The focus question for our recent Social Studies unit was, "How can understanding the past help us create a better future." We investigated life long ago and then thought about the important lessons we could learn from the past. These are our big ideas....
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Friday, 8 March 2013
Sunday, 25 November 2012
Creating, Connecting and Consolidating Our Learning So Far!
Our Grade 3/4 class spent our inquiry time this past week planning and creating a way to represent the learning that has been done in our "Under Our Feet" inquiry unit so far. The students decided upon an interactive bulletin board to display both the knowledge we've acquired about rocks, minerals and soil in Saskatchewan as well the skills we've gained by working through the inquiry process.
Students worked cooperatively to break up the jobs that needed to get done and got to work! A large map of Saskatchewan was drawn, and then painted to show the soil zones of Saskatchewan. Students then decorated the map with symbols placed to show what and where the various minerals of Saskatchewan are located. Samples of the rocks found in Saskatchewan were sketched and categorised. Some students wrote and then used a digital recording program called "Audioboo" to record a summary of the learning we have done about the identity, location, and formation of rocks, minerals and soil in Saskatchewan. Wordles were designed to highlight the vocabulary we have gained.
To showcase our progress in the inquiry process, students made a list of all of the skills we have developed through our inquiry work and then chose the top 5 to present on our bulletin board.
Once we had everything assembled, we took one last step to share our learning by turning the audio recordings we created about our knowledge of rocks, minerals and soil into QR codes. The QR codes could then be displayed on our bulletin board and accessed by our learning community. A QR code is like a bar code that stores information and when scanned, connects the learning to a website, a video, an audio recording, etc. This was a great way to use technology to help us share all of the knowledge and information we have gained along the way in our inquiry journey.
You can listen to our recordings here:
Using the school Ipads, students are able to scan the QR codes to listen to our recordings! We hope our families and our school community members will also be able to learn about rocks, minerals and soil by using our interactive bulletin board display!
Teacher Reflection:
The act of putting together this bulletin board display started out in my mind as a way for the students to showcase some of our learning for 3-way conferences. However, as we lead and watched the students take control of each step of the plan and the creation of what would become our interactive bulletin board, I soon realised that this was more than just a product. As students worked to literally put the pieces together (soil zones, rock samples and mineral deposits on a common map) I heard and saw them making connections between the learning. I realised at that point that we had moved into the "connect" and "create" phases of the inquiry process. And what was just as exciting, was that the students noticed this too! The construction of this interactive bulletin board was leading students to consolidate their learning!
The students made audio recordings about their new knowledge of rocks, minerals and soil in Saskatchewan and thanks to the expertise of Tamzen in this area of technology that is completely foreign to me, the students were introduced to QR codes and how to make them and use them to "display" these recordings they made using "Audio Boo" an online digital recording program. Having a learning partner with experience in technology has been an invaluable experience for both me and my students. I have little knowledge in this area and being able to work with Tamzen has allowed me and my students to try new technology tools that we otherwise would not have even likely heard of. Yet another perk of having a partner in this learning journey!
~ Steph
~ Steph
Reaching Out To Seek Answers
Last week in Grade 3/4 we continued our investigation to search for answers and information to help us discover what rocks, mineral and soil types there are in Saskatchewan, where they are located and how they are formed. We practiced the skill of reading for information in non-fiction books, and using key words and advanced search features to help us locate information on the Internet. Though the students gained good experience and found a fair amount of information, we struggled to locate enough information and resources that were at a reading level suitable for Grade 3/4 students.
In casual conversations with colleagues about our inquiry process and the work we we have been doing with our students, we were lead to some new sources including a Grade 7 Saskatchewan Science text book with a whole chapter dedicated to rocks, minerals and soil. Though at a more advanced reading level, we found that the map and charts would be useful to our students. In addition, after talking with family and friends, Tamzen connected with the girlfriend of her cousin who is an archaeologist in Alberta who studies soil. With just a few quick calls and emails we had a scientist on the Skype line and the students were listening to her explain about soil types and were asking her about their wonders. The engagement of the students was amazing...students couldn't jot down the information fast enough. By the end of the call students were able to explain how soil is layered, about the ages of the layers, what you can tell about soil by it's colour, soil composition and even how a soil particle analyser works!
