GID @ the District Level Part 3

AASL states that school library programs should employ an inquiry-based approach to “inquire, think critically, and gain knowledge” (2007). Using GID in my district as our inquiry approach is a way to tap into student’s natural curiosity, and help students develop a foundation using an inquiry process to facilitate all their academic work. GID breaks down inquiry into manageable steps, and gives students an opportunity to Immerse and Explore to better understand a research or essential question. GID is divided to provide specific scaffolds in learning the content and how they learn. GID helps students find gaps in their research and develop plans for how they can close those gaps to produce an effective product they would want to share.

I like how Leslie and I worked with the librarians in developing their sense of understanding in how to use GID. Leslie made sure we modeled the scaffolding ideas in Guided Inquiry Design: A Framework for Inquiry in Your School so that they can see how to use them in their own lessons. Another key element was that you didn’t always have to be a part of all the phases in GID. Most likely they would be involved in the Immerse, Explore, Identify, and Gather phases, and that was okay. We know it is ideal for us to be involved in all phases, but time is a precious commodity in schools, and if we scaffold well in the phases we are involved in, then we built the metacognition of students to be able to move through the other phases well. Overall, the librarians in my district see the value of this process and are making changes to input these phases into their lessons to help their students understand and apply what they have learned to new situations.

Lori Donovan, Instructional Specialist, Library Services, Chesterfield County Public Schools

The week of the RUTGERS CiSSL Institute has arrived!

This week is a big week for Guided Inquiry Design.  Beginning on Wednesday CiSSL is hosting on the Rutgers campus in New Brunswick, NJ the 3rd Guided Inquiry Design Institute.  Our bloggers this week are the leaders at CiSSL, the director of the program, the facilitator of the learning and a researcher who is joining us from Finland!  See you on the back porch!

Back Porch of the RU Conference Center

Back Porch of the RU Conference Center

Starting us off is Dr. Mary Jane McNally, (Program Director for the CiSSL Institute 2012, 2014, 2016)

The stage is set! The program has been finalized, the books have been delivered – even the nametags have been printed. We are ready for the 2016 CiSSL Summer Institute at Rutgers University! Sponsored by CiSSL, the Center for International Scholarship in School Libraries, this year’s institute will be the fourth one to focus on Guided Inquiry for student learning.

Guided Inquiry Design (GID) has deep roots at Rutgers, growing out of the internationally acclaimed Information Search Process research of Dr. Carol Kuhlthau and the third space work of Dr. Leslie Maniotes. It calls for a team approach involving teachers, the school library media specialist and both internal and external resources.

From the beginning, the team approach has been a key feature of the Institute structure. Teams that have been selected to attend have included a teacher, a SLMS and (whenever possible) an administrator. Some teams have come with a great deal of experience in GID and others are just beginning their GID journey. Regardless of the level of experience they started with, they left the Institute with a heightened degree of enthusiasm, motivation, and tools to employ. Many of these teams have gone on to win awards and to share their experiences in various forums. Here are some of their stories:

Sarah Scholl and Sarah Wein of Havre De Grace (MD) Middle School implemented the unit “Challenge and Change” that they designed at the 2014 Institute and won a district award for Outstanding Curriculum Enhancement for that unit. They also presented at AASL 2015.

Anita Cellucci and the team from Westborough (MA) High School have integrated Guided Inquiry Design into Physical Science for all 200 freshman, as well as a unit in humanities, language arts and a special project on empathy. Anita also presented at AASL 2015.

The Newport News (VA) Public Schools Guided Inquiry team revamped the district inquiry process to align with Guided Inquiry. Mary Keeling, Patrice Lambusta and her team presented the implementation of Guided Inquiry across K-12 at both AASL 2013 and the CiSSL Symposium.

The team from the Tamagawa School near Tokyo, Japan implemented Guided Inquiry Design into the Science program of the middle and high school that was presented by Professor Yumiko Kasai in a workshop for librarians and teachers in the Pacific Rim on Guided Inquiry Design at the 2013 IASL conference in Bali.

Past institutes have attracted participants from over a dozen states and several countries including Australia, Canada, China, and Japan; this year’s Institute has a similar distribution of participants. We are expecting teams from Connecticut, Florida, Kentucky, North Carolina, Texas, Wisconsin, and, of course, New Jersey. In addition, we will have a team from Malmo, Sweden and a researcher from Turku, Finland.

