How does GI look in Math?

In the last post, I told you all about the beginning stages, learning about Guided Inquiry, pushing our minds to grasp how it could work in the math classroom, and finally coming up with an idea. When my team of 3 (Algebra 2 teachers) left the conference in the summer, we left with an idea about a Sequences and Series GI Unit but knew that we had a lot of planning and prep in order for this Unit to be successful. Section 11-1 Sequences As Functions 2017 Guided Inquiry-1pcblr9

School starts, fall semester goes by, and then there we were in second semester creeping up on the Sequence and Series chapter. {Side note: the thing I love most about my school and mostly my team, is that we look out for each other, support each other, and hold each other to the same high standards that we hold ourselves. This is true for the GI unit. We were going to do this, but we made sure that we did it together. No one gets left on an island by themselves.} A few weeks out, we met after school to talk through the idea again. Remind ourselves, and the other two members of the team who could not attend the conference, about all the details that went into GI. We came up with a plan:

First, the math brained people that we are had to map out the unit and create an assignment sheet that reflected the GI stages. This gave us a better idea what each day would be like. Chapter 11 Assignment Sheet 2017-2mvemvs We knew that the students would be coming up with their own questions but were unsure of what they would be. We had a few thoughts in our back pocket but wanted to be as open minded as possible so that the ideas came from the students.

Second, we decided that we would meet after school on the day that the students created their questions to help each other out with the following days’ plan. When we met the second time and we searched through the questions, there were some common themes coming out of the post it notes. We each decided to group up the common themes that were specific to our classes. In my class, it worked best to create 5 groups, as you will see on the attachment, which also worked best physically in my classroom. Guided Inquiry Explore Results-2bujvwc  When the students came in the next day, I talked through the 5 common themes and then let the students choose which one of the 5 groups interested them the most. As a group, the began to explore deeper about that specific theme.

Third, we let the students take the led. They gathered more information about their topics. Each class created their own rubrics on how they wanted to present their findings. Example from 1st hour: Sequences and Series Presentation Rubric 1st hour 2017-1b4xeb8 They created amazing presentations and shared them with the class just wonderfully. I was more than impressed with the results both of the quality of the presentations, but also with how well students worked together. (I will share some reflections from both myself and students in the next post) At the end of that day, I left school feeling GREAT!

Enjoy some pictures of their wonderful presentations.

Jamie Rentzel, Norman High School, Norman, Oklahoma

Living Guided Inquiry

Teresa Lansford, Lincoln Elementary, Norman OK

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

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

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

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

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

Lincoln Elementary Does GId

Welcome fellow designers! I am Teresa Lansford, teacher-librarian at Lincoln Elementary School in Norman, OK. I am about to embark on my 6th year as a school librarian and my 14th year in education. I am a National Board Certified Teacher: Early Childhood Generalist, and received my Masters from the University of Oklahoma. I am a data driven, passionate practitioner, ever on the quest to bring my best to students so I am sure you all can understand how excited I was to learn about Guided Inquiry and what it does for kids.

Our school has adopted GId and ran with it in ways that I couldn’t have imagined. This week I will be sharing how we came to be a school with nearly an entire staff trained in GId, who all think in terms of GId, and who have utilized the process with both student and adult learners. I will share examples of how all grade levels have learned through GId, and how we have enhanced our use of technology through GId.

Lincoln Elementary is a Title 1 school of under 300 students. We have an autism program as well as a DD program. We serve grades PK-5 with two teachers per grade level. Our school is highly collaborative which I believed has helped to promote and support Guided Inquiry. None of us work in a bubble. We have a shared vision of elevating learning to foster creative, innovative members of a community. This has led to us becoming an Oklahoma A+ school for the arts, and winning an OETT grant that allowed us, along with a district bond issue initiative, to be nearly 1-1 in iPads for grades PK-1 and MacBooks for grades 2-5. We are constantly striving to push our students and help them grow beyond the test.

