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Inquiry II

Inquiry II. Lesson 2 Holly Keon. Shape of the Class. Course Outline Inquiry Video Comparing Inquiry in schools with our modified version Inquiry Exemplars Instructional Strategies Gallery Walk. Course Outline.

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Inquiry II

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  1. Inquiry II Lesson 2 Holly Keon

  2. Shape of the Class • Course Outline • Inquiry Video • Comparing Inquiry in schools with our modified version • Inquiry Exemplars • Instructional Strategies Gallery Walk

  3. Course Outline • This is a pass or fail course. You are required to keep a B+ average (76+%) in order to get a pass. • All readings, assignments and expectations are outlined in the document. • Attendance- You may not miss more than 15% of the course (which is approximately 2 classes). If you do miss more than 2 classes you may be required to repeat the course. • I’m going to assume that you have the e-mail address and or cell phone number of a few people in the class. If you do not, be sure to get a few now.

  4. Course Outline (Continued) • If you are going to be late, please text them or e-mail me and advise us what is going on. • Absences- let me know prior to class that you are going to be absent (send me an e-mail). • Plagiarism and Academic misconduct- give credit to author. Own it when you make a mistake. • Don’t hand in the same assignment to two different courses without getting the permission of BOTH instructors. • FYI- I generally post readings and PowerPoints on our class website: http://21stcenturyss.weebly.com • Password is: ubc

  5. Professionalism • Try to see this whole year as one long interview. The relationships that you make here on campus and in the schools could help you get a job in the future. Respect them. • I am a member of the BCTF, as are many of your profs and your SAs. If you have a problem with a prof/instructor– you are required to have a conversation with them or write them a letter/e-mail. • Coordinators (Gary Rupert or Bette Shipley) and the UBC Ombudperson– are there to support you if you’re feeling intimidated.

  6. Professionalism (con’t) • The education community is a small one. Any one of us could be asked for a reference and we all want to be able to say wonderful things about you. • Social Studies is probably one of the most competitive subjects to get a job in. You are going to need to get stellar references • Strategize ways to separate yourself from the competition. • (i.e. Teach French, other language, coaching, learning support, special programs, etc.).

  7. Professionalism (continued) hey prof! sorry ididn’t make it in today, wasn’t feeling well so decided to catch some extra shut-eye. no ididn’t have a hangover from the weekend LOL! hope i didn’t miss anything.

  8. Assignments AssignmentDue Date: • Inquiry Topic Due (or sooner if possible!) January 8th- • Proposal Form DueJanuary 11th • Presentation DayJanuary 17th • Revision/ Begin Peer EditsJanuary 20th and 21st • Peer EditJanuary 22nd • Final Review of WeeblyWebsitesJanuary 23rd • *All Assignments are due by 6 pm.

  9. Inquiry In Practice (Video) • Two focus questions while you watch: • What are some of the key features that you see in this approach to Teacher Inquiry? • What resonates with you and might support your own Inquiry? • http://www.youtube.com/watch?v=VjCPTH6uqqc *Adapted from BCTF PowerPoint on Inquiry

  10. Methods and approaches used in Schools • Action research: Allows participants to investigate and evaluate their work. • Professional conversations: A group of peers engage and sustain a focused conversation on practice. • Book study groups: A group of teachers focus on one book or report, discussing its contents and relating the author’s views to their areas of practice.

  11. Methods and approaches used in Schools • Appreciative inquiry: Participants focus on one area of practice which is working well as a starting point for reflection on practice. • Professional learning communities: Membership is voluntary and the focus of inquiry is decided by participants. • Subject- or theme-based: e.g., English/Language Arts or a theme e.g., inclusion, gender, differentiation.

  12. What does that mean for us? • The goal of the course is for you to experience the process of doing an inquiry. • UBC wants to you to experience using “Inquiry as a stance” to approaching your professional practice. • Many school districts and schools have collaboration time, pro-d days and release days. • Because you will have experienced a modified Inquiry process, the hope is that you will be a little more “open” to collaborating with your peers.

  13. Professional learning cycle 1. Finding your focus 2. Refining your focus through collaboration 7. Sharing the results 3. Developing a question 6. Re-thinking/ changing your practice The inquiry cycle 4. Developing a plan of data collection 5. Analysis— interpreting your findings

  14. Modified Inquiry Examples • Your group will be given 4 different Inquiry Examples • You are asked to read them and evaluate which one is the best and why? • What characteristics does the best one have that the other ones do not? • What can you bring forward in to your own inquiry based on these examples?

  15. Instructional Strategies • In the spirit of providing practical strategies for you and your unit planning. • Let’s do a Gallery walk. • These are largely instructional strategies that are student centered and encourage students to construct knowledge on their own. • I will post a file with all of the strategies on our website.

  16. Looking Forward • Please do the readings – check the website for the link • Tomorrow we may be talking about our “dirty laundry”. • I want you think back to your school experience and identify situations or instances that may shape who you are as a teacher. Be prepared to share stories that frustrated you (anonymously). • Examples: • A student was bullied severely in elementary and high school. • Failed a particular subject • Ethnicity or race played an issue in educational experience

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