Inquiry Based Math Strategies

During our half day of Personalized Professional Learning, I hosted a workshop on inquiry-based math strategies, but not everyone who wanted to attend could attend… so I thought I’d recap the workshop here for those of you who could not make it – and for those of you at different schools who might be interested in this topic as well.

The structure of the workshop was very hands on, so in the absence of you being able to actually engage with the materials and manipulatives, I will provide a combination of notes, photos, questions and reflections that will hopefully allow you to engage in some of the same ideas, just in a different way.

Tuning in – What do already know?

Think about or jot down your current understanding of each of the inquiry-based math strategies listed below:

  • math time capsule
  • open ended centers
  • magic question
  • open-ended questions
  • number talks
  • math congress
  • visible thinking routines
  • inquiry cycle

If you have a thorough understanding of each of these strategies, you probably do not need to read on. If you think your current understanding has room to grow, read on!

Open-Ended Centers

I’ve already written a post about open-ended math centers and how they work in our early years classrooms. During the workshop today, each group had a bin with the three essential ingredients of an open-ended math center: manipulatives, writing utensils, and a placemat/whiteboard.

Here are some pictures of how teachers tested out a few open-ended math centers:

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The Magic Question

I’ve also written about my favourite inquiry questionWhat do you notice? In the workshop we looked at how this question can be used for math specifically.

Take a look at this multiplication chart. What do YOU notice?

Open-Ended Questions

Answer this question: Compare the following fractions using < > or =

1/4   ____  1/2

Now answer this question:

What is the same as a half?

Reflect on the difference between answering the first and second question. What are the benefits of asking open-questions in math?

Number Talk

Take a look at the following image. How many dots are there?

How did YOU figure it out? Here is a picture of all the different ways the participants of the workshop figured it out.

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Math Congress

Step 1 – Present the problem: A sports store has a number of bicycles and tricycles. There are 60 wheels in total. How many of each kind of bike could there be?

Step 2 – Work towards solving the problem. Markers and chart paper work best!

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Step 3 – Share discoveries and strategies with fellow mathematicians. Make sure fellow mathematicians are invited to ask questions, make connections, comments and conjectures!

Visible Thinking Routines:

Use the Visible Thinking Routine “Claim, Support, Question” to share some of your thinking about decimals.

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There are also many other Visible Thinking Routines that are helpful in approaching math in an inquiry based way!

Inquiry Cycle:

Kath Murdoch’s inquiry cycle is a great way to make any math more inquiry-based.

A CCSS math standard: Know and apply the properties of integer exponents to generate equivalent numerical expressions.

What do YOU already know about this?

What do YOU need to find out about this?

How could YOU find out about this?

Math Time Capsule:

Now, think about or jot down your understanding of each of the inquiry-based math strategies listed below. A math time capsule is a great way to show growth and progress in math – whether it’s over the course of a unit, a year… or even of the course of a workshop!

  • math time capsule
  • open ended centers
  • magic question
  • open-ended questions
  • number talks
  • math congress
  • visible thinking routines
  • inquiry cycle

How did your understanding of these strategies grow and change?

In the actual workshop, after each strategy, we took some time to discuss how the strategy could be applied/adapted to different content and different age levels. Too often when we are looking at strategies we are focused on the actual strategy within to confines of the example that is used. This leads to the conclusion that “That doesn’t work for the grade/content that I teach”. Instead, I challenged the participants in the workshop – and I challenge you in the same way – to focus on the essence of each strategy and how that same approach can be used in different ways, for different ages and for different strands of math.

Here are a few examples of how the same strategy can be adapted for different content and different ages:

Math time capsules – In Grade 5 you might give students the summative task on the first day and then again on the last day to show all of the growth and progress they experienced. But in KG, you may conference with a student and voice/video record everything they know about shapes, and then record them again at the end of a unit to capture growth in their understanding.

Magic question –  In KG you might show a ten frame and ask “What do you notice?”. In Grade 2 you might show a hundreds chart and ask “What do you notice?”. In Grade 4 you might show a multiplication chart and ask “What do you notice?”.

Inquiry cycle – In Grade 1 you may use the inquiry cycle to structure a whole class inquiry into measurement. What do we know about measuring objects? What do we want to know about measuring objects? How can we find out more about measuring objects? In Grade 6 you might use the inquiry cycle to structure self-directed, personal inquiries towards calculating volume of 3-d shapes. What do I already know about finding volume of 3-D shapes? What do I still need to find out? How can go about that?