Guided Inquiry gave us the tools to transform how we look at research and think about questioning in our building. I am excited to spend this week sharing with you all that we do!

What’s Next?

So what is happening now and for the coming school year…

Impact and Next Steps

In May 2016, I presented an overview of the spring GID Institutes and unit implementation along with the survey results (I shared some of those yesterday) to our principals and central office staff. At this presentation, Norman Public Schools offered to host a 2016 GID Summer Institute in June for teacher teams. We asked principals to sign their teams up using a Google form. The response was overwhelming, more than 90 teachers.  So we have completed one institute this summer and have another one at the end of July. I can’t wait to see the units these teachers create.

At the June GID Institute, we had several unique teams including a high school Algebra team, a high school special education team, a secondary family & consumer science team, various other teams from all levels.  I am looking froward to visiting them in the fall as they implement their units.

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You saw some of the statistics we collected yesterday.  I would like to share a few more stats and comments so you understand why we think GID is important enough to invest so much time and energy in:

  • 100% of participating teachers agreed that the Guided Inquiry process was beneficial to student learning
  • 81% of teachers agreed that their collaboration with the teacher librarian increased during a Guided Inquiry unit, while 77.3% agreed that their co-teaching with the teacher librarian increased. (We all know two heads are better than one!!!)
  • Percentage of teachers who agreed that the Guided Inquiry process was beneficial for these subgroups of learners:
    • ELL learners 90.5%
    • Special Needs learners 90.3%
    • Gifted learners 98.4%
    • Regular education learners 100%

So as you see the stats are great, but what about the comments from the survey?  Let’s listen to the voices  of a few of our educators:

  • When describing evidences of how learners met the standards and expectations, one teacher said: The genuine discussions after and during the units involved making real world connections. Many of those connections were very personal to the students themselves. This led to more questions that the students wanted to investigate long after the unit was complete.
  • One teacher shared: I felt as though all of my subgroups were able to benefit from the process. For gifted students, there was no limit to what they could do. For struggling students, a natural scaffold fell into place.  I believe guided inquiry is so beneficial for all students because of the individualized nature, and the fact that the impetus is on the student for decision making.
  • As we look at the data about students creating their own questions, teacher comments are promising for the future: Students found it difficult to formulate their question, but were able to express their ideas clearly. It will be exciting to see their growth in this area as they participate in more GID units.
  • One secondary principal made this comment: Guided Inquiry has given our teachers a way to build cross-curricular and more importantly, relevant lessons for our students. Pushing students deeper and empowering them to drive their learning through research is timely and is preparing them for the world we are arming them to change for the better.

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As we look at this data and, most importantly, at our students and the products of their learning, we are excited about the future of GID and its impact on teaching and learning.  We will be offering two more GID Institutes this fall.  After these institutes, approximately 25% of our staff will be trained in the process. District leaders and those teachers, gifted resource coordinators, and librarians who have experienced GID are invested in and committed to this process. As we make GID a consistent part of our learning landscape, I look forward to seeing the transformation in teaching and student learning. Keep learning!

Kathryn Lewis

 

GID-Making a Difference in Teaching & Learning

My name is Kathryn Roots Lewis. I have the incredible good fortune of working in Norman Public Schools (NPS) in Norman, Oklahoma as the Director of Media Services and Instructional Technology.  I work with a forward-thinking and strongly committed staff who believe in keeping student needs at the forefront of all decision making around educational initiatives.  NPS serves approximately 16,000 learners grades PreK-12.  We have 1,100 certified educators, including 26 teacher librarians. The District consists of a diverse population of learners in 2 high schools, 4 middle schools, 17 elementary schools, and an alternative school. Fifteen of our schools are identified as Title I.

A few years ago the Norman community overwhelmingly passed a multi-million-dollar bond issue that included a large technology initiative focused on more devices for students. As the district looked at device implementation, we explored at how teaching and learning would and should change in a device and information rich environment.

