We opened a Google Doc and students jotted down notes, thoughts, ideas, and questions.  Must not forget the questions!

Boy were the questions, thoughts and ideas good ones!  As was the enthusiasm from the students.  At first the students weren’t sure what to write and so, one by one questions started coming out.  I would answer their questions by saying something like “Wow, that is a great question, write it down!”  I also did some of my own wondering on my paper; things like I wonder what it’s like on the moon…do they have a day and night.  I only put a few on my Google Doc and that sparked the ideas, thoughts and questions.  I also was sure to say, “These are my thoughts, I’m sure most of you have different thoughts than mine.”

I then introduced the students to 3 of our district online resources such as Britannica, Scienceflix and PebbleGo.  I had them look at the sites; explore what was on them about the moon.  It was so thrilling to see the students excited about using the online resources rather than “Googling it.”  I fully support Google; don’t get me wrong, but our fourth grade students need a place to go to find legitimate, readable sites on their level.

I can’t tell you how often the students get stuck in Immerse and Explore phases when they use Google, at first.  I watch them Google a phrase, often misspelling it, find thousands of websites and proceed to open then close them without reading the first word.  They move on to open, close, open, close over and over and then get frustrated.  Or, I see students immediately go to images to learn about, say natural resources and spend hours looking at photos without actually learning any specific details.  Therefore, it was exhilarating to see them excited about their searches and the information they were oohing-and-ahhing over.

gid-space-case-online-resources

The next class period, I introduced three more district and state sponsored online resources and allowed them to continue exploring to see what they could find about the Moon and potential life on the moon.  On the third class meeting, I showed the students a clip from Discovery Education of a modular unit that has plans for use on the moon.   I allowed students then to continue exploring other video clips about life on the moon, life in space, space travel, etc.

We again logged into Goggle Drive to take notes and document questions and thoughts as they were exploring.  Students were motivated to ask if they could go back to a previous website, or if they could try new ones, and were excited over the details they were finding.  I had students ask if they could use specific information databases they knew about that I didn’t introduce, or explore others listed on our district online resources page.  The energy for this project is high, even for students who don’t necessarily gravitate toward space or space travel topics.  Equally exciting, when I gave them 10 minutes of “free exploration time in district sponsored games and resources” for working so hard, more than half of them chose to stay in the online resources tab to either explore other interests, or continued exploring space topics.

When reflecting upon the lesson with the first group of students, I added a step or two here and there with the next group.  I wanted to have students record their thought processes and add a reflection piece as well.  Therefore, we had a mini-lesson about logging into our district Google account, opening a document, brainstorming thoughts, adding a title, etc.  Students used a Google Doc to jot down thoughts, ideas, questions, and reflections before, during and after exploring online resources.  So, see I do support and use Google for education!

We have not finished this unit, our next step will involve a minilesson on academic honesty and citing sources.  We then will begin to actually search for answers to our questions, now that we have a good idea of which databases and online resources will be most helpful.

Tara Rollins on twitter

The Passion Project: choice and flipped learning using Guided Inquiry Design

Some student work from the Passion Project that was shared in the library

Some student work from the Passion Project that was shared in the library

I don’t like to play favourites with my projects, but the Passion Project was definitely one of the highlights of my Guided Inquiry journey this year. The project was the idea of two Religious Education (RE) teachers who wanted to bring a greater level of choice to their students’ learning, thereby providing a more meaningful and deeper experience in the classroom. They came to me after one of the teachers had collaborated with me using Guided Inquiry in a science project and she thought that the principles could be applied in RE.  Religious education in Australia is not tied to the curriculum constraints of other subjects, but is considered a very important part of our school curriculum. Therefore, we had a lot of freedom in our project design…and that made it so much more fun.

The Passion Project asked the students to choose what they would like to focus their study on for Term 3 in relation to Christianity and faith. It asked, “what are you passionate about?” and provided the students with the freedom to ask the big questions related to faith, religion and spirituality. We emphasised that there will not be one answer to your question which was something that some students found challenging and others found exciting.

We opened the project with a number of games which were designed to get the students brainstorming the kinds of things they were passionate about, whether it was Game of Thrones, Justin Bieber or animal cruelty. We used chatterboxes to get conversations started and students worked in partners and small groups to support each other in the creation of a mind map which would form the basis of their Explore phase.