The learning for me, (and hopefully for the students as well) was that though we can find great information and seek answers to our questions in books, and on the Internet, that our human connections and contacts are also a very valuable source, one that I tend to forget about and need to access more in all areas of my teaching. There are experts all around us, and they can provide us with new understanding, just as well (and sometimes even better) than a book or the Internet can. This was a good reminder for me to reach out and to teach students to reach out when seeking information!
~Steph
In casual conversations with colleagues about our inquiry process and the work we we have been doing with our students, we were lead to some new sources including a Grade 7 Saskatchewan Science text book with a whole chapter dedicated to rocks, minerals and soil. Though at a more advanced reading level, we found that the map and charts would be useful to our students. In addition, after talking with family and friends, Tamzen connected with the girlfriend of her cousin who is an archaeologist in Alberta who studies soil. With just a few quick calls and emails we had a scientist on the Skype line and the students were listening to her explain about soil types and were asking her about their wonders. The engagement of the students was amazing...students couldn't jot down the information fast enough. By the end of the call students were able to explain how soil is layered, about the ages of the layers, what you can tell about soil by it's colour, soil composition and even how a soil particle analyser works!
The learning for me, (and hopefully for the students as well) was that though we can find great information and seek answers to our questions in books, and on the Internet, that our human connections and contacts are also a very valuable source, one that I tend to forget about and need to access more in all areas of my teaching. There are experts all around us, and they can provide us with new understanding, just as well (and sometimes even better) than a book or the Internet can. This was a good reminder for me to reach out and to teach students to reach out when seeking information!
~Steph
Monday, 19 November 2012
Constructing our Understanding
This week, our grade 2/3 class had to think together to consolidate our understanding of the plight of the rainforest. We decided to get them to answer the question, why is it important that we save the rainforest. They used the background knowledge we had been constructing to brainstorm answers to this question. I caught some of their responses on video.
It was evident that they had some knowledge, but were missing some key facts so we read an article from the Power Kids database together. When they added this information to what they knew, they created a complete list of reasons to save the rainforest. But, this list took us back 2 weeks. At the initial stage of questioning, these same categories had emerged. I was worried! Are we getting anywhere? Or are we going around in circles? We asked them to identify a category they were most interested in.
The students had some knowledge, but not enough. We needed them to identify the need to dig deeper. So, for the next lesson we decided to review the reasons saving the rainforest was important and then talk about what we wanted to do with our knowledge. The children were passionate about the need to save the rainforest and began to leap ahead with ideas like "We need to put this on our blog", "We should make a video and post it on the internet". It was reassuring to hear their reasons and the quality of their thinking was impressive. Using the phases of inquiry chart, they quickly identified how often we seem to have to reflect and create new questions. We were definitely farther along with the content and the process than we had been two weeks ago.
I asked them if we knew enough to convince other people to take action and save the rainforest and they understood immediately. One student said "We can't just say we need to save the rainforest because there is medicine in the plants. We have to say which medicines are from the rainforest" We all agreed that we should become experts in a particular area and then put that information together. They went into groups, depending on the category they had chosen. We have two groups investigating the ways the rainforest is being impacted. We have groups studying the impact of rainforest destruction on climate, specific animals, people and medicines from rainforest plants. Their task was to identify the smaller sub questions that they would need to answer in order to become experts. The volume was high, their conversations were passionate and...the quality of their sub questions demonstrated that they truly did understand their task. Next week, they will identify the sources they need to search, decide on effective key words for searching and then get to work becoming experts. from there, we will start to think about how we will share our learning with the larger community!