As a district, we recognized that all students require unique skills to participate in our changing global society.  We agreed that we want to provide students with opportunities that nurture innovation, collaboration, exploration, and deep learning.  We wanted students to have learning opportunities anytime, anywhere. We knew this vision was dependent on educators who model and implement progressive, research-based instructional pedagogies.  So we began a journey to investigate what pedagogies worked best for our district. One such pedagogy, Guided Inquiry Design, affords students the tools to ask essential questions, make decisions, solve problems, create new knowledge, share information, and evaluate their learning and knowledge.

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After reading Guided Inquiry Design: A Framework for Inquiry in Your School,  I sent the book to our Assistant Superintendent of Educational Services.  I will never forget her call the next day, “I loved this, it’s how I wrote my dissertation.”  To which I replied, “And probably how you should buy a car.”  We proceeded with a book study with the librarians and one with the district’s curriculum coordinators. Last summer (2015) we contracted with Dr. Leslie Maniotes, one of the authors of Guided Inquiry Design: A Framework for Inquiry in Your School, to do an overview with all district administrators. Dr. Maniotes returned to NPS last fall to conduct three 3-day institutes with teacher librarians, gifted resource coordinators, site instructional coaches and some teachers from every school in the district.  These institutes were so empowering and meaningful for teachers.  The units created collaboratively by the teams were each unique and innovative.

GIDBlog2

We asked the teams who attended to implement the unit they developed in the training at their school before the end of the school year. We provided a Google website that included a lesson depository, pictures, resources, and a shared calendar.

Now it really gets fun – our 24 schools produced over 40 units last spring!  The shared calendar enabled district staff to visit different phases of the units.  Several central office staff members took hundreds of pictures, provided feedback and accolades to the incredible professionals who created and implemented the units with students grades PreK-12.  We also disseminated a survey to all teacher participants.

More about what I saw and learned later this week…

GIDBlog4GIDBlog3

Don’t Sit Still

 

This is where we are now.

In the coming year there will be two grades who have gone through a Guided Inquiry Design unit.  I will be working with 3rd Grade teachers to introduce the process to a new set of students.  4th grade will implement at least two units with the students who participated in the animal classification unit.  The 5th grade team does not have a unit planned at this time, but my aim is to target that grade level in August to plan a Guided Inquiry Design unit. This will allow students to stay familiar with the process they learned in the Native American unit.  I will also conduct a unit with 2nd grade because I know that teaching team will readily jump into this design process.  My advice to you is approach a grade level that you know will be willing to learn the process with you (that is what my 3rd grade team did).

When I look at this progress I realize that we will have gone from conducting our first two GID units last year, to having done no less than six in the upcoming school year.  My school wouldn’t be able to continue this growth if we had not started somewhere.  If you haven’t jumped into the GID process I encourage you to give it a try.  My favorite Oklahoman, Will Rogers once said, “Even if you’re on the right track, you’ll get run over if you just sit there.”   If you are like me the right track brought you this far, now we’ve just got to keep moving through a purposeful implementation of the GID process.  We can do it!

Good Luck!

-Stacy

@StacyFord77

Reflections on a Unit

Today I’m going to tell you about a unit I worked on with 4th Graders that was designed to address the societies of Native American tribes and their influences on American culture and history.  I am not going to focus on the steps we went through in the Guided Inquiry process as much as I am going to explain what worked and what didn’t work. As a reference point this unit was designed during a three day Guided Inquiry Design Institute by Kennedy’s Gifted and Talented Teacher and myself.  Classroom teachers were not able to attend the institute due to scheduling constraints.

What Didn’t Work?

Obviously, the main obstacle for this unit was not having a teacher on the design team.  Classroom teachers did provide a standard to work with and we knew they would willingly run with us as we dived into the process.  As soon as we began planning the unit we realized how crucial at least one classroom teacher was to the development of this process.  One, for their content knowledge.  Two, for their understanding of where it would fall in the curriculum.  Three, for the buy in they would be able to get from the other teachers on their team.  The inability to have a teacher as part of the design process was a stumbling block throughout the unit, because we were never able to fully articulate the process well.

