Special Education and GID- About Me!

Hello GID fans!

My name is Amanda Biddle. I work at Henry Clay High school in Lexington, KY. Henry Clay is the largest high school in Kentucky with about 2, 400 students from grade 9 to 12. I am currently the building assessment coordinator, however I was, and will be again, a special education teacher in our building. I have two lovely little boys, 6 and 2.

I have experience teaching special education in all subject areas in elementary school, special education in middle school, and special education algebra and geometry in high school. I have a passion for working with students who are struggling learners and finding ways for them to learn how they learn best. I believe that each student can be successful if they are given the right tools and encouragement.

I was introduced to Guided Inquiry through my husband, who is a social studies teacher. While completing his masters program in library science, he had the opportunity to study and implement Guided Inquiry. He started with advanced classes and worked his confidence in to the general education, co taught classes. It was through long nights of planning his lessons and unit together that I started to understand how this model of teaching and learning could benefit, my then language arts students who were in special education. I was able to take his knowledge and work with him to form a unit on guided inquiry. That was three years ago.

After my year as a middle school special education language arts teacher, I transferred to Henry Clay high school, and started teaching math as a special education resource teacher and a special education co teacher in math. My first year as a high school teacher, I rarely thought about GID and did not implement any units or lessons as I wasn’t comfortable with how it would be implemented in the math classroom. However, my second year, I was introduced to another math teacher who was implementing at least one GID unit each semester. It was amazing. I was also very motivated to make this work for my students. I attempted my first math GID unit at the end of last school year. (May 2016)

Once the librarians, other math teachers and I started working together and really looking in to GID and how it could benefit our students, we were able to sign up for the GID Institute at Rutgers this summer. We formed a team of 1 math teacher, 1 English teacher, 2 librarians and me, the special education teacher. Going to the institute and working 45+ hours on one unit was exhausting, but worth every minute. I was able to come back this school year, ready to start the year by giving students a new perspective on how they can learn and explore math.

I am excited to be a part of this 52 week challenge.

See you tomorrow,

Amanda Biddle

Keep Going! – Change the culture of schools to develop conversation

My journey continues…

Between 2000 and 2010 I told teachers and students about ISP. We tried in all kinds of ways to adapt what we learnt from it in our information seeking instructions, in our supervision and in the instructions that the teachers gave to the students. We were convinced that it should inform our practice. We made many mistakes. We thought we knew, over and over again. But since the students kept getting more or less impossible assignments and I knew that they wanted us to be kind and needed us to understand their “non-library” questions we learned and learned and learned.

In 2010 I got the chance to get to know Randi Schmidt. The story is long about how this meeting came about but it contains my story with ISP as you’ve read it above, people in Sweden whom I had found and networked with, coincided with financial possibilities and Randi´s and my conviction that ISP/GI really had it. I don´t know if Randi is known to you but my short version of her goes like this: When she found out about ISP she decided to create a program at her school (Gill St. Bernhard, Gladstone, NJ ) that would fully implement the findings of the research – her practice should be based on research. And that she did.

Ten years later I walked into that library. I came as prepared as I could and the ten days that I spent with her, her colleagues, students, teachers, researchers at CISSL and the colleagues that I travelled with from Sweden equipped me with a massive experience. It was just as holistic as the voices I heard from my informants only that the web was getting even more complicated. But there were connections, there were methods, there were forms to be filled in and reflection sheets, structured lessons and instructions and there were questions answered and I saw it all, it wasn’t just talk but also walk.

During my visit I asked myself: what am I going to do with this when I come home? I just thought it would be so sad if I would plant the seeds but then fail to make them grow and flourish. It would be so sad. I wanted so badly to be part of a listening and encouraging culture that would help both grownups and teenagers to create deep knowledge.

So I asked for advice and thought and read my own notes from the trip and the ISP/GI texts over and over again.

I decided to trust conversation and discussion.

I don’t think that we have that as a natural part of our culture in my school when the intention is to develop professional knowledge in the staff.

And I decided to challenge that.

I decided that it was the only way to go and that I knew that I had to be patient and firm. If I or the teachers assumed that we were getting nowhere, nothing was happening I had to remain in the position of a discussing, conversing person. If that didn´t work, nothing else would.

I started by talking to my principals and somehow they must have experienced that there was something – not clear what – of quality in my sayings and doings and a year later I had a full time job. Still unclear what I was doing or should be doing, but there it was.

My vision was not to become a star school librarian but to teach the teachers and then work together with them. In 2013 I had evaluations from teachers, their voices and student voices from six projects, involving about 200 students and six teachers and I was invited to present as a practitioner at the CISSL Symposium celebrating the 30th anniversary of the dissertation of Dr. Carol Kuhlthau.