Meanwhile, I continue to think through how to address the specific content knowledge outcomes that are connected to our science inquiry. My students need to learn the parts and functions of plants. This week, in my language arts time, we worked on reading for information, using text features and monitoring comprehension. We studied a diagram of the parts of a plant, and then partners read together to learn the function of a specific plant part. For example, two groups read the section on roots, another read the section on leaves etc. The groups reported this information to the class and everyone created a labelled drawing of a rainforest tree to consolidate their understanding of the names and functions of plant parts. They identified a new question that we will read about next week. How do plants make their own food?
I also modelled how to read and follow written directions to undertake a science experiment. I demonstrated how I followed written directions in order to figure out how to attempt to grow a pineapple from the pineapple crown. Then, working in table groups they read instructions and started experiments where they are growing beans from seeds or rooting potatoes in water to grow a potato plant. They recorded their process and predictions and next week they will record their observations.
By using my language arts time to read and write about our science content, I was able to deepen my students knowledge about the science concepts and I also gave them authentic purpose for reading and writing. I feel less concerns about "covering" content now than I did a week ago.
As I reflect on the inquiry process I am realising that the quality of their thinking, the depth of the engagement and the skills and strategies they are using are really worth the time this process takes. Inquiry invites us to think deeply about big questions. This is the purpose of education..we want to empower students to think, wonder, investigate and take action. Weaving in the background knowledge, the skills and strategies for inquiry and the critical thinking they need to accompany their passion and ideas is my role.
It was evident that they had some knowledge, but were missing some key facts so we read an article from the Power Kids database together. When they added this information to what they knew, they created a complete list of reasons to save the rainforest. But, this list took us back 2 weeks. At the initial stage of questioning, these same categories had emerged. I was worried! Are we getting anywhere? Or are we going around in circles? We asked them to identify a category they were most interested in.
The students had some knowledge, but not enough. We needed them to identify the need to dig deeper. So, for the next lesson we decided to review the reasons saving the rainforest was important and then talk about what we wanted to do with our knowledge. The children were passionate about the need to save the rainforest and began to leap ahead with ideas like "We need to put this on our blog", "We should make a video and post it on the internet". It was reassuring to hear their reasons and the quality of their thinking was impressive. Using the phases of inquiry chart, they quickly identified how often we seem to have to reflect and create new questions. We were definitely farther along with the content and the process than we had been two weeks ago.
I asked them if we knew enough to convince other people to take action and save the rainforest and they understood immediately. One student said "We can't just say we need to save the rainforest because there is medicine in the plants. We have to say which medicines are from the rainforest" We all agreed that we should become experts in a particular area and then put that information together. They went into groups, depending on the category they had chosen. We have two groups investigating the ways the rainforest is being impacted. We have groups studying the impact of rainforest destruction on climate, specific animals, people and medicines from rainforest plants. Their task was to identify the smaller sub questions that they would need to answer in order to become experts. The volume was high, their conversations were passionate and...the quality of their sub questions demonstrated that they truly did understand their task. Next week, they will identify the sources they need to search, decide on effective key words for searching and then get to work becoming experts. from there, we will start to think about how we will share our learning with the larger community!
Meanwhile, I continue to think through how to address the specific content knowledge outcomes that are connected to our science inquiry. My students need to learn the parts and functions of plants. This week, in my language arts time, we worked on reading for information, using text features and monitoring comprehension. We studied a diagram of the parts of a plant, and then partners read together to learn the function of a specific plant part. For example, two groups read the section on roots, another read the section on leaves etc. The groups reported this information to the class and everyone created a labelled drawing of a rainforest tree to consolidate their understanding of the names and functions of plant parts. They identified a new question that we will read about next week. How do plants make their own food?
I also modelled how to read and follow written directions to undertake a science experiment. I demonstrated how I followed written directions in order to figure out how to attempt to grow a pineapple from the pineapple crown. Then, working in table groups they read instructions and started experiments where they are growing beans from seeds or rooting potatoes in water to grow a potato plant. They recorded their process and predictions and next week they will record their observations.