The possibilities are endless. If you focus on the “why” a strategy is effective and “how” a strategy helps foster thinking and exploration… then the “whats” become infinite! I also shared this google doc with some of my favourite inquiry-based math resources (books, blogs and Tweeters!) Feel free to have a look!

What are your favourite inquiry-based math strategies?

An Inquiry into the Inquiry Cycle

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When teachers are transitioning into the PYP-ways of collaboratively planning a Unit of Inquiry, it is not uncommon to receive requests to spend time “coming up with activities for the unit“. Such was true last week, when I received this request from our wonderful Grade 3 team. I have recently shared my perspective of the role of activities in the PYP, so I had to be careful to make sure that I resisted the urge to give them my meaning and instead provided them with an opportunity to construct their own meaning. In short, I wanted to take an inquiry-based approach!

Here is how it went:

Tuning in – Each teacher brainstormed 2-3 activities for their upcoming unit and wrote them on half-sheets of paper. I collected these so we could use them later. This also gave me a great insight into their understanding of what an activity is and their approach to inquiry-based planning.

Provocation – To provoke their thinking about activities and inquiry-based planning, I showed them the following excerpts from a collection of blog posts and encouraged them to share their reactions, connections, tensions and questions.

IC provocation 1

What inquiry teachers are saying…

IC provocation 2 IC provocation 3 IC Provocation 4 IC Provocation 5 Sorting Out – First, the teachers spread the stages of the Kath Murdoch inquiry cycle around our multipurpose room floor.

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Then, they took all the questions from this version of the inquiry cycle and placed them beside the stage of inquiry they felt the questions supported.

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Next, they took a collection of Visible Thinking Routines and matched them to the specific questions they felt the VTR could help explore.

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After that, they took 20 printed out Tweets from #pypchat of actual PYP classroom examples and matched them the stages of inquiry or the respective question.

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Finally, they took their own activities from the beginning of our time together and placed them around the inquiry cycle.

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After much discussion, collaboration, disagreement, debate and deep thinking, the final result was a collection of questions, VTRs and classrooms examples that they could walk away with for their upcoming unit, that would hopefully help satiate their need for “activities” without stealing too much thinking from their students.

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I also hope this inquiry helped to challenge their understanding of what planning looks like in the PYP, as well as to continue to experience what learning through inquiry feels like.

I haven’t had a chance yet to debrief and reflect with the whole team, but I did receive an email from one of the teachers  saying:

“Thank you so much for today. The activity really provoked me and it really got me thinking. It was great!”

I look forward to hearing the rest of the team’s reflections and what action they have taken since this inquiry!

 

PYP New Staff Induction as a Unit of Inquiry

This year we had 25 wonderful new staff join our Primary Years Program. As PYP Coordinator, myself and my trusty partner are charged with the privilege of training them in all things PYP. We decided this was a great chance for us – as coordinators- to participate in a process of collaborative planning and design our own Unit of Inquiry to structure our 9 one-hour sessions with our new staff. Here are the big pieces of our UOI:

staff induction UOI

We had 3 overarching goals:

  1. Have our new-to-PYP learn about the PYP, by learning through the PYP
  2. Model inquiry based, concept-driven teaching and learning practices they could take back and use in their own teaching
  3. Stay connected to the process of unit planning, unit delivery and unit reflection from a teaching perspective

Here is a brief (not so brief!) summary of what we did each week to hopefully accomplish these goals!

Week 1 – General overview

Diagnostic Assessment: What do you know, or think you know about the PYP?

Teachers sketched their own model of the elements of the PYP and how they work together.

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Tuning in: How do you feel about your current understanding of the PYP?

Teachers wrote their name or a symbol on a post-it and stuck it to a reflection spectrum that ranged from “I don’t even know what PYP stands for” all the way to “I should take over the PYP Coordinator’s job”

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Tuning in: Introducing the Unit of Inquiry

We shared the central idea, key concepts and lines of inquiry with the teachers.

Tuning in: Q&A

We facilitated an informal question and answer session and made sure to take note of questions that could guide our planning for future sessions.

Week 2 – International Mindedness

Tuning in: What is international mindedness?(Form)  How does it work in the PYP?(Function)

Teachers jotted down what they think they know about the form and function of international mindedness into their “Inquiry Notebooks”.