This page of resources held sources for students to explore as well as videos which were allocated to each stage of the Guided Inquiry process

This page of resources held sources for students to use in the EXPLORE phase. Each of the four tiles (e.g. Using the inquiry log, etc) had Youtube videos that I personally created to model information literacy skills.

As we only had one lesson to spend with the students per week, I decided to implement a flipped classroom approach. Students used the learning management software to access videos and instructions on various stages of Guided Inquiry. They also accessed their Inquiry Log and Inquiry Journal for the EXPLORE and GATHER phases. This enabled teachers to spend less time at the front of the classroom teaching skills, and more time for student inquiry and teacher interventions as required. We implemented EVALUATION throughout the process and the classroom teachers used reflections using Google Forms at the beginning of each lesson to gather important information to inform whether the student needed additional support. This also provided valuable feedback which informed whether the students needed more or less time at each stage of the inquiry process.

This is me recording the flipped classroom videos in our very own soundproof recording booth at school! It took many, many takes. Note to self...write a script!

This is me recording the flipped classroom videos in our very own soundproof recording booth at school! It took many, many takes. Note to self…write a script!

I cannot emphasise enough how important the reflection component was to this task. I have found that the inclusion of reflection is something that requires a bit of persuasion on the part of the teacher librarian or Guided Inquiry practitioner for a number of reasons: there is little time, does it add value, I’m not sure how to do it, etc. Reflection is something I strongly believe in as a teaching tool because it encourages reflective practice both in students and teachers. It encourages us to question how we go about our teaching and learning and provides valuable insight into our students and how they are feeling/thinking/behaving at each stage of the project. It also provides valuable evidence of the impact of teacher librarians – something that we do not always have access to if we are not assessing, reporting and providing formal feedback. In this case, the RE teachers were big fans of reflection and were quite happy to use it to ensure the students were properly supported throughout the project.

I had many interesting discussions with students in the beginning stages of the project. The ISP emphasises the fact that students will go through periods of doubt and uncertainty, and this was true for our students. A couple of students begged me to “just give me a question to answer!”, which only confirmed that the process of making choices is essential for improving information literacy and skills that will help them become lifelong learners throughout their life.

It took the girls 6 weeks to get to the stage where they could begin to plan their creations. This was also a valuable lesson to those who like to jump right in and create before they have a deep understanding of the subject (often this leads to a lot of copying and pasting in my experience). Like the choice of subject area, they were able to choose their method of sharing their findings. We gave the students physical and digital platforms for sharing and this led to many amazing creations. Examples included:

  • Youtube cooking videos exploring food and religion;
  • Infographics which visually compared characters in religious inspired films compare to the Bible or discussing Harry Potter and Religion;
  • Google Slides on Christianity in Sport;
  • Artwork and collages on various topics;
  • Poetry and short stories;
  • Instagram posts;
  • Vlog posts; etc

In all, the Passion Project was valued both by teachers and students. Using the Guided Inquiry Design model provided the structure and scaffolding needed to properly ensure that the knowledge that the students gained would be personally meaningful. It also personally allowed me to get creative with my own pedagogy and play around with technology to improve the learning experience. I particularly enjoyed recording the flipped classroom videos. Although this was time consuming in the planning phase, it was worthwhile in the learning phase. All in all, the project was a huge success and will be repeated next year.

Erin Patel

Jazz, Will Rogers, and Saving the Earth – Elementary students Questions in GID

As you might imagine as we move down the spectrum of levels in this “vertical” look at inquiry questions will include more simplistic questions at the elementary level.

In today’s post we have a few student questions from Kelsey Barker from three of her GID units in her Elementary School from last year.

Kelsey is an active GIDer and has written for this blog multiple times. To read her other posts click here.

Photo credit https://www.emaze.com/@AFQCROTQ/THE-JAZZ-AGE

Photo credit https://www.emaze.com/@AFQCROTQ/THE-JAZZ-AGE

Last school year, Kelsey worked with the music teacher on a Guided Inquiry unit on music appreciation. In that unit, the fifth graders asked specific questions about the Jazz Age.

  • What was life like in the Jazz Age?
  • What was the impact of Ella Fitzgerald on Jazz music?

These questions are not the run of the mill fact based questions we typically require in research units for fifth graders. These are interesting questions! Teachers would usually have the content laid out and require that all students find out when the Jazz Age was? Where did the Jazz Age take place? and Who were the main people connected with this? These are not only easy to find the answers, (just Google it) but they are low level factual questions that require no critical thinking to answer. The right questions for inquiry, at any level, are the ones where students need to investigate multiple sources to address them. The questions above can be labeled as great student questions from an inquiry.