By using my language arts time to read and write about our science content, I was able to deepen my students knowledge about the science concepts and I also gave them authentic purpose for reading and writing. I feel less concerns about "covering" content now than I did a week ago.
As I reflect on the inquiry process I am realising that the quality of their thinking, the depth of the engagement and the skills and strategies they are using are really worth the time this process takes. Inquiry invites us to think deeply about big questions. This is the purpose of education..we want to empower students to think, wonder, investigate and take action. Weaving in the background knowledge, the skills and strategies for inquiry and the critical thinking they need to accompany their passion and ideas is my role.
Saturday, 10 November 2012
Searching for Answers
This week, our grade two/three class set out to find answers for some of our initial questions about the rainforest. Last week, we classified the many questions that came out of our immersion activities. Eight categories of questions emerged. The students chose the category that interested them the most, and then, working in small groups, identified the specific question they wanted to investigate. My teaching partner and I thought this seemed like a natural time for a couple of explicit lessons on where and how to search for answers.
The small groups discovered facts such as...
...the tallest tree in the rainforest can be over 76 meters
...the accumulated rainfall in the rainforest is over four meters
...the largest flower is 1 meter wide
...the capybara is the animal they consider the strangest
...200,000 people live in the rainforest
...animals sleep wherever they live
They students learned that books, data bases and search engines are only useful if we narrow our searches with key words. One student said that key words are like using the table of contents and the index at the same time. They also learned that they often have to try more than one source to find an answer, that some of the answers are in their heads (It was up to them to decide which animal they felt was the strangest), that we may not find the answers to our questions (How do people build their homes?) and finally that some of our answers lead to new questions (How tall is 76 meters?)
I was delighted to watch my students dig into their investigations. They were persistent and supported each other to be strategic in their searches. It was fun to watch one group working with a meter stick in the main hallway to figure out how tall 76 meters would be, while another group called out excitedly as they discovered their answers. It was also gratifying to see more than one student stumble on photographs and information about the destruction of the rainforest, which is where we hoped our investigation would lead.
As we plan for the next, deeper part of the investigation, I know I will need to continue to teach them how to refine their searches and how to read nonfiction text to find information. I would also like to move towards having them reflect about the inquiry process so they can begin to consolidate their understanding of the process.
Mrs. Champ's Reflections (Classroom Teacher)
This process continues to challenge me to think about my practice. Which comes first process or content? What are my ultimate goals for my students?
Last weekend, as I began to plan for the week ahead I began to panic. I am a linear teacher who likes to make a list, work methodically and get things done. This process is many things, but it is certainly not linear. When I looked at our circuitous process, I felt as if my class was not moving towards my curricular expectations. So, after a quick, "oh my goodness what am I doing?" email to my teacher librarian I revisited the list of outcomes and understandings we had set out at the beginning of the unit.
As I read through our Language Arts I felt reassured that we were on track. My students were learning to read for information, monitor their understanding and use text features to locate information on digital and print resources. They were learning to ask questions before, during and after they read. They had already written sentences, jot notes and paragraphs. They had represented their understandings in a diagram. We were meeting our Language Arts outcomes with authentic, engaging text. Hooray - I didn't have to worry about language arts.
It is when I shifted my focus to science that I felt less certain about our process. My unit is attempting to address the following science outcomes:
The small groups discovered facts such as...
...the tallest tree in the rainforest can be over 76 meters
...the accumulated rainfall in the rainforest is over four meters
...the largest flower is 1 meter wide
...the capybara is the animal they consider the strangest
...200,000 people live in the rainforest
...animals sleep wherever they live
They students learned that books, data bases and search engines are only useful if we narrow our searches with key words. One student said that key words are like using the table of contents and the index at the same time. They also learned that they often have to try more than one source to find an answer, that some of the answers are in their heads (It was up to them to decide which animal they felt was the strangest), that we may not find the answers to our questions (How do people build their homes?) and finally that some of our answers lead to new questions (How tall is 76 meters?)