I would say the second obstacle to this unit was in large part me.  You see, I tend to want to go all out with something and try everything to make the process smoother.  For this unit that meant providing composition notebooks as a tool for student to keep their inquiry log/journal in and later rolling out a similar format via Google Docs while using Google Classroom.  Students never really latched onto the electronic log/journal, so it wasn’t too big of a hindrance.  However, in hindsight I see that it was something that was not needed.  I also admit to not utilizing the journal effectively.

What Worked?

Partnership with the Gifted and Talented Teacher.  My colleague and I did a lot of team teaching on this project, tag-team style.  She was able to push into classes and teach how and what’s of the create stage.  In addition, we teamed with teachers during the gather stage to help guide students along the way.  She was a phenomenal asset and it was great for both of us to see how we could work together in the future.

Willing classroom teachers.  Even though the classroom teachers were not able to attend the training or help plan the unit they were always willing to do what we asked. The teachers also provided ample opportunities for students to research and work on their products during the create stage.  We could not have done this unit without their support.

Information Literacy Skills.  Students were able to learn the proper way to cite sources during this project.  They were able to learn how to “search smarter, not harder” using boolean operators.  They were able to navigate EBSCO using the Explora database and found article were helpful for their research questions.  Let’s be honest here folks, that is a difficult task for most of us and 4th graders were able to do that successfully multiple times.  I often overlook how integrated information literacy skills were in this unit, but reflecting on all that students were able to do with them is one of the best things I am taking away from this unit.

Immerse.  The immerse phase was my favorite part of this unit.  As part of immerse we were able to visit the Sam Noble Museum of Natural History on the nearby University of Oklahoma campus.  The GT teacher was able to acquire a grant to the museum so that we did not have to pay admission for any of our students or chaperones.  This museum has an exhibit called the Hall of the People of Oklahoma that the sole focus of dovetailed superbly with our content standard.

Gimmerse4

We were able to download resources from the museum and have students paste them into their journals that they were able to keep notes on as they were guided through the exhibit.  Students were also given journal prompts in the exhibit and given the chance to reflect as they explored the exhibit.

In addition to an exhibit students were led through a fifty minute class called, “The Bison Hunters: Native Americans of the Plains.”  We had never been through a program at the museum and were skeptical of how this would go.  We had nothing to be afraid of.  During this program students were able to explore specific items in a group and tasked with identifying what they were made out of and what their possible uses were.  Every student was engaged in this activity and they were all excited to see what their items were.  Following the exploration time and comparing to identified materials the museum educator led the classes through what each item was and what it was used for.  Students were able to create lists in their journals that they referenced during the rest of the process.

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Student examining artifact.

 

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Items identified by museum staff that students used to compare to their artifacts.

Google Classroom. Google Classroom was used to push artifacts and links to students during this unit.  This was an effective way to get feedback from students as well.  I used Google Classroom to provide templates, links and survey questions.  Students completed surveys as an evaluative tool for their projects as well.

The extended learning team. The staff at the Sam Noble Museum knocked it out of the park in the classes that they taught.  The exhibit was exactly what we needed to provide greater background knowledge for many of our students. Our district technology integration specialist, Dr. Lee Nelson also provided templates for students to use in the create phase.  This help let the teaching team focus on helping students create from the template and not to worry about how to create the template.

Moving Forward

This post has been difficult for me to write because there are things that went exceptionally well with this unit, but there are many things that the team will improve upon when we implement this unit again in the future.  At this time two teachers from the grade level have since been to a Guided Inquiry Design Institute so that will be extremely beneficial as we go back and identify what we need to change in this unit.