One of the most rewarding aspects of the Institute has been the opportunity to build relationships with educators from other parts of the country and the world. Fortunately, now we have the 52GID Blog and other social media outlets to keep the conversation going.

Dr. Carol Kuhlthau telling the story of the ISP - CiSSL 2014

Dr. Carol Kuhlthau telling the story of the ISP – CiSSL 2014

With all of this to look forward to, it’s no wonder that we can’t wait for this year’s institute to begin.

Mary Jane McNally, Ph.D.

Program Director of CiSSL Summer Institute
Coordinator School Library Media Field Experience
Rutgers, The State University of New Jersey
School of Communication and Information

Taking Steps Back So We Can Move Forward

Happy weekend, friends!

This post brings to a close the discussion of our Norman Public Schools Guided Inquiry unit for 5th grade science. Coincidentally, yesterday was our third planning meeting, so we want to tell you a little about our work then.

In our last meeting, we made some great progress fleshing out the student activities and hammering out tasks. Today was a little different: we ran into some philosophical roadblocks. But not only is it necessary to solve these problems now, before the unit goes to the teachers, but it was productive and thought-provoking to discuss with the planning team.

But before we get into that, let’s talk about what we did:

The NPS Dream Team! From left: Kelsey Barker, Buffy Edwards, Lee Nelson, Jeff Patterson, Teresa Lansford, Glen Stanley, Toni Gay

The NPS Dream Team!
From left: Kelsey Barker, Buffy Edwards, Lee Nelson, Jeff Patterson, Teresa Lansford, Glen Stanley, Toni Gay

 

Immediately, we divided the team into two groups: Jeff and Glen started working on the hands-on investigations for the unit, while the rest of us began to discuss the instructional sequence for each phase. Based on the comments Leslie left on this post regarding the student’s’ ability to generate their own questions, we discussed how to facilitate this in our unit. We both agree that one of the hardest parts of Guided Inquiry is getting young students to ask questions that will lead to the desired learning goals. We ultimately decided to give the teachers (optional) sentence stems to kick off the question-asking in the right direction.

At this point, Jeff had us take a step back and discuss possible interactions between each of the six combinations of speheres. As a group, we listed as many possible in each category… and quickly realized that this is HARD! But we could start to see some patterns emerging, and this exercise made everything else seem a bit more doable.

More giant sticky notes!

More giant sticky notes!

 

Because the spontaneous brainstorming activity was so useful for us, we decided to make it a part of the EXPLORE phase. As students look through their resources and begin to generate questions, they will add the interactions they come across to a master list. Ah, the power of collective brainstorming!

We also realized through brainstorming that most interactions involve 3 or even 4 of the spheres. It was so fun to interact with the content like the students will be doing! So we changed the objective of CREATE to state “Students will create an infographic showing the interactions between AT LEAST 2 spheres.” This opens up the opportunity for students to develop their infographic with 3 spheres from the start.

With our plan outlined, we took a step back to look at the big picture, and we realize another aspect of our planning process that is different from designing a site-specific plan: we don’t know the dynamics of the teachers who will use it. Fifth grade teachers in NPS may or may not have been trained in Guided Inquiry. They may or may not have done a previous GI unit, and as Jeff pointed out, they may have varying levels of comfort with the science content, technology tools, and standards.  

To add to our challenges, we see our unit potentially  functioning as district-wide marketing for Guided Inquiry. As librarians, as we work to implement the process in our schools, we have to help our staff understand that it is a worthwhile endeavor. A bad experience with this 5th grade unit could put a whole grade level off of Guided Inquiry. No pressure!

The planning team hard at work

The planning team hard at work

These are new challenges for our team, and while it’s good that we are dealing with them now, it feel especially imperative that we get it right the first time. Ultimately, following Jeff’s advice, we settled on providing as much support and as many suggestions and ideas in the teacher guide as possible. Teachers who are (understandably) uncomfortable with the new process will be able to follow the prescribed outline, while others will still have room for flexibility and innovation. Not only will this structure support teachers who may be uncomfortable with the process, but it will also help make the process (and the students) successful, which will hopefully help teachers understand the value of the Guided Inquiry process. When we introduce the unit to teachers, we will also make sure they understand our intentions that every site will be able to tailor the unit to their particular needs. And as Jeff said, what they do after we give them the plans is up to them. 

So that’s where we are at. Every member of our team has some homework so that when we meet in two weeks, we can refine and finalize our plans. We cannot wait to see the final product of this unit!