I was delighted to watch my students dig into their investigations. They were persistent and supported each other to be strategic in their searches. It was fun to watch one group working with a meter stick in the main hallway to figure out how tall 76 meters would be, while another group called out excitedly as they discovered their answers. It was also gratifying to see more than one student stumble on photographs and information about the destruction of the rainforest, which is where we hoped our investigation would lead.
As we plan for the next, deeper part of the investigation, I know I will need to continue to teach them how to refine their searches and how to read nonfiction text to find information. I would also like to move towards having them reflect about the inquiry process so they can begin to consolidate their understanding of the process.
Mrs. Champ's Reflections (Classroom Teacher)
This process continues to challenge me to think about my practice. Which comes first process or content? What are my ultimate goals for my students?
Last weekend, as I began to plan for the week ahead I began to panic. I am a linear teacher who likes to make a list, work methodically and get things done. This process is many things, but it is certainly not linear. When I looked at our circuitous process, I felt as if my class was not moving towards my curricular expectations. So, after a quick, "oh my goodness what am I doing?" email to my teacher librarian I revisited the list of outcomes and understandings we had set out at the beginning of the unit.
As I read through our Language Arts I felt reassured that we were on track. My students were learning to read for information, monitor their understanding and use text features to locate information on digital and print resources. They were learning to ask questions before, during and after they read. They had already written sentences, jot notes and paragraphs. They had represented their understandings in a diagram. We were meeting our Language Arts outcomes with authentic, engaging text. Hooray - I didn't have to worry about language arts.
It is when I shifted my focus to science that I felt less certain about our process. My unit is attempting to address the following science outcomes:
- AN2.1 Analyse the growth and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles.
- PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.
- AN2.3 Assess the interdependence of humans and animals in natural and constructed environments.
- PL3.2 Analyse the interdependence among plants, individuals, animals and society
I know for certain our investigation will take us to the outcomes that address interdependence. As my students begin to express their outrage at the deforestation they have begun to read about, I know we are on our way to constructing deep understanding about how plants, animals and society are connected.
The growth and development outcomes are more challenging. These outcomes address a specific knowledge base the students need to acquire. In the past, I would have addressed the animal outcome with a research report and I would have addressed the plant outcome with hands on investigations. These would have been explicit, teacher directed activities. So, how do I address this content knowledge within our process? When I suggested to the students maybe we needed to become experts on specific plants and animals to understand the impact of humans on the rainforest they were eager to study the animals, but the idea of researching plants was met with a chorus of groans. This was a red flag for me. They had been so engaged. Was I hijacking their process by steering it towards the content I wanted? Was my narrow view of how I taught the content in the past interfering with our inquiry process? Was the goal of my unit to teach the specific content or was it to develop their ability to inquire? Could they learn content and process at the same time?
I have not resolved this conflict yet. The thoughtful conversations I have had with my colleagues about my dilemma have helped me begin to sort out my thinking. My students need this content knowledge to provide the evidence for the strong opinions they are expressing about deforestation. The outcome is important. But, everything does not need to be part of our investigation. If I need to teach a specific, content based lesson outside of the inquiry, I can. Our inquiry can shift between investigations and explicit instruction.
I also need to trust my students and their questions. On Friday, one of my students passionately shared her learning about trees and soil. "Did you know that the soil in the rainforest is only this deep? (gesturing with her hands to show about 30 cm.) That's why all those trees have roots on top of the soil. That's where their food is. If the tree gets cut down all the rain will wash away the soil. Then what will happen? Will the whole rainforest wash away?" The class erupted in outrage! I smiled to myself thinking "hmmm, root systems, growth and development of plants... I think I just found my opening for an explicit lesson."
Friday, 9 November 2012
Digging Deep
Digging Deep
This week the grade ¾ class began “digging deep” to find and select resources around their questions: what are the different types of rocks, minerals, and soil in Saskatchewan? The class was divided into three focus groups: rocks, minerals, and soil and each student used a graphic organizer to: write down why a book/website was worth investigating, record jot notes, and to site their sources.