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Finding Out & Sorting Out: Resource Exploration & Visible Thinking Routine – Connect, Extend, Challenge

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Teachers explored a variety of resources we provided about international mindedness and organized their ideas based on the Connect-Extend-Challenge Visible Thinking Routine.

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Making Conclusions: Reflection – How might I develop IM in the grade/subject I teach?

Teachers sat with colleagues who teach the same grade or subject to chat about and brainstorm ways to put their learning about IM into action.

Week 3 – Transdisciplinary Learning

Taking Action : Reflecting on international mindedness

Teachers discussed how they had put their learning about IM into action in their own teaching and how it went.

Tuning in: Visible Thinking Routine – 3,2,1 Bridge

VTR 2

Teachers completed the first part of the Visible Thinking Routine “3,2,1 Bridge” about transdisciplinary learning.

Provocation: Decomposition Lab

Teachers watched this YouTube video that shows a Grade 4 transdisciplinary unit in action and discussed what they noticed.

Sorting Out: Transdisciplinary Theme Visible Thinking Routine: Chalk Talk

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Teachers completed a chalk talk for each of the 6 TD themes in the PYP, brainstorming what topics or specific areas of study could be explored in that theme.

Staff Induction 2

Making Conclusions & Reflection: 3,2,1, Bridge

Teachers completed the second part of the VTR “3,2,1 Bridge” and reflected on how their understanding about transdisciplinary learning had shifted and changed.

Staff Induction 15

Week 4 – Concept-Based Teaching and Learning

Taking Action: Reflecting on transdisciplinary learning

Teachers chatted about how the attempted TD learning in their own teaching practice based on what they had learned the week before.

Tuning in: +1 Routine

Teachers brainstormed a list of all the pieces of information they knew about concept-based learning.

Staff Induction 16

Provocation: Dr. David Perkins

Teachers read this startling statement “90%  of what we teach in schools is a waste of time… it just doesn’t matter” and then watched this YouTube video of Dr. David Perkins to provoke their thinking about “what’s worth knowing?”

Finding Out & Sorting Out: Resource Exploration & Visible Thinking Routine +1

Teachers explored resources that we provided and added relevant ideas and information to their +1 routine.

Going Further: Key Concept Questions

Teachers brainstormed questions about the Kuwait Towers from each key concept lens.

Staff Induction 6

Making Conclusions: Visible Thinking Routine- Headlines

VTR5

Teachers wrote a “headline” that summarized their current understanding of concept-based teaching and learning

Staff Induction 1

Reflection: Stop, Start, Continue

Teachers reflected on their learning so far and provided us with feedback about what we could “stop, start and continue” to better impact their learning about the PYP.

Week 5 – Attitudes and Skills

Taking Action: Reflecting on Concept-Based Learning

Teachers discussed how they had used the key concepts with their students.

Staff Induction 20

Tuning in: Skills and Attitudes as Learning Targets

Teachers experienced what it is like to have learning goals/targets structured through PYP attitudes and skills

Staff induction targets

Finding out: Making the PYP Happen Jigsaw

Teachers worked in partners to research either attitudes or skills in order to share their learning with their partner. Teachers inquired into the form and function of the attitudes and skills as described by the IB in Making the PYP Happen.

Going Further: Resource Exploration & Visible Thinking Routine- See, Think, Wonder

VTR 1

Teachers explored provided resources and organized relevant discoveries through the VTR “See, Think, Wonder”

Staff Induction 17

Reflection: Attitude Reflection

Teachers reflected and posted which PYP attitudes they used the most throughout their learning activities.

Staff Induction 4

Week 6 – Action 

Tuning in: Quick Write about action

Teachers took 3 minutes to write everything and anything about action in the PYP.

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Finding Out & Sorting Out: Making the PYP Happen & Visible Thinking Routine- 4Cs

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Teachers read the section about action in MTPYPH and pulled out “connections, challenges, concepts and changes” based on the Visible Thinking Routine.

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Making Conclusions” Visible Thinking Routine- Colour, Symbol, Image

VTR6

Teachers choose a colour, symbol and image to represent their understanding of action in the PYP.

Staff Induction 7

Week 7 – The Role of subjects in the PYP

Taking Action: Reflecting on action

Teachers discuss how they have supported student-initiated action in their teaching recently.