It’s been so much fun blogging this week, and we hope you’ve enjoyed reading about our Guided Inquiry adventure. Perhaps after  the unit has been implemented we can share how it went and have feedback from teachers and students as well.  Until then — Cheers to success with all your  Guided Inquiry endeavors!
Kelsey & Buffy

when learning runs deep

I love twitter!  There, I have met some awesome educators, had great little conversations with amazing folks about education and my PLN (personal learning network) has grown since I started tweeting eight years ago… I didn’t like twitter at first, but once I realized the potential for connecting and sharing with other educators, I was hooked.  I realize that my work in education is one thing in life that gives me incredible joy! I love this work, the creative component of designing instruction that makes kids laugh and love learning motivates me to work hard and for long hours (I’m known as a hard working’ momma in my house).

Sometimes twitter brings me little gifts that are presents from people whose lives I’ve touched through the professional development I have led on Guided Inquiry Design.  And today, just now, was one of those moments. And so in the spirit of my Quaker education I have been rightly moved to share this with you all.

This year I have had the pleasure of partnering with Norman Public Schools and it has been so gratifying, mainly because they wanted to do it right.  They insisted that they wanted to cut no corners, and because of that, now, we are all reaping the rewards.  I have made some new friends in Guided Inquiry, met some AMAZING educators, eaten some yummy food- seriously there are so many good restaurants in Norman, OK, you must go and visit the University and dine in the many fun and yummy restaurants around town.  It’s a great place.  Well, and if you know me… if it’s not about education and the people, it’s all about the food!  😀

But I digress… so the leaders (Kathryn LewisShirley Simmons and Beth Spears) in Norman decided to do it right. What does “doing it right” look like?  Well, we have had 3 full Guided Inquiry Design Institutes where I taught teams to “fish”. Librarians, instructional coaches and teachers learned about the design and how to design units of inquiry together. They were looking for K-12 implementation so at lest one team from each school came to an institute this year.

So I got a tweet from Norman today that was evidence that they are fishing, big time!

I have to take it back a little, because today’s tweet has a little backstory. This one  elementary librarian Kelsey Barker, during the institute, decided to visualize the plan for her team.  I love the way she used post-its to mirror the process as a visual aide to her team’s design process. This photo was taken at one of the institutes this fall.  I placed the picture next to the GID process so you can see the match. She used a sticky note for each phase while the team was developing their design and then placed them in line just like the process.  This was a summary of their plans, not their entire thing but a synopsis to be sure they captured the essence of each phase.

Kelsey Barker ProcessGID Process

The district leaders asked each school to implement one unit this school year, but as Guided Inquiry does when people have a deep understanding of the process and all the components, it began to take hold.  At some schools, like Kelsey’s, the people who attended  the PD welcomed more designing and more implementation, as they saw the effects on student learning, and engagement. IKE was one of those places.

A few months later, I got another image, as Kelsey was working with another team at her school to design yet another unit. (See photo) I was a proud teacher at that moment because not only was Kelsey able to continue beyond district expectations, she was still grounded in the materials from the Institute (Institute notebook in the background). She was referencing the phases true intent while designing and clearly showing that “inquiry stance” (as opposed to a ‘know it all’ stance). Kelsey was taking risks and applying everything that she had learned in our time together.

Kelsey Barker Design time2

And, today they have gone BIG!

I just got this tweet showing that they continue to use this format as a way to plan.  This plan is more public. Using large stickies like this is a great way to make a plan and then get feedback right on the phases. It makes the thinking transparent for all to see and opens the conversation.  This happens to be a group of five working to design a unit of science on spheres for the district.  In this case, large stickies was the way to go! That’s Kelsey in the picture and Buffy took the photo, thought of me, and tweeted it out!  Thank you ladies!  These things make me so proud and happy, you have no idea.

Big Design Kelsey

Because of the PD, the educators in Norman are continually showing how they can extend what they learned in those intense 3 days and not just stop with that first iteration. This is only one excellent example of all the good things happening with GID in Norman.  Good learning runs deep.  That’s what we want in our PD for teachers, learning that can be extended and applied in a multitude of ways.  And, it’s what we want for our students. We want to provide a rich context for learning. We want to connect learning to life where what students learn doesn’t only stay in the classroom but connects outward in a multitude of ways. Learning can be applied and transferred to other areas of life when the learning runs deep.

The Guided Inquiry Design Institute did just that for these folks. And, I couldn’t be more proud!

Leslie Maniotes, PhD