A grade 3 student shares her search process below:
Preparing for Investigating
“The web is the go-to tool for answers, images and interactions. But even as online resources expand exponentially, making us info-seekers drool over the possibilities, the complications, the confusions, and uncertainties of Internet research also seem to be multiplying daily”( Harvey & Daniels, 2009).
- http://www.flickr.com/photos/will-lion/2595497078/sizes/z/in/photostream/
To ensure that our students were prepared for this arduous task we modeled and pre-taught:
- How to research a question by identifying key words and synonyms
- How to know if a source is accurate and reliable
- Differences between databases, reference materials, and search engines
- Google Advanced search options such as reading level
- Using pictures to understand
- Reading and scanning online text-features
An “ah ha” Moment
Beyond some of the fundamental search skills that our students learned it was interesting to see how our students went beyond just finding the answer. It was during this phase that they realized inquiry isn’t about finding an “answer” but rather it requires them to think about what they have discovered, make connections to what they already know and to find out more about what they don’t know. As was illustrated in the clip above, the students found what some of the soil was in Saskatchewan but they didn’t know what it meant let alone pronounce it correctly. They were able to identify that they would have to go back to check for understanding and repurpose their search process. Lastly, they realized that they were not collecting facts in isolation. When they discovered the different types of minerals in Saskatchewan, they also found out information around where the minerals were located and some uses as well. The big picture is starting to come together.
This blog post is cross posted from http://upcycledlibrarian.wordpress.com/
References
Harvey, S., & Daniels, H. (2009). Comprehension & collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann.
Monday, 5 November 2012
Rainforest Immersion
Our grade 2/3 class recently embarked on an inquiry about the rainforest. In order to ask rich questions that could help us move towards our science outcomes, we decided the children should build their background knowledge about this habitat first.
To pique their curiosity, we showed them a 2 minute animoto video with photographs of plants and animals that live in a rainforest habitat. They recorded their observations on a 2 column note under the headings: What I know about the rainforest and What I wonder about the rainforest.
Then we divided them into groups of four and they rotated between six centers. Two centers were online slideshows about life in the rainforest. A third center was an online data base with rainforest information. The fourth center was a teacher-made slide show that included labeled photographs of rainforest plants and animals. The final two centers were big books about the rainforest. As they moved between the centers, they were instructed to continue to record their knowledge and questions.
Then, we stood back and let them go! They enthusiastically dove into the task! We overheard exclamations like "Wow, did you see that snake?" "Did you know that rainforests have half the animal species in the world?" "I wonder why it rains so much there?" "Is that tree taller than the school?" They were overflowing with questions, new facts and curiosity. The students carefully recorded their notes and asked if it was OK if they could use the back of the page when they ran out of space. They groaned with disappointment when our exploration time was finished. We showed them how to access the digital information from home and some of our students reported that they had continued exploring the information from home
Armed with their new knowledge about the rainforest they were ready to move to the next phase...choosing questions and beginning an investigation!
Mrs.Champ's Reflections (Classroom Teacher)
I believe in the power of inquiry and have begun to attempt to shift my practice to an inquiry oriented stance. But, I am a linear person and am very comfortable with explicit instruction. I have to constantly stop myself from defaulting to overstructuring the activities I plan for my students. As we embarked on this inquiry project I knew I would be relying on my TL, Mrs. Kulyk, to help me release control to my students.
I had doubts....many doubts. I knew my group of learners was capable but I was concerned about their ability to work well as a group. I was uncertain they could manage the technology we were using. Most of all, I doubted they would be able to pull out the 'right' ideas from the materials we set up in the centers. Would they learn?
