Collaborative Inquiry Session
Reflecting on Inquiry 2 and Planning Inquiry 3
Grade One Team, Fairlawn Public School
Goals for Today's Session
- Discuss the impact of your teaching strategies on student success. What did you do? Was it effective? How did you know?
- Discuss your success criteria. How did you co-create it with students? Was it effective for students? How did you know?
- Share your process of moderation and its effectiveness. Did the process change from your last inquiry?
- Share your students strengths during your last collaborative inquiry and reveal your next steps for student learning. Look at your data on the School Success website.
- Share your process for delivering feedback with your students. How did you use the feedback to inform your practice?
- Plan your final collaborative inquiry.
Teaching Strategies and Effectiveness
Carried over the PWIM (Picture Word Inductive Model) from last inquiry ~ students were familiar with how to examine pictures to get information
Hands on materials to represent thinking (students using magnifying glass to act as an investigator when searching for emotions / feelings)
Cross curricular - brainstorming feelings, incorporating drama
Used guided reading to incorporate a variety of rich texts to extend or explore thinking around feelings and emotions
Teachers used Librarian and ESL teacher to support their inquiry ~ appropriate teaching strategies for teaching inferencing
Used the anchor chart that was created so that students had an idea of what to look for
Looked at samples from the pre assessment and students talked about what they saw in the samples and helped to determine what was a level 3 / at expectation
The pre assessment samples were not from their own class ~ teachers shared anonymous work samples
"How they look", "what they say", and "what they do" were the look fors
The students were able to decipher a good work sample from a work sample that needed more work
Some teachers put their students into groups to collaborate about work samples
Success criteria was left up as an anchor chart for students to refer to
Together, teachers created a rubric that included expectations for ELL learners and expectations for non ELL learners, in consultation with the ESL teacher
Teachers negotiated the expectations and spent time referring to the curriculum to ensure the rubric was reflective of the students developmental level
Teachers appreciated having two different rubrics to effectively assess the students based on their learning styles and varying levels
Teachers negotiated the language that was used to define a students achievement ( for example, simple inference vs. sophisticated inference vs. relevant inference - what does that sound like)
Student Strengths and Next Steps for Learning
Student Strengths -
88% of students scoring at level 3 or above on the final assessment task
Students were successful at making inferences about characters’ feelings in a text using ideas in their head and clues from the story in shared and guided reading experiences. Students were able to provide evidence to support their thinking
Next Steps - Incorporate student self assessment and reflection
- Peer assessment
- Using more descriptive feedback with the students to guide their thinking and output
- Many opportunities to model how to provide feedback using the model 2 stars and 1 wish by first creating criteria and assessing something that is familiar to them
- Praise performance as well as effort by providing descriptive feedback that is specific and tailored to the student