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Establishing Inquiry Rich Environments (From day 1!)

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Establishing Inquiry Rich Environments (From day 1!)

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Source: Kath Murdoch, The Power of Inquiry

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Guiding Questions for Students / Learning Spaces Set Up

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Guiding Questions for Students / Learning Spaces Set Up

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Source: 'The Power of Inquiry' Kath Murdoch

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Which teacher roles do you lean on most?

Which might you want to lean on more?

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Saint George School Inquiry Reflection Padlet

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Saint George School Inquiry Reflection Padlet

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Reflections from Saint George teachers collected during the 2022-23 School Year based on learning from Kimberly Mitchell PD.

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Look at documentation recently collected. Reflect as a team on the prompts for each column. Keep conversations focused on the learning that was displayed and documented.

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SGS Responding to Student Learning - May 2024

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Curated collection of articles and ideas to support inquiry based learning.

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Welcome to Inspiring Inquiry. The purpose of Inspiring Inquiry is to support educators in developing an inspiring inquiry-based culture of thinking and learning that embraces the development of a growth mindset, 21st century skills/dispositions, learner agency and an environment in which it is

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A collection of routines to use in classrooms that make thinking visible and support deeper thinking across all subject area.

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Videos and articles highlighting Inquiry Based Learning environments.

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justine@erinkentconsulting
https://www.linkedin.com/in/justine-otte/

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Join the EKC Literacy Community of Teachers

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Join the EKC Literacy Community of Teachers

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https://erinkentconsulting.com/community

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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About the Community | Erin Kent Consulting (EKC)

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A few special gifts for signing up now: a strategy call with Erin Kent or an EKC Senior Strategist to get started using the EKC Community to support your current literacy initiatives; and 5 free spots in our live, virtual winter courses ($1495 value!)

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Interested in this bundle? Email us at [email protected]

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Collection of resources, ideas and articles organized by subject or grade level.

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Problem-based learning has become a proactive approach to help students develop critical-thinking and inquiry skills in the classroom. It differs from inquiry-based learning in that the focus of problem-based learning is on solving problems. Planned effectively, these problems are relevant...

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Dedicated to helping teachers, educators, & parents understand and implement inquiry-based learning!

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Additional resources and tools to support learning and implementation of 'The Inquiry Five' Strategies.

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Since 2013, Inquiry Partners has inspired students, parents, teachers, principals and leaders to develop the questions and dispositions needed to solve problems, think critically and build pro-social skills. We use and teach inquiry-based practices and prioritize joy every step of the way.

"The essential questions have no answers. You are my question, and I am yours - and then there is dialogue. The moment we have answers, there is no dialogue. Questions unite people, answers divide them." Elie Wiesel

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Inquiry Partners uses inquiry-based practices to help students and teachers solve problems, think critically and reach big goals.

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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy)

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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) [Frey, Nancy, Hattie, John, Fisher, Douglas] on Amazon.com. *FREE* shipping on qualifying offers. Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy)

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Contextual Wellbeing is a systems based approach to supporting equitable education, youth wellbeing and self-determination in all schools and colleges.

The Contextual Wellbeing model divides the school social context into four distinct domains: People (e.g. staff and students); physical space (e.g. classroom set-up, outdoor spaces); policies and practice (e.g. homework policy, behavioural management practices) and social norms (e.g. whether or not to trust others, how to treat others).

The model recognises that schools are social systems and as such, all members of the social context of the school are social beings, shaped by their community. People thrive in a healthy school context but struggle in an unhealthy one, no matter how much 'wellbeing & resiliency teaching' they are given.

The majority of schools currently have inequitable practices, stressed staff and a competitive focus. This means that only a minority thrive.

The Contextual Wellbeing model is concerned with the development of a school social context which is equitable and supportive of ALL members of that context and as such, enables everyone to flourish - academically, socially and emotionally, without the need for constantly gritted teeth or self-reflection.

People - e.g. school staff, students, parents and allied professionals. All members of a school community impact on the social context in terms of their values, attitude, skills and expressed behaviours. Attention paid to supporting autonomy, relatedness and competency can help all help members of the school community thrive (as per Deci and Ryan Self-Determination Theory). For example, socially competent staff with manageble levels of stress, and high levels of wellbeing will model positive behaviour to the entire class.

Physical Space - e.g. classroom and shared spaces, indoors and outdoors. The school physical environment is shaped by people and as such reflects the norms, values and ideals of the school community either openly or covertly. For example, a school reception that displays community photos gives out a very different message to one that displays trophies. In contrast, the power of nature to support student wellbeing and engagement in learning has been increasingly recognised.

Policy and Practice - e.g. behavioural management policy, rewards and awards, homework policy. The policy and practices held by a school shape the level of equity within that school in addition to supporting either a focus on process or on outcomes. Policies and practices dictate the importance placed on play and creativity, the value placed on competition and the need for control over cohesion and autonomy. For example, a school policy that does not include the use of rewards to motivate students is one that supports intrinsic motivation and equity far more than a policy that rewards the 'top' students and places everyone in a competitive hierarchy.

Social Norms - i.e. the unwritten rules that guide behaviour within the school community. Social norms stem from values and develop through repetition. Unhealthy social norms include locking bags and lockers as a sign of mistrust, talking in class and disrespecting teachers and seeing learning as a socially undesirable activity. In contrast, healthy social norms include being honest and trustworthy, being respectful to others and seeing learning engagement as a positive trait. Healthy social norms need to be actively and openly nurtured within the school community.

A school can develop a healthy social context with careful consideration of each of these four domains. In general terms, healthy contextual domains support social cohesion and the process of learning over and above competition and an outcome focus.

