In the CO Teacher Effectiveness Framework STANDARD 2 addresses instruction, including the instructional planning an implementation of lessons. In this post, I’ll address how GID supports librarians and teachers to achieve Exemplary status in instruction through collaborations and the through the use of the instructional design of Guided Inquiry.
A. Collaboration – librarian collaborates with most staff co teaching is an expectation/collaborates with staff, and community/students collaborate and provide evidence of new thinking
Guided Inquiry Design(R) professional development supports teachers and librarians together, to integrate content and information literacy along with digital literacy to differentiate for student needs in an interdisciplinary context.
In the delivery of lessons, Guided Inquiry is often co-taught between teachers and librarians when they are trained together in the GID institute. At the institute they design the unit together from beginning to end and can co-teach, as well as share the teaching task as needed bouncing from one to the other, through the phases.
GID also includes community resources that show teams how to use human capital from within the school and the local community as a resource for varied information and expertise.
Collaboration is one of the researched 6 C’s that students named as a support to inquiry learning. Guided Inquiry Design embeds collaboration in the large Inquiry Community as well as in small groups in Inquiry Circles.
B. Instructional Planning- backward plans to integrate digital literacy with content/interdisciplinary/students apply digital skills to demonstrate content
As for instructional planning, Guided Inquiry Design is grounded in effective teaching best practice and supports teams of teachers and librarians to shift their instruction to a facilitation of learning from teaching as telling. It is backward designed from standards and embeds information literacy and technology into content learning. (Interdisciplinary with the application of digital skills to demonstrate content)
C. Delivery – implements a variety of delivery methods/instruction is differentiated & includes reflection/ students are actively involved in using inquiry methods.
Students in the Guided Inquiry learning space (classroom or library) are engaged in inquiry learning lessons and inquiry learning process. Within each session plan the GID process encourages the use of objects, primary sources, movement, art, multimedia resources and conversation.
The GID workshop supports librarians to differentiate instruction, include reflection in every session. Our session plan template includes reflection and the inquiry tools support teachers and librarians to ensure reflection every step of the way on process of learning and content. Students are continuously engaged in their learning. Through the model, third space (Maniotes, 2005) is achieved where students are actively seeking their own interest in the content making learning meaningful and authentic.
D. Evidence of Student Growth – formative an summative assessments/shared with students and student input in creation of assessment
Teachers determine assessments with librarians in the backward planning of units through the design phase. GID embeds formative assessments throughout the learning as evidenced in the Inquiry Tools. Inquiry Tools are used through the process as evidence of student learning of content and information literacy. Data can easily be collected on student impact when using these tools.
Through the GID institute, many learning teams plan for students to engage in the creation of the assessment of the final product.
E. Reading Development –develop critical, creative and independent thinking/foster curiosity of learning/student share interests and joy of reading
Through Guided Inquiry, particularly during the Gather phase, students read with a clear purpose to critically analyze content. In the Explore phase students skim and scan texts to determine their own interest in the content of the unit of study.
All through the process students are encouraged, by multiple means, to think critically, develop creative and independent thinking as they question and wonder.
Reading/authentic literacy are practiced and applied through the GID unit as students read content area information. When relevant, literature is designed to be woven into inquiry learning to enhance understanding of a concept or add a human dimension to the course of study. (Great example here from Kathy Stoker https://52guidedinquiry.edublogs.org/2016/04/01/differentiation-student-choice-and-reflection-oh-my/)
The focus on the third space and how to facilitate students questioning and determining their own interest in the content in the first three phases is a crucial component of the GID process.
F. Digital Literacy Modeling- librarian works with teachers to embed information literacy into content/students are empowered to act using digital skills
Within Guided Inquiry Design, librarians have the opportunity to engage in the mentoring and coaching within the context of collaborative planning and unit design with teachers. By doing the work together they can support teachers in authentic ways, share resources and act as leaders in the school. In these meetings and GID unit implementation, librarians can meaningfully embed 21st century skills, digital literacy into the content.
Using GID the students have access to embedded interdisciplinary lessons that are authentic and help them to make connections between school and the world.
Leslie Maniotes PhD
co-creator of guidedinquirydesign.com