Kelsey introduced the Guided Inquiry science unit and the team working on the unit and what a great team it is!   So many years of combined experience and expertise – it is a really energizing to work with these great people.  As I look back on the two planning meetings we’ve had so far, what I see is evidence of the natural alignment that happened with Guided Inquiry.  It was not ‘fitting a square peg in a round hole’ –  it was a natural flow that supports student learning and curiosity. It did help to get the ‘balcony’ view of the lesson with the sticky notes and charts pictured in Kelsey’s post on Thursday – thank you Kelsey for your wonderful obsession with sticky notes.   Being a visual learner myself this helped me see each step of the GI process and how the science content standards will be easily integrated.

As Kelsey shared, One question the team working on the science unit had was ‘how could we encourage collaboration between teachers and librarians while giving teachers what they need to implement the unit in their classrooms’? To me, that is the really great thing about Guided Inquiry – it supports a collaborative culture.  In fact, I believe one key to successful GI units is collaborative work – collaboration between teachers and librarians, collaboration between content area teachers, collaboration between students, and collaboration between teachers and students.  There has to be a lot of ‘give’ on everyone’s part. The GI unit I referenced in the blog last week was developed to allow kids the opportunity to earn multiple credits in different content areas.  A unit of that complexity would not be possible without flexibility and collaboration.  Throughout the nine week unit, the team (English IV teacher, science teacher, social studies teacher, art teacher, and teacher librarian) had to really work together to meet the needs of the kids. For those students earning multiple credits, regular meetings with content area teachers was critical and no part of the unit was taught in isolation. I do want to add that even if there is not  a ‘perfect’ collaborative culture in place, I would not shy away from a Guided Inquiry unit.  You have to start somewhere and those baby steps can help you win the big race.

 

 

These student conferencing meetings solidified the integration of multiple content areas and helped students focus their project to a depth that met adequate standards, thus earning the credits.

Another perfect opportunity that I believe happens with Guided Inquiry is that of coteaching – a shared responsibility of teaching part or all of a unit plan with teachers.  In my school’s multi-credit unit it was fun to coteach with the English IV teacher and it really provided a great learning environment for the kids. Not only was it fun to coteach the unit but it was so helpful to talk through how the day went, what we felt needed to be modified, and to have someone to just share successes and challenges with along the way!  By the way, if anyone is struggling with getting teachers to collaborate or coteach, my advice is plan a Guided Inquiry unit to help and a helpful article to support this cause is David Loertscher’s Collaboration and Coteaching; A New Measure of Impact.

I’ll close now — thanks for reading and it’s been a pleasure sharing this with you.  What is coming up this week is a breakdown of the 5th grade science unit and the GI process step-by-step.  Kelsey will cover Open to Identify and I will cover Gather to Evaluate.   Take care and keep on!