4.4 Student Inquiry

Auhentic, relevant and meaningful student inquiry

Library Learning Commons

Student Inquiry across all Subject Areas

Teachers from all departments and all subject areas are invited to the Library Learning Commons with their classes for collaborative inquiry. A co-planning and co-teaching stance is taken. The minds on/action/consolidation format is used to execute lessons that promote collaborative, student-centred learning with a focus on critical thinking. This approach has been modeled across the school, over the last three years, and has helped to build a student-centered learning culture at Father Michael Goetz.

Math Department

Cross-Curricular Crime Scene Investigation (Innovation Grant): 2016

  • collaboration between mathematics and English departments
  • culminating performance task that brings the real world into the math class
  • covers the 3 main strands in grade 10 applied and academic math: quadratic relations, trigonometry, analytic geometry/linear relations
  • we hope to extend this activity to other departments in our school

Physical Education Department

Art Department

International Women's Day

Students from the grade 10 art classes investigated 18 Indigenous missing or murdered women. They paid homage to these women and honoured their lives by rendering their names in block letters and 2-point perspective. Their faces were rendered in charcoal and chalk-pastel portraits using colours of the Aboriginal medicine wheel - black, yellow, white and red. Through the process, they inquired about why these tragedies happened to innocent women, addressing difficult issues of racism, marginalization, misogyny, corruption, and a flawed Canadian legal system.
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English Department

OneNote and Collaborative Inquiry

In my classroom we have been learning through collaborative inquiry: placing students’ questions, ideas and observations at the center of the learning experience. Through inquiry I want to build opportunities for students to think for themselves, to reason, to think critically, to build knowledge and to work with others. I am working to make thinking visible in my classroom, through a variety of inquiry activities. We work through a gradual release model of inquiry as students develop competencies in our learning goals.

An example of the collaborative inquiry pictured above involved a jigsaw activity where students were assigned a minor character from the Julius Caesar conspiracy. They had to ascertain: what their motivation for the murder was, why they shouldn’t have done it and what they would have said if Shakespeare wrote them a line to say as they stabbed Caesar. They were then split into three groups, where they planned and acted out the new murder scene.

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