Tuning in: Teachers jotted down what subjects they think make up the PYP.

Finding out: Teachers split up into groups and each group inquired into the role of different subjects in the PYP.

staff induction subjects

Making Conclusions: Teachers presented their findings to each other.

Staff Induction 9 Staff Induction 8

Week 8 – Summative Sharing

Check out this post to see a full recap of the provocative “PYP test” and real PYP summative!

Week 9 – Personalized Learning Plan

Even though our new-to-PYP staff training was coming to an end we did not want the learning or support to stop. We helped our new-to-PYP staff develop Personalized Learning Plans for the remainder of their first year in the PYP.

Tuning in: Teachers reflected on their current learning about the PYP and identified areas they wanted to pursue further. They set their own “learning objectives” based on what they want to learn more about.

Finding Out & Sorting Out: Teachers explored the OCC and this google doc to find resources that would support each of their learning objectives. Teachers browsed, skimmed, bookmarked, printed, and copied links that would be of interest later on when they had time to dive in. The idea is to invest all the time it takes to find, vet and organize resources so that for the remainder of the year, if there is a pocket of time to learn you already have everything you need!

Staff Induction 21

 

After our last session, we knew what we had to do… REFLECT! So, true to our goal of treating this like a Unit of Inquiry, my partner and I sat down together and collaboratively completed the PYP unit reflections.

Staff Induction 23

We also completed an inquiry self-reflection to help us identify how many ‘signals of inquiry’ were present in our adult learning community and if there we any ‘warning bells’.

Staff Induction 22

We discovered that next year we need to work on noticing, honouring and using our learners’ questions more to drive the inquiry and better build an environment filled with wonder and curiosity. We also noticed that after 9 weeks our new-to-PYP teachers learned so much about the PYP yet we never “taught” them anything, in the traditional sense. There were no Powerpoints filled with information. There were no lectures. There was no standing and delivering. That felt good!

What a great experience it was to plan, deliver, assess and reflect on our new-to-PYP staff training as a PYP Unit of Inquiry! We can’t wait to have a second chance next year to put our reflections and new goals into action!

We would love your feedback about our Unit of Inquiry! Please share your questions, comments, connections and suggestions with us. 

How Children Learn Math: Bringing it Altogether

Last year I wrote a post about what the PYP believes about how children learn math:

  1. Students construct their own meaning about math
  2. Students transfer their meaning into conventional symbols (vocabulary, notations, algorithms)
  3. Students apply their understanding to problems and real world contexts

I also shared some examples of how teachers at our school have been helping students to construct their own meaning about mathematical ideas and concepts. A lot of the teachers I work with are feeling confident about that first stage in the math cycle! However, they are still wondering how to bring all 3 of the stages together.

In an attempt to step back and see the big picture of how the stages fit together, our teaching teams generated a list of all the math strategies they use in their math programme.

Presentation1

Once the list was compiled, they asked these three questions:

What strategies give students the opportunity to construct their own meaning?

What strategies help students to transfer meaning into symbols?

What strategies provide students the chance to apply their understanding?

Then, they sorted each strategy into each phase of the math cycle. (Along with some amazing debates, disagreements, discoveries and many references to the PYP Math Scope and Sequence document!) We discovered that many strategies fit multiple stages in the math cycle depending on the question you ask or how you present it. We also spent a good chunk of time discussing how many of the strategies that allow students to construct their own meaning at the beginning of a new unit or new concept, would also be good at the end of the unit to allow students to apply their understanding using conventional symbolic representations.

It is interesting to note that no two teaching team’s chart looked the same. Another point for acknowledging that all learners construct their own meaning in their own way!

Here is the chart our Grade 3 team developed:

Math Strategy Sort

Now when we are planning a stand-alone math unit, we have an anchor chart that will help us purposefully select math strategies to support students as they to move through all three stages of the math cycle.

How do you bring the three stages of how children learn math together?

We tuned in!

Before our Units of Inquiry started, grade-level teams inquired into “tuning in” (with the help of  this post from Kath Murdoch). Many teachers walked away with a new, or deeper, understanding of the purpose behind the “tuning in” phase of inquiry. Teachers were excited to put their new learning into practice… here is how it turned out in our Grade 1 to 5 classes:

Grade 1: Peaceful relationships are created through mutual understanding and respect.

Students tuned in to problems and solutions:

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Students tuned in to the concept of numbers:

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Grade 2: Citizens build communities.