I flew to the US to talk for 15 minutes. It’s kind of funny to think of it that way, but of course there was so much more to it. I was back at Gill with Randi, I met with new people, learned that my presentation and the result we had was worth something – we were on the right track – and that there was interesting stuff going on in Australia as well. So, going back home again, what next?

I went back and told my school and anyone else that was interested that those who know say that we’re on the right track. We don’t really know what we’re doing but people who know say: keep going. So we did.

Lena

Lena Fogelberg Carlsson in her library

Lena Fogelberg Carlsson in her library

Guided Inquiry in Sweden! My Long Journey Begins here…

I am Lena Fogelberg Carlsson from Sweden!

My very first encounter with the theory of the Information Search Process (Kuhlthau) was when I started my education to become a librarian in 1997. One of the first lectures that I attended was performed by Louise Limberg. Today she´s professor emerita but at that point she was just about to present her doctoral thesis in library and information science. She had examined the relationship between the perception high school students held of information seeking and the quality of their papers as evaluated by teacher and librarian. In her lecture she introduced the research of Carol Kuhlthau. When I heard that research existed where the feelings, thoughts and actions of teenagers were considered interesting and valuable stuff, I was hooked. And not only that, but the reason why someone was interested in this was because it seemed like a good idea to find out more about the difficulties that teenagers experience when they are trying to achieve deep knowledge. I was baffled. It was the most pedagogical statement I had ever heard.

At this point I was a high school teacher drop out. I had dropped out of school a number of times and thought I would never go back again. But this made me change my mind. Someone more than me wanted school to be interesting, fun and real and thought that there could be valuable findings in texts by young adults.

My master thesis in library and information science was a survey conducted among a group of young adults examining their opinion of libraries with the starting point in the fire of the city library of Linköping. The public library had burnt down and I thought that it would be really interesting to find out what it was that had burnt down to a number of 15 year olds. Asking these kids a lot of open questions where they could formulate themselves in writing about among other things the fire as such, the value of a library in a society, their school libraries, libraries as rooms, reading, information seeking and their strategies after the fire gave me a very complex picture. Not a very good paper, no proper research question. I wanted to get the whole picture. A number of corner stones have stayed with me ever since 2000 when the paper was completed:

Libraries can hold an existential value for teenagers. They can care enormously about what the books represent, they care about if the room is beautiful and if the librarians are kind and understand teenagers that do not know how to ask “library questions”. They can formulate that libraries hold different values at different times in a person´s life: when they were kids, when they will be students, when they become parents and when they grow old.

I was very surprised.

I had never liked libraries myself, boring places that never managed to invite me in and that seemed to have a qualifying system of which I never cracked the code.

I had loved to read since I was five but book stores were my places.

There were also students in my investigation that didn´t have a relationship to libraries at all. They didn´t like to read, they wrote. Libraries do not have anything for me, they wrote. But they also wanted to put forward that libraries can hold a value to others.

The way they – all 111 of them, no matter if they loved libraries or couldn’t care less – answered my questions –– made a great impact on me. A stranger asks them questions about libraries, but they answered and I heard honest voices. I decided that they shouldn´t have done that in vain. I decided to use what they had taught me when I started to work as a school librarian. Trying to give them beautiful rooms, trying to be kind, trying to find out as much as possible about their questions and ways of asking, or not asking. For those who do not have a relationship to libraries – will they allow me to get to know them? I didn´t know but was willing to try.

It was also apparent to me that to be able to create the best library ever to young adults it took adults to do it. Professional adults. I remembered my primary school teacher whom I thought of as an adult who didn´t need us. She was there for us no matter who we were, she knew what she was doing and you could trust her. I remember liking that.

In my background reading for my thesis I touched upon so many disciplines that seemed relevant that I was absolutely overwhelmed. The kids gave me such a multi-facetted picture of the potential of libraries that I thought that it could only be possible to achieve that in a cross disciplinary culture. A sociologist once described the wise meeting between professional grown-ups and young adults as a “practical art”. I couldn´t agree more. And the practice informed by a scientific approach, of course.

So, I headed back to school and came to Katedralskolan, where I still am, in 2000. A drop out high school teacher who didn´t like libraries was to become a school librarian. Part-time for many years and since 2011, full-time. I had Kuhlthau in my hand and heard the voices of my informants in my head.

Now, Katedralskolan is a highly prestigious, traditional high school so I knew that the odds for me of finding myself at home was truly low. A long journey started.