Photo Credit http://flyokc.com

Photo Credit http://flyokc.com

The Biography unit! Many states have in their standards a list of famous people that the students in third grade have to know. If they don’t have that list, then students typically have a biography unit at some point in upper elementary. That unit traditionally turns into that Bird Report that David Loertscher warned us about long ago, where teachers have students pick one person from a list and they get the required information about that person, date of birth, young life, challenges and successes and so forth.

In Norman, through working with many teams on how to make the traditional biography unit an interesting inquiry based unit, we have flipped that famous people unit on it’s head. Instead of a list we start with thinking about the concept of a legacy, or what makes people great or famous.  This becomes a natural way into reading many biographies. Through this GID unit students can learn about not one but maybe even more famous people in order to understand the concept of what makes people famous. One student’s real question from that work was:

  • Why is so much stuff in Oklahoma named after Will Rogers?

There you have it! The student actually asked the question that we want them to know! But this time, they have a real desire to find the answers to that question and their learning, as a result, will be much richer than if we had them pick from a list and find stock information about Will Rogers. Don’t you agree?

A small innovation to a traditional unit can make a BIG difference in how students respond and what they learn as a result.  That’s the power of GID.

Photo credit http://www.safetysign.com/products/p7440/recycle-symbol-sign

Photo credit http://www.safetysign.com/products/p7440/recycle-symbol-sign

Reduce, Reuse, Recycle! What a great thing to teach our next generation!  Through a first grade unit on Recycling using Guided Inquiry Kelsey and her team’s students came up with their own questions like :

  • How does recycling help the earth?
  • Why do we recycle?
  • What happens when we don’t save water?

These are basic but real questions that the students had.  In the early years of using Guided Inquiry students learn that their questions matter and that they can actively find out the answers to their real questions through research. This forms the foundation on which learning how to learn through inquiry begins and develops over the years.

So ends my week of posts on student questioning!  Many of you will be starting school with students this week… to you, good luck and best wishes on a year full of student questioning and research to you all!

Leslie Maniotes

Author Guided Inquiry Series

Beginning with the end in mind – Student Questions from High School

This week we are talking about student questions, what questions students come up with within the context of a GID unit, and how they relate to and address the content of the curriculum.  With these posts, we hope to inspire you to let go and structure your learning using the GID process so that students are doing the asking.

Let’s start with the end in mind.  I’ll begin with high school so that you can get a feel for the level of questioning that occurs in academic content area courses in high school.  Then I’ll work down through middle school onto elementary to show you how those questions look as well.

So, we begin at Westborough High School in Westborough, Massachusetts.  Anita Cellucci and Kathleen Stoker are a GID learning team extrodinare.  Anita, just this week, was named as a finalist for the librarian of the year award by SLJ and Scholastic! Congratulations to one of our best! And her teammate, Kathleen teaches a course on Psychology and Literature that she described on our blog in April. Their work together is what every collaboration aspires to do, their collaborative work raises above and beyond what either of these two could do on their own.

In their course that was expertly designed using the GID process, students had questions that were personally relevant, interesting, and were centered within the content of the course.  The process of Guided Inquiry support your learning team to get students there.  As you read these questions- see if you can

  1. determine what learning goal Kathleen had for her course
  2. see how students are interested in what they will study
  3. think about what might have been something the students had been exposed to or asked to consider before identifying their question

Here they are:

“How are veterans affected by PTSD and what are some ways they are treated?”

“What is stress? What physical and emotional impacts are there due to stress and what are ways to cope with it?”

“How does music therapy affect an individual mentally and physically, and how can using music therapy benefit the patient over other types of therapies?”

“How are students affected by sleep deprivation and what can schools to do to help students?”

“How does art therapy help in ways that other therapies do not?”

“In what ways can technology be addictive and how can this problem be addressed?”