But, I was pleasantly surprised. The groups worked together very well. For the most part, they were so engaged in the information, they chose to work together to learn more! They had a structured sheet to record on which help focus the task for them. The materials were easy for them to navigate, at their reading level and the variety helped keep the task fresh and exciting. We were wise to store all of the digital information on one page on our libguide. This gave us an easy place to return to if the students made any navigation errors. This common area was also a great place for accessing our digital information from home
I also shifted my idea on what the 'right' information was. I realized that the goal was to engage and immerse them in the rainforest habitat. The 'right' information was the information that engaged them! There did not have to be a specific content focus yet. As a class, we generated over 60 questions and, as we revise and classify them, I see the threads of our curriculum content weaving into our process. We will narrow our focus as we deepen our background knowledge. As we move to a narrower focus, it is my hope that the energy we felt in this initial lesson will carry through.
This immersion activity taught me to trust...
...my students' curiosity
...my students' ability to work and think together
...my students' ability to navigate technology
...the power of engaging content
...the inquiry process
As we move into the next phase of our inquiry, the investigation, I will remind myself of these lessons and continue to trust them as I learn to release responsibility for the learning into their capable hands.
To pique their curiosity, we showed them a 2 minute animoto video with photographs of plants and animals that live in a rainforest habitat. They recorded their observations on a 2 column note under the headings: What I know about the rainforest and What I wonder about the rainforest.
Then we divided them into groups of four and they rotated between six centers. Two centers were online slideshows about life in the rainforest. A third center was an online data base with rainforest information. The fourth center was a teacher-made slide show that included labeled photographs of rainforest plants and animals. The final two centers were big books about the rainforest. As they moved between the centers, they were instructed to continue to record their knowledge and questions.
Then, we stood back and let them go! They enthusiastically dove into the task! We overheard exclamations like "Wow, did you see that snake?" "Did you know that rainforests have half the animal species in the world?" "I wonder why it rains so much there?" "Is that tree taller than the school?" They were overflowing with questions, new facts and curiosity. The students carefully recorded their notes and asked if it was OK if they could use the back of the page when they ran out of space. They groaned with disappointment when our exploration time was finished. We showed them how to access the digital information from home and some of our students reported that they had continued exploring the information from home
Armed with their new knowledge about the rainforest they were ready to move to the next phase...choosing questions and beginning an investigation!
Mrs.Champ's Reflections (Classroom Teacher)
I believe in the power of inquiry and have begun to attempt to shift my practice to an inquiry oriented stance. But, I am a linear person and am very comfortable with explicit instruction. I have to constantly stop myself from defaulting to overstructuring the activities I plan for my students. As we embarked on this inquiry project I knew I would be relying on my TL, Mrs. Kulyk, to help me release control to my students.
I had doubts....many doubts. I knew my group of learners was capable but I was concerned about their ability to work well as a group. I was uncertain they could manage the technology we were using. Most of all, I doubted they would be able to pull out the 'right' ideas from the materials we set up in the centers. Would they learn?
But, I was pleasantly surprised. The groups worked together very well. For the most part, they were so engaged in the information, they chose to work together to learn more! They had a structured sheet to record on which help focus the task for them. The materials were easy for them to navigate, at their reading level and the variety helped keep the task fresh and exciting. We were wise to store all of the digital information on one page on our libguide. This gave us an easy place to return to if the students made any navigation errors. This common area was also a great place for accessing our digital information from home
I also shifted my idea on what the 'right' information was. I realized that the goal was to engage and immerse them in the rainforest habitat. The 'right' information was the information that engaged them! There did not have to be a specific content focus yet. As a class, we generated over 60 questions and, as we revise and classify them, I see the threads of our curriculum content weaving into our process. We will narrow our focus as we deepen our background knowledge. As we move to a narrower focus, it is my hope that the energy we felt in this initial lesson will carry through.
This immersion activity taught me to trust...
...my students' curiosity
...my students' ability to work and think together
...my students' ability to navigate technology
...the power of engaging content
...the inquiry process
As we move into the next phase of our inquiry, the investigation, I will remind myself of these lessons and continue to trust them as I learn to release responsibility for the learning into their capable hands.
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