Getting There: First Steps T oward D eveloping a Culture of Inquiry in an Elementary School

1. Getting There: First Steps Toward Developing a Culture of Inquiry in an Elementary School Anita Ko and Jean Prevost

2. Getting there . . . • An overview of 3 Inquiry cycles outlining our journey toward developing a culture of inquiry in our school which explore the questions: How did we start?  How did we sustain interest? What did we learn?  What are our new questions? • Some concrete examples of what inquiry learning looks like at different levels in our elementary school. 

3. Getting Started. . .

4. September 2009 - March 2010Connect and Wonder • A few people in our school began hearing about IBL • What is Inquiry Based Learning? • Why should we use it? • How can we use it?

5. Investigate • Jean (TL) began using Inquiry based learning with two classes and their teachers (Science centered – Spiders and Solar System) • Anita joined a group working on a teacher inquiry project on Assessment for Learning (AFL)

6. Construct • We connected what we were doing to the learning process outlined in the Alberta Learning Inquiry Model, Focus on Inquiry (2004) • We identified similarities in the process to our current practice • We identified the main differences to be: RECURSIVE REFLECTIVE COLLABORATIVE

7. Express • Jean and the collaborating teachers shared with administration and with colleagues, both informally and at staff meetings, how the inquiry process was engaging students • Anita and other teachers on her team shared the results of their inquiry at the district Professional Growth Council meeting

8. Reflect • We had many discussions on what worked and what we would do differently next time • Jean wondered how she could get more teachers interested in trying IBL • Anita wondered how to apply the inquiry process with her grade 2 students • We noticed and increased level of engagement in both teachers and students • New question: How can we begin to build a culture of inquiry in our school?

9. Building a Culture . . .

10. March 2010 – June 2010Connect and Wonder • How can we begin to build a culture of inquiry in our school? • How can IBL fit with our school plan?

11. Investigate • More successes with IBL were shared with staff • TL shared Inquiry models with staff • TL shared articles with teachers and administration, formally and informally • Resources on IBL were purchased for the library • Staff watched videos on 21st century learning like: • Stephen Heppell (21st Century Learning and Death of Education • Learning to Change, Changing to Learn • Shift Happens

12. Construct • In March our School Planning Council (parents, teachers and administrators) met to begin discussing our school plan • Administrators and teachers shared learning around IBL and student engagement • Everyone expressed interest in including IBL in our school plan • Discussion followed and debate centered around whether IBL would be a goal or a strategy for increasing student engagement

13. Express • Our collaboratively developed school plan for 2010/2011 included the main goal: To improve student engagement • The use of Inquiry-based Learning to enhance teaching and learning was listed in the school plan as a strategy for improving student engagement

14. Reflect • With IBL part of the collaboratively developed school plan, parents, teachers and administrators now had a connection to IBL • We hoped this connection would help with time and money for professional development around IBL New Question: How do we develop and sustain commitment to the use of the IBL process in our school?

15. Developing and Sustaining IBL

16. June 2010 – June 2011Connect and Wonder Now that IBL is part of our School Plan . . . • Where do we find the time for Pro-D? • Where do we find the money? • How do we sustain interest?

17. Investigate • How to organize school-based NIDs to include effective Pro-D on IBL • How to apply for Pro-D grants from Local Teachers’ Association to assist with funds • How to organize a Collaborative Apprenticeship where teachers are learning together and from each other, creating support and encouraging ownership

18. Construct • The Collaborative Apprenticeship team was established. • We applied and received a Priority Funds grant of $3000 to support the Collaborative Apprenticeship • We began the school year with the first school-based NID centered around Inquiry -using an Inquiry model, staff pursued their own inquiry, exploring a variety of resources for a better understanding of: What is IBL and how can I use it with my students? -grade teams made plans for their inquiry unit(s) continued

19. Construct (continued) • In advance of the second school-based NID, we used grant money to fund release time for the CA team so they could further explore IBL in preparation for sharing their learning on the second school-based NID • The C/A team met for a second time in the Spring and shared learning with grade partners in an afterschool session • Staff began to develop the wiki • We developed a personalized model for our school based on a combination of the Alberta Learning model and the Points of Inquiry model • 95% of staff tried IBL units with their students

20. Express • The CA team members shared their learning with their grade group partners • All teachers contributed reflections to the wiki • Students shared their Inquiry projects with parents at Parent Nights, with buddy classes, and on class wikis • We shared parts of our journey with the PAC and made the wiki available for the School Plan Evaluation Meeting continued

21. Express (continued) • We gave an overview of our “Inquiry into IBL” at the District Professional Growth Council meeting • Jean shared our learning with the District Teacher Librarians • We shared our learning with the Minister of Education, the honorable George Abbott, when he visited our school • We are here – sharing with you!

22. Reflect • IBL works! We notice a definite increase in student engagement when we use IBL • Support from administration is key • Using the process ourselves helped us to better understand how to use it with students • We needed to personalize the model • IBL looks different at different levels continued

23. Reflect (continued) • Different styles of IBL accommodate different needs of both teachers and students • We like how we can integrate curricular strands into IBL • Collaboration is necessary • IBL is not predictable or tidy • Technology supports IBL, providing tools for learning New Question: How do we assess IBL?

24. Books • Comprehension and Collaboration: Inquiry Circles in Action. Harvey, S. and Daniels, H. (2009) • Engaging Readers and Writers with Inquiry. Wilhelm, J. (2007) • Guided Inquiry: Learning in the 21st Century. Kuhlthau, C., Maniotes, L., & Caspari, A. (2007) • A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades. Heard, G. &McDonough, J. (2009)

25. Sites • http://cbayinquirylessons.pbworks.com/w/page/30273195/FrontPage • http://goldrushfurtrade.pbworks.com/w/page/38691789/FrontPage • http://cordovabaysocials4.pbworks.com/w/page/36437627/FrontPage • http://gradethreeinquiry.pbworks.com/w/page/35201794/FrontPage • http://grade2inquiry2011.pbworks.com/w/page/35185609/Polar%20bear%20Inquiry • http://groundhogs.pbworks.com/w/page/35193188/Groundhog%20Inquiry%20Project

26. Keeping it Green Rather than providing handouts, we would be happy to email this Powerpoint presentation to you. Please leave your email address with us. Thank you, Anita and Jean