Through examining these questions, the students connections to their own experiences jump out at you, their interests are clear, and the content is also evident even without knowing the syllabus for Kathleen’s Psychology in Literature class.  It also seems that they had some idea that there were therapies that could help people, and most students were interested in knowing about the problem as well as the solutions that exist for that problem.  Pretty exciting topics and worth sharing with a wider audience, don’t you think!?  To read more about this unit, read Kathleen’s posts from April.  They’ll be doing this unit again this year, so maybe we’ll get a round 2 of blog posts to hear how it went this year! 😉

The next unit offers us a little sneak peek into the book coming out in December as this unit is described in detail there!  The book is Guided Inquiry Design in Action: High School.  In it we have four units of study just like we did in the Middle School book!  The unit Anita and Marci did was described here in Marci and Anita’s posts. They worked together on a Physical Science unit for ninth grade. Through the process they built a large inquiry community with the many sections of this course and they met in the large library 2 sections at a time.  When it came to Identify the students wrote their questions on chart paper that were posted around the library so that all the students could see the variety of interests across all groups in the larger InquiryCommunity.  Here’s a picture of one of the charts.IMG_8371

Some of the students questions

What is the role of gravitational force in our everyday lives? And, in what ways can it be changed into a different form of force?

How do different types of media effect sound waves and how does this relate to communication?

How are Newton’s laws related to earth and in what ways is this information used to explore other planets?

In what ways does the architecture of a building effect it’s stability in the wind?

What is the role of force and friction in field hockey?

How can a figure skater improve by studying physics?

Again, with these questions you can see a direct tie to the content of physical science and physics.  Students have a real desire to know the answer to these questions.  The questions connect to their lives and are bridges to the Third Space.  There is higher order thinking going on as well as interpretation and application of content from the first three phases evidenced in these questions.

I like how a few of them use the beginning frame of  “In what ways… Or what role does…”  Notice, we often say “why questions” are the most open ended, but “what questions” are really useful when students know enough background knowledge to ask a “what question” that will take them deeper into the content, as these do here.

So this sample of REAL questions are examples to you, to calm your fears of students asking off the wall questions that won’t relate to the content of the course.  And to help you trust the process, because when you design units using EVERY phase of GID, students identify wonderful useful questions.

Thanks again to Anita, Marci and Kathleen for sharing their work with me and all of us!

More on middle school questions in the next post!

Leslie Maniotes, PhD

Author of the Guided Inquiry Series

Avoid Cheetah Reports in 8 Easy Steps!

Remember this charming critter from my last entry? My Guided Inquiry Design mascot? This creature is a Pompeii Worm, and the reason it represents the power of GID, to me, is that this animal was selected by one of our Grade 4 students as the subject of his Guided Inquiry project on animal adaptations.

 

Hello. It's me again. Photo credit: Alison Murray, ARKive

Hello. It’s me again. Photo credit: Alison Murray, ARKive

If you’re an elementary teacher, I’m sure you’ve encountered an animal project in some form. You know the drill… the kids choose an animal and do a little report on it: what it eats, where it lives, etc. This kind of project is a nice introduction to research skills, and because most kids are interested in animals to some degree, there is high motivation. You will find that the vast majority of students will pick pretty standard animals. Wolves. Zebras. Sharks.(Note: when I was in Grade 3, I chose echidnas, thus cementing my nerdiness for years to come. I digress.)

However, it is a truth universally acknowledged that at least 55% of your class will choose cheetahs.

Yeah, we get it, Cheetah. You're very noble. Photo credit: Anup Shah, ARKive

We get it, Cheetah. You’re very noble. Photo credit: Anup Shah, ARKive

Look, I have no problem with cheetahs. They run fast. Their claws are unretractable. They hunt gazelles. They are endangered.  Their cubs are ridiculously adorable.  Cheetahs are LEGIT. I get the appeal. Kids LOVE them.

OMG SO CUTE | Photo credit: Suzi Eszterhas, ARKive

OMG SO CUTE | Photo credit: Suzi Eszterhas, ARKive

But they are so… predictable. I’m sure you’ve marked dozens – nay, hundreds! – of cheetah reports in your professional life. It’s time to move on. Wouldn’t you rather learn about something a little different? A little out-there? For instance… a Pompeii worm?

A cheetah’s got nothing  on a Pompeii worm. (I mean, fine, a cheetah would easily take one down  if, say, a Pompeii worm somehow found itself stranded on the Serengeti. No contest there. I’m speaking more ontologically.)

Team Pompeii Worm | Photo credit: Greg Rouse, ARKive

Team Pompeii Worm | Photo credit: Greg Rouse, ARKive

 

These guys live in the deep sea in hydrothermal vents. The end of the worm that sticks out in the water has to endure near-freezing temperatures in the frigid water of the deep ocean. So? Lots of organisms live in the deep ocean. The really cool thing about Pompeii worms is the end of the worm that’s in the vent has to contend with blasts of hot water that can be as high as 80 degrees Celsius, or 176 Fahrenheit. How does it survive in this environment? Most animals would poach themselves within seconds, yet these worms thrive in such a hostile environment because of bacteria that live on their bodies that help to regulate their temperature!

