Modeling Inquiry - Inquiry reflection

Please bear with this. I am using these stem starters to look at ways to change the physical and even the time spent in my classroom to better foster collaboration and sharing (if it could be like Google that would be great, but what else can we do?) I encourage any comments or ideas from others!

The following stems are being used in the CFF class on inquiry. They will be used to help students learn how to journal.

• What seems important here...is that students and scores are looked at as if they are products instead of the individuals they are. How do we focus on individualized learning given the current structure of schools?
  

• What I would like to know more about is...what simple changes to the structure of the class period or of the physical classroom that would benefit learning? What does the data show and how can it ne used in my classroom?
  

• I wonder...if you make simple changes to the physical environment, can it translate into a change in student learning.
  

• The important ideas/conclusions about classrooms...is that they are institutions where the content and dissociated learning are more important than the thoughts, values, and concerns of the students.
  

• In my opinion...changing the physical environment can go a long way to creating an environment of collaboration and sharing.
  

• This relates or is connected to...the idea that analysis of the environment, research into best practices elsewhere, and connections to what may work locally is a conversation that stakeholders (teachers) need to have and are important.
  

• What surprises/fascinates me is...how 21st century skills are necessary but it is difficult to have others buy into it when a majority of adults (and particularly education) does not use collaboration to learn themselves and model for others?
  

• What if...there were such a thing as ethic of care that transcended people and the Earth? What would that look like? How do others embed this into their environment that creates and fosters ownership to others in the organization? What do these organizations have in common and how can we use that for our own organization and our students?
  

• I feel...as if students understand the imperative for change but feel powerless to find a solution. Students need to find what it is that concerns them and learn to not only find their voice but find a way to create change.
  

• My tentative conclusions are...that everyone has the capability to make change to benefit our organization and each other. What resources and ideas do students/teachers/administrators have and what would they like to see changed?
  

• What I am learning about the subject, inquiry, and my own thinking processes...that I am always thinking, learning more about subject matter, and how I can create discussions with others in order to understand and hear other viewpoints about the issues. Almost every subject is something that I want to learn more about and learn how to apply to the world around me (or other subjects that I think they apply to).
  

I found it difficult to journal as I was not sure what the subject matter for this assignment would be. I originally chose an energy crisis but since being back from a visit to Google, was struck by how the physical environment changed how we worked in the physical space. Instead I started looking at my thoughts about space and fostering collaboration and sharing. This is actually something I have been thinking of for some time.

I found that many of my questions were low on Bloom's taxonomy and I had to spend time adding higher level thoughts and questions. Focusing on analysis and evaluation (even creation) is essential for better questioning. I chose a blog as a format for journaling as feedback is key from other sources.

MYST

As part of the CFF class, we need to answer questions about the environment for inquiry.

In my classroom, I make my own thinking visible by wondering about something being discussed. I also talk aloud as I stumble over a problem. I ask myself a question. Then, I discuss what I know, possible solutions, other information I need, etc. in order to solve the problem.

I make my student's thinking visible by discussing an introduction to a topic or just listing the topic. Students formulate questions or statements in a group and then share them in a class brainstorming session which is then written on a whiteboard. Students add to the list with what they do not understand, need to know, or other questions that may come to mind. This can lead to restatement of questions and a refinement to deeper questioning. In a group, they may have to develop questions or thoughts together to solve a problem. Students can also be part of a think-pair-share activity where they work on a particular problem by themselves, share with another member, and then develop a conclusion about the answers or a solution that benefits both. They then share their work to the class. Blogging can also be a way to gauge what a student is thinking.

My students thinking can be seen on the wiki (large class brainstorming using a whiteboard). Sometimes their questioning is found on their wiki page. It would be great if we had a whiteboad wall where students can sketch and write their questions and ponderings. Other students would be able to add to it as well. using large paper clipped to bulletin strips may be a solution. As a physical design, the layout of the classroom does not lend itself to thinking differently. Desks are still in a row which given the illusion of lecture and order. It would be easy to put into different groupings except that the desks are very small as well as the room and limits some arrangements. Currently there are o other options to the desk. The lab area is a slight improvement.

Homework and classwork is beginning to be infused with thinking. Students need more opportunities with this and this is a goal for this year.

Projects (or I must be out of my mind...)

What a wild two weeks. Every class worked on projects (big projects!)

I have been evaluating work that my Science for Living has been doing. Let's face it, for the most part, these are the most unmotivated and challenging students in the school. Many have checked out years ago. How do I handle the class?

• We go pretty slow.
• I do not force them into groups. They choose who they work with. They do not get along with everyone. (I know they need to have this skill but it does not work with these students.)
• We spend a few minutes every class just talking about "anything." I work on connecting to them, telling stories, and listening to theirs (hopefully without being too much of a teacher.

Still, products overall were good but some students have some serious problems working. Many students surprised me at their level of work and many others are coming around. Too many of the students have learning disabilities and up to this year, worked with team teachers. They should have it this year too.

Last week, we used a computer based model to investigate global warming. Students were to form questions and develop an experiment they can run through the model, collect and analyze data, and draw a conclusion. Many students do not know how to think let alone question. I need to get them to think. We will work on this. Instead of Inquiry, we are using guided inquiry (very guided inquiry.)

Biology is dissecting owl pellets as outlined here. We are using owl pellets from different regions of the US. Each group has ecosystem related information to find as well as justifying their findings to that of the region, analyzing the health of the ecosystem, etc. They will publish findings to a wiki page, add and compare their findings to that of an owl pellet database, and learn about differences of owls around the US. We will discuss classification of organisms as well as look at the similarities and differences among the predators and prey. We are eventually looking at classification, biodiversity, and issues in larger systems (biomes.)

Academic Biology is in the midst of animal classification research found on the Animal Planet wiki. They are finishing iMovies on their classification phyla or class. We discussed digital etiquette and designing for an audience. Tomorrow they will learn how to use google maps to placemark representative animals of their group with abstract and picture, share the map with members from another teachers class who will add theirs, and publish as a google earth layer. I think this will be a lot of fun. There are 6 classes working on this. The critters they will be creating using Scratch is something I am looking forward to as well!

Leaving for Google Teacher Academy tomorrow is exciting (been looking so forward to this) though it makes me anxious with classes in the thick of working on projects. I may have said I am out of my mind, but I really quite enjoy the challenge.

Have you had experience working with challenging students or getting students to think and work in different ways? I encourage you to share any thoughts or experiences.