Lena Fogelberg Carlsson

It is Still Hot in Texas

DuchesneHeart_Master_2718Writing from Texas this week, I am Jean Pfluger, Upper School Librarian at Duchense Academy of the Sacred Heart, Houston’s only all-girl college preparatory school PK3 through 12th grade. I am responsible for the guidance and growth of 242 9th – 12th graders as they navigate the world of information within their courses. As the chair of the Library Department, I am responsible for facilitating the creation of a vertical curriculum for grades PK3 – 12th grade with three other librarians in two physical spaces.

My career path is fairly unique. As a child/teenager, I had two passions; sports and reading. I was the volleyball player who read a book on the bus to away games. My first career was as a physical education teacher and lasted twenty years. At that time in my life I realized that I wanted to contribute to the education of students in another way and the opportunity to become a librarian sort of just fell into my lap. After the first three years, I knew I wanted to pursue an advanced degree so I enrolled and graduated from the University of North Texas with a Masters in Library Science. Since then, I have been a librarian at every grade, PK4 – 12th.

I have used Carol Kuhlthau’s Seeking Meaning: a process approach to library and information services with the ISP process as the framework for research in Upper School for the past six years. Having been a Big Six advocate from its inception and a local workshop presenter on the method, changing to Kuhlthau’s ideas required a real forward shift in my thinking. Yet, as I muddled through those first few years, I realized the advantages of the affective aspect of information seeking and use with the cognitive and physical. So, when her work with Guided Inquiry emerged, I jumped right in and begin reading. The rest is history and as this week progresses, I will share my journey.

Jean Pflüger

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

A GID Chapter: A Practical GID Project for High School Senior Composition

 

Once I experienced the Guided Inquiry Design (GID) process with the National History Day (NHD) project, and witnessed the students’ engagement and excitement for research, I knew I had to replicate that process in my other writing classes.  I’m going to describe a writing project I routinely used in a very technical course with time at a premium.

My class that continually proved complicated for research instruction was my Senior Composition Honors class.  The class was designed to be extremely practical for students.  It was unique in that the goals of the class included preparing students for college writing and/or occupational writing, while also granting technical college credit in composition.  It was a diverse group of students, to say the least.  Students wrote various essays, created functional resumes, applied for scholarships, and completed their college applications.  My job was to introduce them to as many different types of writing as might be found in their future endeavors.  And…to make things more complicated, I only had a semester in which to do it.

As you might imagine, finding time for realistic research was nearly impossible.  Anyone who has taught a research project in a large class knows that it takes a significant amount of time.  Before using GID, research projects took a minimum of 6-8 weeks.  Often, they would stretch on well past that constraint.  Much time was wasted and keeping students on task was a constant battle.

Enter GID in Senior Composition Honors… Continue reading

My GID Prologue

Like every respectable epic story, my tale begins with a prologue.  My name is Andrew Holmes.  If my Twitter profile is to believed (@aholmes1517), I am a philosopher, instructional designer, innovator, educator, prolific reader, technology enthusiast, and engaging speaker. I am also beginning my second full year as a Ph.D. student in the School of Information Studies at the University of Wisconsin – Milwaukee, which, incidentally, has recently been afforded tier I research status (that’s impressive)! In addition, I am the Instructional Technologist (Instructional Designer) at Milwaukee School of Engineering University.

But, my Guided Inquiry Design journey begins much earlier. Continue reading

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

Adult Connections

Hello!  I hope that you are all enjoying the beginning of summer.  I am Marci D’Onofrio.  I work at Westborough High School in Westborough, MA teaching ninth grade science.  Up to now, the course has been Physical Science.  Next year, we are changing the curriculum to a project based learning course titled Natural Science and Engineering.  

 

The Teachers of GID

 

Most often when I think about GID, I think of the relationships and personalities of coworkers involved.  This type of project requires a large amount of conversation while coaching students through a sometimes confusing and definitely challenging journey.  In my opinion, the rewards of this type of work far outweigh the meaningful struggles.  What really strikes me about this process is that the teachers and students alike experience the emotions of this journey; it is confusing, challenging, and rewarding for all.  

 

In conjunction with Anita Cellucci, I have been working on the Science Inquiry GID project for four years no.  Each year, the group of science teachers working together has changed.  And, since we all learn differently, my explanations and conversations have had to evolve.  It quickly becomes clear when I am not communicating well, when the process is unclear, and when the project piece is clearly understood.  I have learned that vulnerability has to be part of the experience as I become aware of the strengths and weaknesses in my communication of the GID process.  

 

I have often commented to our school librarian, Anita Cellucci, that GID brings out the individual learning styles of both the students and teachers.  Personally, I feel that my strengths and my weaknesses are in clear view.   So, my first blog needed to briefly reflect on the teachers themselves.

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