Admit it: that’s cool. Or hot. (Whatever.)

How did we discover Pompeii worms? Well, Guided Inquiry guided us to them! The whole process was important, but because we leveraged the power of the first three phases – Open, Immerse, Explore – for this unit, the students were able to explore some carefully curated resources about animal adaptations and make notes on different adaptations and animals that have them. In this way, the boys were exposed to a vast array of animals that they might not know about, and successfully carry out their research. Rather than designing the project around teacher-led discussion on adaptations, the boys discovered the concept on their own and built knowledge themselves.

The provincial learning objective for this Grade 4 science unit was: “All living things and their environment are interdependent.”  The instructional team – the Grade 4 teachers, our wonderful Inquiry resource teacher and myself – decided that the students should learn about how different environments can affect the adaptations that animals have developed to survive. These would be independent projects culminating in an animal “fact file” with a labelled diagram and paragraph.

 

Fact files on display. Photo credit: me

Fact files on display. Photo credit: me

 

We started the OPEN phase by projecting a panoramic Google maps photo of Dinosaur Provincial Park in our neighbouring province of Alberta. This park looks very different from our own local temperate rainforest, so we had the boys brainstorm and discuss questions about the environment there. What kinds of animals might you find there that you wouldn’t find in Vancouver? Why? We then went out to our wooded area to take photos with iPads. This OPEN activity got the boys thinking about how environments can impact plants and animals.

We timed this project around the boys’ first overnight outdoor education trip, which became their IMMERSE phase. They spent two days at a local outdoor centre, where most of the programming revolved around adaptations of local flora and fauna. Full disclosure: I did not attend. I stayed warm and dry, but from all accounts, the experience was highly IMMERSive!

After they returned from camp, we set up the EXPLORE phase. Instead of letting the boys go nuts on Google, or wreak havoc on my painstakingly arranged 590s shelves, we gave them only one option: a brilliant website from BBC Nature: Animal and plant adaptations and behaviours This site has an exhaustive list of adaptations, with an easy to read description for each and multiple examples of organisms. We put the boys into Inquiry Circles and had them browse the site, noting down on a specially-created worksheet any animals or adaptations that they thought were interesting.

Because this BBC site has such an exhaustive list of adaptations, and because we gave them free range to browse the site, the boys were learning about everything from behavioural adaptations such as swarming, to feeding strategies like kleptoparasitism! Thus, one young man discovered the Pompeii worm, neatly filed away under symbiosis. His curiosity was piqued. What the heck is a Pompeii worm? (Probably what you were thinking at the beginning of this post!)

After a couple of sessions exploring the BBC site, we helped the boys review their notes and IDENTIFY an animal they really wanted to learn more about, and to write a strong research question about it beginning with “Why” or “How”.

From there, we provided more curated resources for GATHER: the BBC site again, ARKive, World Book, and in some cases, reliable websites that I vetted for those boys who chose an unusual animal with scarce information available.

They CREATEd their fact files and we SHAREd with a big celebratory class session involving small-group informal presentations and a gallery walk of all the files. Finally, the boys were EVALUATEd on the science learning objective as well as a self-assessment on the whole process.

The results? The boys were so motivated and excited each week when they came to the library. The learning was student-centered with each boy striving to answer his own question, instead of following a list of criteria from the teachers. Those pesky note-taking skills were a breeze to teach, and the science learning objective was hit out of the park (ask one of our Grade 4s about any possible adaptation – they know them all!)

Those are all very noble, altruistic goals for the betterment of our darling students. Allow me to be selfish for a moment – of 48 projects completed there was not a single one on cheetahs. If that’s not a career highlight, I don’t know what is.

 

A-HA Moment

A-ha moments

As I close out my fourth year of the GID project, I am thinking about some of the connections that my students make.  First, I believe that science gets a bad rap.  Yes, it IS hard, but not impossible.  Students seem to have roadblocks in their minds about science and what it really means.  Students were asked to connect their inquiry question with any part of a topic in physics.  As soon as I said the word physics, students’ eyes got huge.  They were not confident they understood what physics was.  As we plugged along with the project this spring, I kept reminding students that they needed to relate their research back to physics.  

