Collaborative Inquiry Session

Reflecting on Inquiry 2 and Planning Inquiry 3

Grade Three 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 the data represented 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

  • Accessed librarian to support their collaborative inquiry on Point of View
  • Introduced the concept of Point of View using a Power Point (The Tree) that had students look at a variety of close up pictures. Students were to access their prior experiences and schema to conclude what the pictures were of. Very few students figured out that it was a tree but understood that their own experiences had a direct impact on their point of view
  • Teachers used a variety of multi media experiences like Bookflix, YouTube, Tumblebooks and graphic images to teach point of view (e.g. I Wanna Iguana)
  • Teachers used rich text that allowed students to express their opinions
  • Picture books with the same theme (e.g. Goldilocks) were used to demonstrate how an author can change the readers perspective or point of view of a character
  • Students responded well to opportunities to engage with texts that were presented in an alternate format ~ they actively participated, were able to make personal connections and were observed borrowing rich texts modeled in the library

Success Criteria

  • Success criteria was co-created with students and communicated via anchor charts that were displayed in the classroom
  • Success criteria was co-created in one classroom and shared with the other grade level teachers to post in their classroom
  • Next steps include each teacher co-creating success criteria with their own students so that all students are involved in the process.









Teacher Moderation

  • Teachers moderated together based on pre assessment results
  • Teachers identified level 3 content based on work samples and curriculum expectations
  • Teachers created a rubric based on the commonalities found in the student samples.
  • Teachers questioned whether the text selection for the pre assessment was too difficult - used a RASSAP passage - and perhaps explained the lower baseline results

Feedback

  • Teachers provided oral feedback to students, often during guided reading sessions
  • Teachers discussed the importance of written feedback and why it needs to be descriptive, rather than just a positive statement
  • Descriptive feedback needs to include next steps and follow up is essential to ensure that students are applying the constructive feedback provided
  • 2 Stars and 1 Wish framework





Student Strengths and Next Steps for Learning

  • 17% of students achieved level 3 or above on the pre-assessment task.
  • Teachers reflected on the story they selected for this pre assessment task and if the text level was too high.
  • The assessment of learning task proved the students had improved ~ the data indicated that 67% of students achieved level 3 or above
  • Students were able to transfer their skills in identifying point of view while reading to their understanding of persuasive texts and their own persuasive writing


Next Steps include:

  • Co-create success criteria with students from each class so that they have ownership over the learning
  • Incorporating descriptive feedback by using strategies liked 2 stars and 1 wish in the next inquiry
  • Use an application, like that on sugardoodle, to prepare descriptive feedback
  • Allowing time for students to apply the descriptive feedback
  • Gradual release of responsibility model


Technology

Think about how you will incorporate technology and web 2.0 tools into your next collaborative inquiry. Below are some suggestions.