I am glad that the students and teaching team were able to go through this process.  I’m glad that students were really forced to think and struggle with content in a new way and as a result create new knowledge from that struggle.  I’m glad that I struggled with this process because it makes me look forward with instructional tools that I can use to make future units better.  I’m glad that my GT teacher was able to such an integral role in the design and implementation of this unit because now she is my Guided Inquiry Design BFF.  I’m glad that the classroom teachers from this team were able to see the process before they attended a GID Institute because they were able to make connections to what we did as they learned about the the process.

-Stacy

@StacyFord77

 

Call Me a Covert Operator

Before I begin you need to know 5 things.

  1. Everybody learned something.
  2. Mistakes were made.
  3. Lessons were learned.
  4. No students were harmed.
  5. Battles did ensue.

I am a covert operative.  My first Guided Inquiry Design unit was done without calling it by name.  You see, I had some third grade teachers who wanted to do a research project based on an animal classification unit they were about to complete.  When what should come to my mind?   Animal Smackdown! I shared some ideas about what we could do and at the same time I was thinking I’m going to put a Guided Inquiry Design spin on this and no one is going to know.  We planned the unit and discussed how things would go, but I never called it Guided Inquiry, I considered this my top secret assignment to see how I could make Guided Inquiry work at Kennedy.  

Open

The first part of this strategy was an Open that would grab students, and honestly teachers too.  My go to materials in this scenario were some carefully selected excerpts from a variety of informational texts.  I would read excerpts from the text that usually were pretty impressive things like how a slow loris can rub it’s underarm to activate a poison that can lead to a toxic bite and we would discuss things about how that would be advantageous against another primate or other animals.  We did this for many different animals and would discuss size versus natural defenses and who would or would not win in a battle.  Students became really engaged in this discussion in large part due to the classroom community their teachers had set up throughout the school year.  I ended the Open with a simple statement, “Imagine what animal you would choose if you were going to battle all other animals.  We will meet back tomorrow.”   

 

animal book LunchFight

 

 

 

 

 

Explore

When we met back the following day students set out on the Explore process since they were already being immersed in the terminology and content that we would be studying during instructional time in the classroom, in what we call, Core Knowledge Read Alouds.  During this time I instructed students that they were to begin looking at animals using informational texts in the library or electronic encyclopedias that we had available including Encyclopedia Britannica and World Book.   As students set out on this process the Inquiry Community of the classroom began to shine.  In particular, there was a specific student who was able to break his stereotype in the classroom community when he was able to demonstrate a specific feature in World Book where you can compare animals side by side.  He showed his neighbors and they showed their neighbors and soon the entire class knew how to use this feature to compare animals.  This is the moment when Guided Inquiry Design cemented it’s place in my pedagogical heart.

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Identify

Following the success of the Open and Explore stages I began to let the teachers in on the secret of Guided Inquiry Design.  They were intrigued and willing to keep moving forward. After wrapping up the explore stage students, teachers and I worked together with students on the development of their inquiry questions.  Ultimately, these questions would be able to demonstrate why a particular animal would be the best, but it could be based on anything and the persuasiveness of the students argument would be crucial to expressing why their animal was the best.

Gather

Students researched adaptability, agility, habitats, predators, prey and more of the animal that they zeroed in on and they went from there.  I would push into classrooms during this time and due to the open concept I would basically just roam through all three since they were adjoined and help as needed.  Teachers also allowed research time during intervention blocks.  Students chose to research when completed with work instead of playing academic games on sites like MobyMax, Sum Dog or Achieve 3000.  They. Chose. To. Research. INSTEAD!

Share

I admit to not being a Guided Inquiry Design aficionado at this point in time, so during the Create stage we provided students a template of a trading card that they would use to share the information they collected with all 3rd grade classes during a Google Hangout where they would battle another card, Pokemon style.  We had a bracket and students were able to discuss with their classes why a certain animal should or should not win the battle and then students voted.  This should take about two weeks to do based on the number of times we had to meet and could be done quicker. I will admit though, that due to training, breaks and daily schedules it took us about a month to go through all the rounds.  Still, throughout this time students were excited every time they would watch the hangout live or via YouTube and discuss the battles.  Teachers led discussions with students throughout this process to discuss the animals and  identify what information would fill in gaps.  Students further researched animals if they were inclined to as well.  Ultimately, a “winner” was selected and I did award a trophy during our December assembly.  The entire third grade went wild!  The principal was elated to see students so excited about the project.  Parents spoke to me about what their students were doing.  Pause.  PARENTS, spoke to ME about what their students were learning.  That is a big thing for a Teacher-Librarian because we usually come in contact with parents at a book fair or while discussing a lost book.