Students tuned in to the concepts of “community” and “citizenship”:

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Grade 3: Decisions impact conseqeunces.

Students tuned in to “decisions” and “consequences”:

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Students shared important decisions they made in their life:

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Students tuned in to decisions made by readers:

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Students tuned in to the decisions they make as mathematicians:

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Students tuned in to the number of decisions they make:

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Teachers tuned in to the type of decisions they make:

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Grade 4: Relationships are affected by learning about people’s perspectives and communicating our own. 

Students tuned in to the concepts of perspective and relationships:

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Students tuned in to different representations of numbers:

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Grade 5: Relationships among human body systems contribute to health and survival. 

Students (and teachers) tuned in to the concept of systems:

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Students tuned in to what they think they know about body systems:

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I love that the students’ thinking is front and centre!

I love that the students’ thinking is visible!

I love that students were able to demonstrate their thinking in a variety of ways!

I love that teachers tuned into conceptual understandings, not just topic knowledge! 

I love that transdisciplinarity is evident!

I love that teachers were acting as inquiries themselves… doing reconnaissance to find out about what their students bring to a Unit of Inquiry!

The feedback from teachers about “tuning in” has been great! Teachers are excited because they have learned about their students’ prior knowledge, their misconceptions, their interests and their questions. It has not only provided them with diagnostic assessment data, but also a road map that illuminates “where to next?” based on students’ needs and interests! I can’t wait to see where these inquires lead!

How do you “tune in” to your students’ thinking?

What does an inquiry-based, first week of school look like?

During this year’s staff orientation, we used inspiration from two blog posts (sowing the seeds of inquiry & 10 things to do on the first day of school) to move towards a more inquiry-based, first week with students.

Here is a glimpse into what it looked like in classrooms from KG to Grade 5…

Students helped set up their learning environment:

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Students helped choose what to do for the first week:

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Students explored the school:

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Students’ questions were honoured:

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Students and teachers learned about and connected with one another:

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Students and teachers discussed what it means to be ‘students’ and ‘teachers’:

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Students shared what they want to learn about in the coming year:

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Students thought about and shared their learning preferences:

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Students explored the learner profile, PYP attitudes, key concepts and action:

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Student constructed essential agreements:

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Students reflected:

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Students played:

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The week was a success! The feedback from teachers and students was overwhelmingly positive. Students loved being included in the planning and set-up for a new school year and teachers felt the more ownership they handed over to students the more positive and enjoyable the learning community became.

There is a definite buzz around our elementary school. Enthusiasm… fresh ideas… confidence… inquiry… I can’t wait to see where all this amazing energy takes us this year!

What does your inquiry-based first week of school look like?

 

 

Inquiry-Based Staff Orientation

Warning: This is a long post! My partner and I wanted to be risk-takers and, as much as possible, run an inquiry-based orientation for our new and returning PYP staff. Here is a sneak peak into how it went.

Our leadership team had four main goals to guide our staff orientation this year:

essential agreements

So first we set-up our inquiry-based professional learning environment…

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  • collaborative, flexible groupings
  • learning materials on each table (blank paper, markers, recipe cards, post-its etc.)
  • blank walls to display learners’ questions and thinking
  • resource wall to post strategies and visible thinking routines we use
  • wonder wall for questions

Day 1: An inquiry into learning spaces…

We did a Think, Write, Sort to open up a discussion around classroom set-up.

Think: What are the usual tasks of setting up a classroom?

Write: Write each classroom set-up task on a separate post-it note and place it in the middle of your group.

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Sort: Organize all post-it notes into 3 categories. 1 – Tasks to do with students, 2 – Tasks to do before students arrive, 3 – Tasks that don’t belong in a PYP classroom. (Get rid of duplicates!)

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Walk: Walk around and see what other groups think.

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Post: Display teachers’ thinking in the learning space.

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Day 2: An inquiry into learning communities…

We brainstormed the ways we, as staff, demonstrate the attributes of the learner profile in our professional learning community.

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Then we took a break to play together. We played rock, paper, scissor entourage and it was AWESOME!

Everyone faces off against a colleague for a one-stop shot of rock, paper, scissor.

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The winner goes on to face another winner, and the loser becomes the winner’s entourage who then cheers on the winner!

