Inquiry Based Learning
Integrated Studies
Collaborative Inquiry
Theory of Action
If teachers explicitly teach paragraph form using linking words and graphic organizers, then students will be able to write a topic sentence and provide sufficient detail and support when writing for various purposes.
If students use linking words and graphic organizers during the writing process, then students will be able to write clear statements and provide detailed evidence to support these statements when writing about space inquiries and reports.
Framework
Literature
Science Formative Assessment
60 Writing Topics
Writing and Thinking Skills: Paragraphs and Composition
Daily Writing
Evan-Moor
Writing in the Content Areas
Writing and Learning Across the Curriculum
By Judith S. Gould and Evan Jay Gould
Teacher created Program Highlights
Diagnostic Assessment of Writing
Level 1=7
Level 2=6
Level 3=2
Level 4=0
Absent=3
Diagnostic Results for Class B
Level 1=5
Level 2=13
Level 3=1
Level 4=0
Absent=3
Formative Assessment Results
Level 1=2
Level 2=11
Level 3=4
Level 4=0
Absent=1
Formative Assessment Class B
Level 1=0
Level 2=4
Level 3=7
Level 4=3
Absent=4
Small Group Instruction
- How to write a topic sentence
- How to elaborate a key point and keep the ideas concise
- How to organize the writing
- How to write a closing sentence
Class A writing needs:
Organization -12 students
Elaboration - 3 students
Topic Sentence - 3 students
Class B writing needs:
Organization - 14 students
Elaboration - 7 students
Topic Sentence - 3 students
Diagnostic and Formative Assessment Tasks
Diagnostic
Formative
Assessment of Formative Task
Summative Assessment results -3
Formative and Summative Assessment
Formative Assessment Task
Summative Assessment Task
Additional Writing Task
Writing Tasks and Activities to Support the Writing Process
Paragraph structure
Paragraph Writing in Groups
Group Writing
Writing Text Talk
Comparing Maniac Magee- The Book and Movie
Special People in Our Lives
Writing Tasks and Activities Continued
Three Guiding Questions for the Child Labour Inquiry
Child Labour in North Korea
Child Labour in Portugal
- Gather data using the internet
- Make jot notes
- Write 1st draft
- Edit draft
- Make revisions
- Type final copy
- Represent the information gathered in any form you choose
- Some Web 2.0 tools utilized include:
Prezi, Haiku Deck, Flip Snack, Minecraft, Google Docs, Keynote and GoAnimate.
Writing Prompt
As a group create a list of supporting evidence for your side.
Individually, write a paragraph using the paragraph framework, checklist and the ideas created by the group.
Brainstorming in Small Groups
Brainstorming
SCIENCE
Space Inquiry
Integrated Space Exhibit
Language-All Strands
Visual Arts-Model of Space Technology
Mathematics-Cost of technology, research and travel
Drama-Life in Space
Technology-Premier, Popplet (mind mapping)
Community Connection-Space Technology Exhibit for Open House
Space Technology Research
Model of Space Technology
Presentation of Rocket Research
Presentation of Space Model
Presentation of Space Technology
Electricity
Solar Kits
- Solar Car
- Solar Boat
- Solar Windmill
- Solar Puppy
- Solar Revolving Plane
Building a Solar Model
Collaboration
Using illustrations to create a solar model
Student A: The illustrations for sure!
SWST: Why?
Student A: They're easier to follow.
If at first you don't succeed... try again
Solar Boat floating in water
Summative Assessment Results
Level 1=1
Level 2=7
Level 3=7
Level 4=0
Absent=3
Summative Assessment Class B
Level 1=0
Level 2=3
Level 3=11
Level 4=3
Absent =3
Findings
Key Learnings
- Begin the inquiry sooner as it started in February, beginning in September may have a greater impact on student achievement
- Provide more small group instruction meeting students' needs, more adults in the classroom facilitating mini lessons (classroom teacher, SWST, teacher candidates, teacher librarian)
- Integrated units lead to increased student engagement through technology
- Integrated unit and writing framework (graphic organizers) provided scaffolds
- More student self reflection, peer feedback (stars and wishes based on success criteria)
- Team planning through release time was essential
- Spread the inquiry to other grade teams working in partnership with the teacher-librarian, utilizing the library as a learning commons
- Students in class A improved from the initial diagnostic assessment to the summative assessment, majority of the students are working through levels 2 and 3. Additional time and small group instruction may lead to more students achieving the provincial standard
- Students in class B also made considerable gains in all three assessment tasks. The majority of students have reached the provincial standard