Evaluate

Students completed a simple survey as a formal evaluation of their work.  Their teachers and I conducted ongoing formative assessments throughout the process.  I’ll admit, this is one area where I struggled with this project, but I am certain all learning objectives were met for this project.

My closing thoughts about this unit are that I’m excited to do it again, now that one of the teachers has been through a Guided Inquiry Design Institute.  By the time we finished all three of the classroom teachers were on board with conducting more Guided Inquiry Design units in the future. We are planning on doing this particular unit again, along with a unit that will integrate into state history as part of the Social Studies curriculum.

Tomorrow I will discuss my 4th grade unit and on Friday I will share how I’m planning on moving forward in my practice as a Teacher-Librarian using Guided Inquiry Design.

-Stacy

@StacyFord77

Greetings from Norman, again!

My name is Stacy Ford and I am the Teacher-Librarian at The John F. Kennedy Elementary School in Norman, Oklahoma. I have been an educator for 11 years.  Four of those years were spent as a middle school social studies teacher and the last seven years I have been a Teacher-Librarian.  My current school serves approximately 450 students in grades Pre-K through 5.  Our free and reduced lunch rate is approximately 90%.   An important feature to note for our upper grades (3-5) is there is pretty much a 1:1 student to Chromebook initiative which allows for ample technology integration for our units. The school library operates on a fully flexible schedule.  My schedule allows me to meet with whole groups, small groups, pull out students and push into classes as planned with teachers.  Currently, Kennedy is under construction and the library is under major renovation, where we will have walls for the first time since the building was constructed in 1968!  On a personal note, my wife Erin and I have two kiddos on the ground, ages 3 and 5, and a sweet girl that could be wheels down at literally any moment.  They keep us busy with trips to the local sno-cone stand, public library and right now to any pool we can get into.

As a Teacher-Librarian I was introduced to Guided Inquiry Design by our district library coordinator, Kathryn Lewis, in the 2014-2015 school year.  I participated in a Guided Inquiry Design Institute in the fall of 2015.  Prior to these experiences I was introduced to Kuhlthau’s Information Search Process during my M.L.I.S graduate program at the University of Oklahoma.  My school district has been very supportive of the Guided Inquiry Design process by sponsoring multiple GID institutes and having school librarians lead workshops at district and state conferences.  Most importantly, teachers and principals are being brought into this process alongside librarians, so that Guided Inquiry has not become a “library thing,” where Teacher-Librarian’s are expected to be the expert and implement everything.  This has allowed for TLs and the Teachers to develop better working relationships and a greater understanding of each others role in the instructional process.

As a classroom teacher my students were consistently involved with research projects.  Through my work with my school librarians I began to make these research projects better.  However, they still revolved around a rubric checklist of items, not authentic inquiry questions.  In my role as a teacher-librarian I would say that I have worked with teachers on authentic research projects, that is to say, not simply reporting information the majority of the time.  However, I would admit to working with teachers to assist in the reporting of information in my current practice as well.  The thing I love about Guided Inquiry, and what my school district is doing is that it lets me teach how I have always wanted to teach.  By teaching the way that I want to teach, I mean to say that I allow students the opportunity to research content related information to create knowledge in an authentic fashion.  Along, the way I am able to practice best teaching practices by allowing students to reflect on their learning and make connections with each other based on content.