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Then the loser and his or her entourage join the entourage of the winner, as the winner faces off with another winner. And do the pattern continues until there are only 2 winners left with HUGE entourages, cheering loudly!

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Then we got back to work learning, using a Growing Definition to draft our staff essential agreements.

First in partners,

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Then in groups,

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Finally, as a whole staff (or in our case with a staff of 120, with a collection of representatives from each group!)

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Now, we are ready to post our essential agreements. We plan to “live ’em, not laminate ’em” and continually reflect on them throughout the year as needed.

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Last but not least, a reflection! Not about what we learned, but instead about how we learned.

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Day 3: An inquiry into inquiry…

We mixed and mingled our PYP, MYP and DP teachers to learn and share about inquiry across the continuum. Inspired by this post by What Ed Said.

PYP MYP DP staff

We used the Kath Murdoch inquiry cycle and this prezi to structure our inquiry.

Provocation: What ideas about teacher and learning does this video portray?

Tuning In: What is your experience with inquiry?

Finding Out: Based on your current understanding, what are you questions about inquiry?

Sorting Out: Using the resources provided, self-select some blog posts, videos, twitter hashtags, pictures etc. that are relevant to your questions.

If you are beginning your understanding of inquiry:

 Blog Posts:

Strategies for Inquiry Based Learning

What do you notice? A first step down the path towards inquiry

Introduction to Inquiry Based Learning

Inquiry Cycle: Why, what and how

What does inquiry look like?

Planning and Inquiry Based Start to the Year

Videos:

An inquiry approach

Inquiry based learning – developing student questions

If you are developing your understanding of inquiry:

 Blog Posts:

Developing independence and inquiry

Inquiry, inquiry, inquiry… but how do I do it?

What does inquiry learning look like?

Said no true inquiry teacher ever

Different models of inquiry

Inquiry and the specialist teacher

Moving on from the KWL chart

Is inquiry a struggle for you?

If you are extending your understanding of inquiry:

Blog Posts:

Letting inquiry unravel naturally

What inquiry isn’t

Busting some myths about the inquiry cycle

Minding our language: teaching in the inquiry classroom

This is how inquiry teachers teach

Inquiry and the art of listening

Inquiry and the culture of permission

Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence

Classroom Set-up: How much should we be doing without students?

Twitter Hashtags:

#pypchat 

#mypchat

#dpchat

#inquiryteaching

#inquiryclassroom

#inquirylearning 

 

Going Further: Using what you’ve learned, create a Frayer model that demonstrates your current understanding of inquiry.

frayer inquiry

Making Conclusions: Based on what you discovered, what are you new questions?

Taking Action: Now that you know what you know, what are you going to do about it?

Reflection: What was it like to learn through inquiry? What did you notice about yourself as a learner? How will that impact that work you do with your students?

notice self learner what was it like inquiry impact work with students

Day 4: An inquiry into the first week of school…

Provocation: We used this post from What Ed Said to disrupt our comfortable thinking about what should take place the first days of school.

Then we gave time to grade and subject teams to collaboratively plan their first week of school, using the following resources.

Examples of Inquiry-Based First Week Activities:

What do you want to do on your first day of school?

What do you believe about learning?

Essential Agreements

Students Creating their learning space

Photos of student’s designing the classroom set-up

 Blog Posts:

10 things to do on the first day of school

Essential Agreements

What’s Your Story?

Who Owns the Learning?

First Impressions and the Inquiry Classroom

Tips for Creating a Classroom Agreement

Beginning of the Year Student Questionnaire 

Re-Thinking the Start of the Year

First Day Back Fun 

10 Back to School Icebreaker Games

3 Non-Icebreaker Things to Do the First Week of School 

8 First Day of School Activities

Why the first week of school needs to be vigorous 

Day 5: Reflection and Feedback…

Using this visual, we encouraged teachers to think about what they learned this week, and more importantly what action they took based on their learning.

action look like

Teachers then filled in post-its with their action and posted them on our action wall.

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Finally, we asked for their feedback. We referred back to the 4 goals we introduced on the first day of orientation week and asked for “stars and wishes”  about what we did to accomplish those goals and what may have hindered those goals. We will keep this valuable feedback to help improve our staff orientation week next year!

stars and wishes example

After 5 days, our empty walls were filled with resources along with our teachers’ questions, thinking and action!

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Now we are ready to start an amazing new school year!

How have your teachers prepared for a new year in the PYP?