My name is Kristi Mulligan. I am a Teacher Librarian (TL) in Selma, California. I work at two elementary schools that serve a combined total of approximately 750 students. I am one of six TLs employed by the district. Last spring, we attended a GID training, presented by Leslie, in our district. Under the direction of our District Library Media Coordinator, Maria Petropolis, our team has elected to make GID the model for research with our students.
I first became aware of the inquiry process nearly 20 years ago through my experiences as a high school agriculture teacher. At that time, I used a very abbreviated version of an inquiry process to engage my high school students in research and, looking back on it now, very limited individualized learning.
As a TL, I have found that the GID process, as outlined by Leslie and her team, provides a structured and balanced approach to research. Since our training last spring, I have used all or part of GID with students as young as first grade and up to sixth. I know another colleague is very excited about pursuing research with her high school students this year using this process as well.
In subsequent blogs this week, I will be reflecting on the use of GID with a second grade class last spring. The classroom teacher and I collaborated and co-taught a unit focused on the preservation of land through the national park system.
The teacher’s annual field trip to Kings Canyon National Park was the impetus for our unit. In years past, she taught her students, through traditional whole group instruction, about the park flora and fauna, with a focus on the Giant Sequoias. She then took her class to the park where they viewed those magnificent trees, went back to school and had them all write a selection about the field trip, and left that learning behind to move on to something else. After attending the GID training, we decided to drastically revise her previous efforts. That revision will be the focus of my future posts.
Selma Unified School District, California