Sunday, November 10, 2013

Professional Goal #1: Increasing the Opportunity for Inquiry

Yes, I know it's November already and my school year did start over two months ago but some where in there I never actually wrote my school year goals on my blog.  So here I am, putting it out there for the world to see. This blog post will focus on my first goal:

Photo Credit: Claudio Gennari ..."Cogli l'attimo ferma il tempo" via Compfight cc

Increased Opportunity for Inquiry, Wonder and  Curiousity Learning

I love how excited children are when they make discoveries in their own environment.  The excitement of looking at a colourful maple leaf that has fallen to the ground or the size of the puddle that miraculously formed in the playground.  There is authentic learning happening  all around us and I want to take better advantage of that as a way to promote/encourage/support life long learning.

Now I certainly wouldn't say that  my classroom has been void of inquiry in the past. I've focused on getting outside more, providing my students with more choice and control over their learning, increasing meaningful opportunities for authentic connections, and integrating technology as a tool to help with  thoughtful, meaningful ways of learning.  Choice is huge in my classroom which allows my students to explore in ways that work best for them.  We also wonder a lot, and do our best to follow through with those wonders. I loved watching our various Wonder Walls explode with curiosity questions last year and the things we did to find some answers to our wonders.   But there is so much more I'd like to be doing with my students.

I'll be the first to admit that I struggle with this, which is why I've made it one of my goals this school year. I find I get bogged down in a timetable that seems to dictate where I need to be and what I need to be doing.  It  leaves me with small chunks of time to start some inquiry just to be rushed off to somewhere else.  I also get bogged down in the fact that it is my responsibility to give my students the skills to read and write.  The number one thing families want for their children in my class is that I  teach them how to read and write.  It's a high expectation but as a grade one teacher it is what I am required to do.  I take it very seriously too.

I also know that inquiry is authentic learning and provides an incredible opportunity for authentic reading, writing, listening, and speaking. I don't need to be sold there. But I also know that my students need explicit lessons on how to read and write too.  So what am I doing to get there?

First off I am doing my best to add and continue the "wonder" nature in my classroom.   I am encouraging my students to ask and wonder about the world that we live in.  In addition, I applied for tools of inquiry through the "My Classroom Needs" program and was successful with my application.  Soon our classroom will be filled with early childhood magnifying glasses, bug boxes, ECE microscopes and so many other cool tools for inquiry.

My class and I are part of a year long inquiry called "Looking Closely" with other classes around North American (and the world?) . I have increased the number of nonfiction books in my classroom and we are slowly working through the Looking Closely series by Frank Serfini. Our discussions have been rich and it has motivated us to look more closely at the things around us.

I am also looking at revamping my timetable yet again.  I am going to change the structure of my Wednesday completely. Yes the day will still begin with Physical Education, and end with time with our Grade 6/7 buddies but the time in between is going to change.  Inquiry will be the focus of the rest of the day. If we start a project in the morning we will have the opportunity to continue it after recess, and again after lunch.  The reading, writing, and math will be embedded into our learning, and not as a subject scheduled through out the day.  I wish learning could be like that every day but I'm not ready to go there yet.  We'll see though. I am very curious to see how this new Wednesday will work out.

To help me get started I've been reading a lot.  Books that I've read or are reading include A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades by Georgia Heard and Jennifer McDonough and  Passion-Driven Classroom: The Framework for Teaching and Learning by Angela Maiers and Amy Sandvoid.  I am in a professional book club with my school district where we are reading  and discussing Comprehension and Collaboration - Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels.  I'm reading many blogs written by classroom teachers who are doing what I'd like to be doing in my classroom.  One such teacher is Angie Harrison and I am constantly learning a ton from her classroom blog.  I'm intrigued but what is happening in  Reggio Inspired classrooms too.

I am also trying my best to get the families of my students involved as well.  I have designed an "Expert Project" to help my students learn more about their passions. It's a home project, with no pressure at all, but it's designed to help foster a love for life long learning with my students.  I'll write more about it as it develops but right now I'm excited to know that I have students working on their passions in their own homes, and getting ready to become experts for our class.

So this is a little bit about where I've started and where I hope to be heading.  I'd love to hear how you're dealing with inquiry in your learning environment.  Feel free to send any blog post links, book recommendations or "people I should follow".  Or share your stories about how you're tackling the demands of a timetable with the desire to inquire more. I'm curious to learn how to do it all!

8 comments:

  1. Karen, I was really intrigued by your post, as I've been focusing a lot on inquiry this year too. Maybe I'm reading your post wrong, but it seems as though inquiry is being seen as an add-on. Why can't it be directly linked to the expectations (not just to nature)? I think that COMPREHENSION & COLLABORATION: INQUIRY CIRCLES IN ACTION does a great job of looking at the overlap of inquiry, reading, & writing. Lisa Donohue is doing amazing things in her room with inquiry & guided reading. This could also work in Grade 1. I'd also check out Janet (@mollydog71) that uses inquiry in amazing ways with her K's & 1's. Lori St. Amand, a Grade 1 teacher also on Twitter, is looking at using inquiry in new ways with her 1's. You two may be able to connect. I'm excited to see what you do!

