Collaborative Inquiry Session
Reflecting on Inquiry 2 and Planning Inquiry 3
Grade Two Team, Fairlawn Public School
Goals for Today's Session
As a grade level team;
- 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
- Teachers used graphic organizers to support students in organizing their ideas
- Graphic organizers were modified for different learners
- The students found that the graphic organizers were effective for organizing their ideas, and making sure that they included all of the details needed to make an inference.
- Teachers explicitly taught how to answer a question - for example, a good answer looks like a hamburger - it includes answering the question, give proof and a concluding sentence
- This framework worked well for all learners. The answers in the pre-assessment were limited, but with the framework in place, the answers were more complete.
- Teachers ensured that they followed the gradual release of responsibility model by including modeled, shared and guided instruction on using the frameworks and graphic organizers
- Using the answers generated from the pre assessment, the teacher and students broke down a level 3 answer and identified what was effective in a level 3 answer.
- The look fors were having part of the question in the answer, an inference, proof from the text and their own ideas / schema, cause and effect
- Each teacher created their own success criteria with their students
- Learning goals and success criteria were anchored in the classroom and were visible for the students to refer to when completing other inferring activities
Success criteria for answering a question in proper paragraph format
Learning Goal and Success Critera
Stating the purpose and identifying the criteria for a successful inference
- Intensive moderation took place with the librarian ~ Met / Not Met to begin, then breaking down student work into piles that differentiated the levels 1-4
- Teachers spent time identifying "look fors" at each level
- Teachers were very confident that the rubric they co created was very effective.
- When it came time to moderate the post assessment, teachers found that it was easier to assess.
- Teachers identified next steps to consider in the moderation process;
- Is there a way to simplify the process so that you still walk away with a good rubric without having to invest so much time and energy over a period of a few days.
- One possibility may be to mark your students work first and then exchange with another teacher to see if they would grade it the same ~ this would allow you to find discrepancies and still be able to dialogue about student work.
- Students were referred to the anchor chart and success criteria as part of their feedback
- Mostly oral feedback provided by conferencing with students and having them apply the success criteria to their own work
- Students were engaged in self-assessment by looking at their pre assessment and their post assessment ~ students commented on their work and what they thought was different / better / missing
Student Strengths and Next Steps for Learning
Theory of Action - If we focus on explicitly teaching inferencing and making reasonable predictions, through small group and guided instruction, in order to develop students comprehension, then students will be able to make meaning of a variety of texts
- Baseline data indicated that 29% of students were achieving level 3 or higher
- Assessment of learning data indicated that 77% of students achieving level 3 or higher
- Students developed more proficient skills at answering questions
- Many students started to write more to reflect their thinking
- Students became more aware of adding details and owning their own thoughts
- The level of explanation improved
Next Steps - Using peer and self assessment, along with descriptive feedback during the writing process (use symbols, pictures, words, checklists, sticky notes)
Planning Time - See Collaborative Inquiry Planning Template
I encourage you to incorporate technology into your next Collaborative Inquiry. Some Web 2.0 samples are listed below to get your started.