# data[].attributes.body
Collaborative Inquiry first and foremost puts the learner first.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_SystemLeaders.pdf

# data[].attributes.body
-Admin needs to support the process
-Allow time for teachers and collaborative groups to meet
-Options between top down collaboration and distributed leadership models

Facilitators:
-develop meeting agendas and protocols to guide discussions
-help find resources and identify student learning data sources
-encourage participants and allow them to gain ownership over the process
-push inquiries further in pursuit of new knowledge
-help group move through the stages of the CI process: articulating focus of learning, designing learning activities, reflecting and analyzing learning outcomes.

Collaborative Inquiry as a professional learning structure for educators: a scoping review
DeLuca, C., Shulha, J., Luhanga, U., Shulha, L.M., Christou, T.M., & Klinger, D.A.

-

# data[].attributes.body
‘Educated workers need a conceptual understanding of complex concepts, and the ability to work with them creatively to generate new ideas, new theories, new products, and new knowledge’ (OECD 2008)

# data[].attributes.body
-Work together to plan a lesson;
-Collect data: What worked, what didn't, how can we adjust based on this data
-Takes the stress off the teachers because the focus in on the kids.
-How can I best say this so that the learner learns?
-Plan for: student engagement, student access
-Plan each part of the lesson: break down parts, anticipate challenges students might have
-Observe and record any student misconceptions, bring this back to the team to address in the next lesson.

The Lesson Study Process
Centre for the Collaborative Classroom

# data[].attributes.body
Struggles:
-finding posts that tackle the exact question or issue I am facing
-getting a response to questions or comments asked to the wider community
-logins, passwords, keeping up with number and variety of posts.
-how to narrow down focus and not be overwhelmed by what is out there

Successes:
-discovered a lot of great resources geared towards supporting teachers and sharing successes in the classroom
-once engaged really easy to access and share with other learning professionals
-gained confidence in own knowledge and ability to share with a global teaching community.

# data[].attributes.body
Turban, Liang, Wu

Collaboration 2.0:
Group collaboration: Decision to be made on group norms, roles and procedures to follow. Google Docs and other shared documents can be used to allow others to build on ideas presented in real time or globally.

Burning Questions:
-How to determine the best collaboration 2.0 tool for your work environement?
-If a school is using and is set on using a collaboration tool you don't like how can you propose a change?
-How much collaboration is too much collaboration?
(See my exploration into different online Knowledge Platforms)

# data[].attributes.headline
...Learning is fundamentally a social activity

# data[].attributes.subject
...Learning is fundamentally a social activity

# data[].attributes.body
-Roschelle and Teasley

Mutual Engagement
Joint Decision Making
Discussion

It is much easier to focus on the outcome rather than the process. Focus should be placed on goal setting and the engagement of all involved. Each member must be invested in the process of working together to solve a problem.

Burning Questions
-How can we as teachers make sure ALL students are involved.
-With younger students how can we break down the steps of collaboration and goal setting, teaching each part independently to create the whole process?
(See exploration into different knowledge forums and questions, comments engagement within online PLCs)

# data[].attributes.body
Ones I already use:
-Student Blogs

-Twitter
-Padlet
-Flipgrid

Ones I would like to start using:
-The Current
-Google Maps
-Explain Everything
-edWeb
-IB Programme Community

# data[].attributes.body
Our technology filled world allows for collaboration among education professionals worldwide. Connecting through the inquiry into a shared purpose or problem allows communities to strength their understanding of one another and what is best for students learning needs.

Example:
Online discussion forums (Twitter)

# data[].attributes.body
Using members of your collaboration team to support data collection, problem analysis and development of an action plan.

# data[].attributes.headline
How Can We Work Through the Collaborative Process?

# data[].attributes.subject
How Can We Work Through the Collaborative Process?

# data[].attributes.body
Framing the Problem:
At the outset a collaborative team will determine the problem they are looking to address; outline and create a purpose statement for the problem they are about to inquire into.

Collecting Evidence:
The team determines what data they would like to collect, where they would like to find it and how they would like to put it all together.

Analyzing Evidence
Once data is collected the team must determine the meaning behind it. Together they will work to formulate a conclusion.

Celebrating and Sharing
As a final reflection teams will document their findings in a final report including next steps that can be shared with relevant communities.

-Collaborative Inquiry
A Facilitators Guide

# data[].attributes.body
Collaborative Inquiry brings together professionals from different areas, allowing professionals to share their knowledge and expertise. Collaborative Inquiry is student and school focused. A collaborative group will: identify a problem, generate possible solutions, choose one to try, reflect on the results, ask how we could make it better, and examine whats happening. Collaborative communities need to be adaptive, understanding that results might not lead to the expected answer.

Example:
Collaborative Inquiry into student 1:1 with iPads in the classroom. Framing the Problem: What age is appropriate/beneficial for 1:1 iPad technology. An inquiry into the research and teachers reasoning for advocating for the switch. Evidence collected both within the school and from reputable research sources. Analyzing evidence to support inquiry either for or against the move to 1:1 in the younger years. Once research has been compiled and the decision has been made, findings and discussion can be had amongst the whole school staff. This matter can be addressed at a later date if student learning should be discussed.

# data[].attributes.body
The exploration into a better understanding of learning for all students, introduce innovations as well as making action plans or next steps for schools or students. Ask questions, seek research and hold reflective dialogue.

# data[].attributes.body
How many are too many members of a collaborative community?
Who gets to decide on the participants of a collaborative inquiry group?
I have focused on adults within the school community within this first module, but what role can and should students play within school wide collaborative inquiry teams?

(See below for my exploration into roles and process within collaborative inquiry)

# data[].attributes.body
Collaborative inquiry brings a professional learning community together with a common purpose and engages educators as researchers.

Example: (few of many)
Student Learning Support Team
School Wide Development
Literacy Committee
Math Committee

# data[].attributes.body
I am the ‘take action’ contributor. I like to keep the process moving, I understand the value in discussion, but I like to avoid over analyzing or talking at length in circles certain areas within the ‘framing the problem’. Once roles within the collaboration are established I like to set a time frame and an expected goal for completion. I appreciate the diversity within a collaborative group, allowing people to work to their strengths and learn from others points of views and areas of expertise.