    Aviva

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    1. No, no, no! I do not see inquiry as an add on at all. I see it as an opportunity for authentic reading, writing, listening, speaking and so many learning goals. However as a teacher whose many responsibility is to give my students the skill of reading and writing - which in my mind means explicitly teaching reading and writing strategies - I need to balance it all. I think I need both in my grade one classroom to be able to know that I am doing the best i can with my students. I also want to be able to follow their passions which I know will cover many of my required science, socials, and language arts expectations. I'm sure we'll cover so me math too. But I also need to make sure that I do cover those expectations. I'm up for suggestions and looking at changing my practice to best meet my students needs. That's why I'm asking for help. Thank you for providing me with some. Karen

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    2. Thanks for clarifying, Karen! I felt as though I was misreading this, but from part of the blog post, I really wasn't sure. I completely understand where you're going here. Inquiry though doesn't mean that you need to get rid of explicit teaching. I think that this concept is dealt with well in COMPREHENSION AND COLLABORATION: INQUIRY CIRCLES IN ACTION. Yes, you're explicitly teaching reading and writing strategies, and then letting students apply them based on their wonders, questions, passions, etc. You also get far more small group and 1:1 time with inquiry, which allows you to address so many more skills (but ones specific to each of your learners). My vice principal, Kristi Keery-Bishop, is also on Twitter, and she has a great background and wonderful understanding of inquiry in the classroom. I would touch base with her on some of your questions/concerns. She may be able to help. I'm going to tweet her this blog post as well to see if she has any suggestions.

      I love your willingness to try something new and your openness in discussing your concerns and questions! I'm excited to see where inquiry goes in your classroom!

      Aviva

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    3. Thanks Aviva for your continued support. A key component to the success of my classroom is my ability to find the time to do the 1:1 or small group conferences I need to meet each child's individual needs. It's what doesn't happen when I'm to of my classroom or when I am busy managing my students instead of teaching them (something I've struggled with a lot more this year than I have in the past). I'm excited to try new adventures and see where they are going to lead me, but more importantly where it's going to take the important learners in my classroom.

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  2. Thank you for your honest reflection on juggling between timetables and students' inquiries. I am working by focusing on keeping the curiosity by provoking Ss through tasks that would encourage curriculum inquiry for Science and Social Studies. (Gr 6-5 Immer) French language is integrated through content with a purpose on strategies and skills. First I provoke their curiosity through any issue, newspaper, objects, pictures videos... I then give them the curriculum in order to focus on the overall expectations, giving them ownership and their own inquiry to further answer to the expectations. I am also adding an inquiry camp style on Fridays combining the English and French Gr 6 and Gr 5 students together to explore indoors and outdoors any curiosities even not curriculum oriented. It has been very successful as students were able to explore many creative projects. My important focus is how students could take ownership of curriculum or non curriculum inquiries. I will be updating my blog and sharing soon my learning on the inquiry process.

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    1. I do understand that inquiry is full integration of all subject areas into the study of inquiry. Where I struggle is that I teach grade one students. Where I work it is not an expectation that kindergarten children learn how to read or write in what most would classify as traditional reading and writing skills. As an educator I know that there is a developmental sequence for learning how to read or write and I accept my students at where they are on the developmental spectrum. But, as a grade one teacher I am expected to do what ever I can to get my learners reading and writing in the traditional way - decoding and comprehending WORDS and writing complete sentences. Yes these are skills that are worked on through out a school career, and can easily be implemented into an inquiry focused classroom but they are HUGE skills that are typically mastered in grade one. Most of the other grades refine and improve the skills of reading and writing taught in the early years. We can work on these skills via inquiry but I also feel there needs to be a balance. I’m struggling with finding the balance and the timetable I’m working with isn’t help me either. So I’m looking for new ways.

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  3. Thank you Karen for bringing this issue to light. I too feel that many educators (myself included) feel the same in regards to 'juggling' expectations of ensuring students are taught how to read and write explicitly. This expectation is particularly highlighted in the earlier grades (Kinder, Yr. 1 & Yr. 2). As a middle years primary teacher (Grades 3 & 4), I find your statement around refining and improving the skills of reading and writing taught in the earlier years as being correct. Hence, your grappling with this is issue is justified as seen through expectation in adhering to timetable 'constraints', parents, and of course other (some) teachers who would expect you, as a grade one teacher to "just get them to read and write correctly & proficiently so that we can get on with teaching when they get to us" attitude…

    I am also looking at using inquiry to best suit and meet students needs, but feel that there still is room for balance, particularly when first starting out. I suppose it comes down to utilising the best strategy at the most opportune time to engage the student and incite their inquiry towards a particular topic or issue. Thank you once again for providing this platform as well as some reading and connection around this topic. I look forward to sharing this topic and further discussion around authentic inquiry learning with members of my own staff.

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  4. I struggled with that for years as my passion is for science and exploration. This year I took the leap. I created a Science based curriculum that looks like a simple spreadsheet but in fact shows how and where I integrate. Finding reading and writing resources is much easier than you might think. Enlist the school librarian and you will get lots of books. The writing instruction is the same for whatever the topic but now it is about science learning. I am breathing a bit easier now and I love nothing better than interactive writing during Work Board when a small group writes something they know or questions they have on a shared topic.

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