But, what did that mean?  These kids were really stressing out.  So, one day, we took out the old-fashioned textbook.  I asked students to flip through the book and see if there were any words/phrases/topics, etc. that they have seen within their research.  The goal was to recognize that physics was embedded in their current research – it was implied through the articles that they were already reading.  

For example, one student came after school one day.  She really was panicking stating that there were no physics connections to her topic.  I asked the student just to tell me, in her own words, what she had been reading.  After the student says that ‘nothing about physics,’ she proceeds to describe the aurora borealis.  I let her speak for about a minute.  I stopped her and repeated one of her sentences….the aurora borealis consists of light (physics) with different wavelengths (physics) and speed of light (physics times two)….  I then asked – what are waves, what about the electromagnetic spectrum?  The surprised look on this girl’s face when she realized that she was already reading about physics and it wasn’t a formal chapter that she had to learn about was fabulous.  

I did, in fact, have several of these types of conversations with my students.  It was great to see the relief and awareness that they had already made meaningful connections.  While the textbook was helpful, conversations were also very important.

Marci

Questioning the Journey

aequestioning

Working with GID for over four years, has allowed me to reflect on the patterns, challenges and successes of integrating the Guided Inquiry Design Process in our high school.

One aspect that overwhelmingly starts out as a challenge for content teachers is student questioning.  Historically, teachers are the questioners – choosing the Essential Question or creating a research project with predetermined questions for students to answer. In this type of research, the students engagement can vary.  If it’s a topic that students have interest in, the outputs are more favorable.  In many cases, the outputs will be surface level instead of a  deep meaning-making process.  Jamie McKenzie, author of The Question Mark, a journal devoted to questions and questioning and a thoughtful leader of technology in schools, writes about research in schools in his educational technology journal, From Now On.  He suggests that real problem solving in research begins when we are stuck.  I think the key to helping kids get “unstuck” is to stay with them through it. But, how do we do this in a way that takes into consideration the time constraints, the comfort of the content teacher and the desired outcomes of the research? This is a question that I am still attempting to answer.

In my years as a library teacher, I have developed strategies and gathered resources to help students understand the question building process.  Within the IDENTIFY phase, I work with small groups of students to create their inquiry questions.  In their inquiry reflections from the previous work through the EXPLORE phase, I ask that students create a list of questions that they have about their topic.  I am intentionally vague with instructions – “As you read through and discover information about your choice topic, write down any questions that come to mind.” – by giving students minimal instructions – they are able to follow this mindfully – without worry of creating a question that will be “wrong”.  We then use these questions in our question building session, along with inquiry tools and strategies, to create a solid inquiry question.  Typically, I will work on the question from the aspect of inquiry and then the students will check in with their content teacher to be sure they are on the right track with content.  The key is to ensure that students are staying rooted in their personal interest.  I also believe that it is crucial to not add content knowledge to the question building process – as this sometimes sways the student to change their topic based on what the content teacher speaks about and most often leads the student away from their core interest. My experience has shown that the personal interest of the student will be the sustaining force throughout the challenges within the research and GID process.

Teachers survive the demands of each new school year by creating routines, developing habits of mind and in some instances – by turning on autopilot. One challenge as the library teacher is to keep the current issues within your community in mind when attempting to collaborate with content teachers. Interestingly, questioning is something that can be viewed as “just one more thing” to add to a project that expands the time necessary to work with students.  In my school, I am grateful that there has always been a culture of a day or two with library resources but it is still a paradigm shift to allow more time for instruction throughout the process.  GID gives the necessary framework that allows content teachers a way to envision the space and time necessary to receive the outcomes desired.  When a teacher is able to let go of the fear of the unknown as well as become able to sit with the initial uneasiness of facilitating over instilling information – the shift for student  learning begins.

As the library teacher, my role with questioning and often with GID,  becomes one of co-teacher, collaborator, sometimes hand-holder, always the visionist, often the only believer – that it will all work out okay and we will all take away a meaningful experience. Many students seem to instinctively know this from the start while others are as uncomfortable with the “not knowing” as their teacher.  Good collaboration begins with trust and one can not discount the role that it plays when planning.  I believe that it’s always best to begin where the content teacher is, in other words, baby steps may be necessary – the goal should be to begin the journey! Even the longest and most difficult journey begins with the first step.

 

journey

Anita Celluci, Library Teacher, Westborough High School