This week I will be referencing two different Guided Inquiry Design prototype units that I have conducted with teachers and students at Kennedy.  I call them prototypes because they were not perfect examples, but I learned from both of them and the units I have since designed with teachers have benefited from the missteps our teams have made before. Back to the units I will be discussing.  One of the units will be a 3rd grade unit where students were focused on studying animal classification and the other was a 4th grade Native American unit.  There are specific things I love about each of these units and there are things I will redo when we implement them again.  

I’m looking forward to sharing with you this week! 

-Stacy

@StacyFord77

GID Coaches

Hi Happy GID followers!

We’re having summer here in the US and lots of professional development in GID.IMG_0366

As I mentioned in my last post, this week was the fourth GID institute in Norman Public Schools. Because of the size of this district and the way Guided Inquiry requires a collaborative team, the librarians at each school have attended one GID institute this year.  But because many have teachers who now want to join the fun, the librarians are attending the institute a second time to come with their teachers so they can participate as a collaborator.  As you all know, we believe that the school librarian has a critical role to play in the Guided Inquiry Design team.  She is the information specialist/professional as well as the information literacy teacher.  These are two cornerstones to GID a. that information literacy is valued by all team members and taught (Kuhlthau 2004) and b. when students are locating, evaluating, and using information to learn, the information specialist is a key player.

Since the librarians (and one English Language Arts teacher) had already attended the full institute, and implemented at LEAST one unit of GID this year (some, like Kelsey Barker had implemented 5) the leadership in the district and I felt like it was time that we could build capacity in the district to develop coaches for GID.  (I have to take time to acknowledge and thank these amazing leaders who have done everything to implement GID at the highest level, without them NONE of this would be possible, Kathryn Lewis, Shirley Simmons and Beth Fritch.)

In the institute teachers in collaborative teams design a unit of study.  By doing that, they engage in the inquiry process themselves as design requires you to identify the concept of the unit prior to determining the activities that would support students to arrive at their own questions around that concept.  So, teams are going through their own inquiry during the institute. We know that all people going through inquiry can use guidance, and that the strategy of conversing is a support to the process.  Maybe stemming from my background of five years as a teacher effectiveness coach in Denver, I have made coaching an integral part of the GID institute. Typically, I coach each teams during the institute on their units to help them stay on track, answer any questions and push their thinking to move beyond their known ways of doing things.  This institute included double the number of teams than I could handle coaching in the time we had. So, we decided to have the librarians who had been through the training before get some further training on how to coach teams and then give it a go in this institute.

As a result, this wonderful energetic and brilliant group of librarians who have now proved their accomplishments with the process and implementation of GID took on the role of coach in our June 2016 institute.  I want to thank them for their dedication, passion for the work and professionalism in learning with me and coaching their colleagues.  This is the beginning of something bigger and growing GID to help districts build capacity in the future.

Each district might have a different way of handling this, but for me, it is exciting because I think that the role of coach is another great role for librarians.  They are already really good listeners, and work with so many teachers, so collaboration and leading collaborations is natural to them.  Also, as they use the process over and over with different grade levels and content areas, the GID process begins to become internalized, and that is what you really need to understand well in order to coach a team in GID.  I’m excited about the prospect of GID coaching, and this stellar group was a wonderful place to start. Here’s a picture of our first GID Coaches!  There will be more trained in July.IMG_0392

 

I mean come on! Aren’t they great?!  Here we have (L->R) Kristin Lankford, Dana Phillips, Martha Pangburn, Paige Holden, Kelsey Barker, Lee Nelson, Buffy Edwards, and Stacy Ford.  Kudos team!  What a pleasure it was to work with you all!  Aaaaand…

As a result of their coaching, we had 20 excellent prototype units come out of this week’s institute.  10 at the elementary level and 10 more that the secondary level.  Typically an institute can only handle 10 units, so these educators efforts doubled the impact of this professional development for Norman Public Schools!  Kudos!

The Celebrations and presentations of the units were fantastic.  More on that in my next post!

Leslie Maniotes, PhD

Co-Author of Guided Inquiry, Trainer of Guided Inquiry Design