Download the Contextual Wellbeing brochure for a summary of the Contextual Wellbeing model. If you would like more information or support for your school's journey to Contextual Wellbeing please contact Dr Helen Street (via our contact page) directly.

Please note - Contextual Wellbeing is not an add on program or activity. It is an ongoing process towards building positive, equitable school communities where everyone has the opportunity to flourish.

E: Helen.Street at UWA.edu.au
T:0011 61 (0) 8 - 9388 8843 F:0011 61 (0) 8 - 9388 8848

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CONTEXTUAL WELLBEING Contextual Wellbeing Model Insearch of Equitable Education

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Contextual Wellbeing is a systems based approach to supporting equitable education, youth wellbeing and self-determination in all schools and colleges. The Contextual Wellbeing model divides the school social context into four distinct domains: People (e.g. staff and students); physical space (e.g. classroom set-up, outdoor spaces); policies and practice (e.g.

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Kath Murdoch

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Kath Murdoch (Author), Yong Zhao (Foreword)

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Getting Personal with Inquiry Learning: Guiding Learners’ Explorations of Personal Passions, Interests and Questions

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Getting Personal with Inquiry Learning: Guiding Learners’ Explorations of Personal Passions, Interests and Questions [Murdoch, Kath, Zhao, Yong] on Amazon.com. *FREE* shipping on qualifying offers. Getting Personal with Inquiry Learning: Guiding Learners’ Explorations of Personal Passions, Interests…

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Acknowledgments About the Authors About the Illustrator Introduction Chapter 1: The Foundations of Concept-Based Inquiry Bringing Together Inquiry-Based and Concept-Based Learning Part 1: Exploring Inquiry-Based Learning Inquiry Approaches in Concept-Based Inquiry Part 2: Exploring Concept-Based Learning Concepts as Organizers The Structures of Knowledge and Process Disciplines Draw From Knowledge and Process Pause and Reflect Chapter 2: Concept-Based Inquiry A Model of Concept-Based Inquiry The Phases of Concept-Based Inquiry The Complexity of Inquiry Concept-Based Inquiry and the Inductive Approach Creating a Culture of Concept-Based Inquiry Pause and Reflect Chapter 3: Planning for Concept-Based Inquiry What Planning Steps Support Concept-Based Inquiry? How Can Teachers Enhance Their Understanding of a Unit? What Role Do Guiding Questions Play in Concept-Based Inquiry? What Do the Phases of Concept-Based Inquiry Look Like in a Unit? Pacing in Concept-Based Inquiry How Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry? What Are Approaches for Making Interdisciplinary Links? Connecting to the Phases of Inquiry Pause and Reflect Chapter 4: Engage Activating Prior Knowledge Using Engagement Strategies Using Strategies to Motivate Students Initial Questions, Initial Thinking Rethinking Our Use of Engagement Strategies Opinion-Based Strategies Experiential Strategies Discussion-Based Strategies Assessment in the Engage Phase Connecting Phases of Inquiry Pause and Reflect Chapter 5: Focus Using Concept Formation Strategies to Focus an Inquiry Concepts Provide Breadth and Depth Levels of Conceptual Thinking Effective Concept Formation Practices Concept Formation Strategies: Deductive and Inductive Approaches Choosing Concept Formation Strategies Assessment in the Focus Phase Connecting Phases of Inquiry Pause and Reflect Chapter 6: Investigate The Power of Factual Examples Case Study Approaches Focus on Skill Development A Preface to Strategies Assessment in the Investigate Phase Connecting Phases of Inquiry Pause and Reflect Chapter 7: Organize Making Meaning Using Organizers Cognitive Load Theory and the Importance of Organizing Representation and Conceptual Understanding Sharing Findings as a Community of Inquirers A Preface to Strategies Assessment in the Organize Phase Connecting Phases of Inquiry Pause and Reflect Chapter 8: Generalize An Inductive Approach to Generalizing Developing Strong Generalizations Scaffolding Thinking The Value of Recording Generalizations The Importance of Discussion A Preface to Strategies Assessment in the Generalize Phase Connecting Phases of Inquiry Pause and Reflect Chapter 9: Transfer Transfer That Deepens Understanding Testing and Justifying Generalizations Understanding New Events and Situations Predicting and Hypothesizing Applying Learning Taking Action Assessment in the Transfer Phase Connecting Phases of Inquiry Pause and Reflect Chapter 10: Reflect The Power of Reflection The Reflective Cycle Building Agency Reflection Throughout the Inquiry Assessing Reflection Throughout the Inquiry Connecting Phases of Inquiry Pause and Reflect Chapter 11: Concluding Thoughts A Vision for Thinking Classrooms Understand and Adapt Resources Resource A. Concept-Based Inquiry Glossary of Terms Resource B. Concept-Based Inquiry Planner Resource C. Sample Concept-Based Inquiry Planner: Industrialization Unit References Index

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Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to facilitate the construction and transfer of conceptual und...

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Learning That Transfers empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students' capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems.

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Learning That Transfers empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students' capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems.

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From Kimberly Mitchell, Experience Inquiry

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This video is also found on 'The Inquiry Five' PD lesson pages.

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The power of talk / Oracy in the Classroom

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The power of talk / Oracy in the Classroom

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Oracy in the Classroom: Strategies for Effective Talk

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Harvard Project Zero - Visible Thinking Routines

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Harvard Project Zero - Visible Thinking Routines

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A list of learning check ups collated by Kath Murdoch. She describes these as 'reflective pauses'.

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10 Suggestions for Getting Started with Thinking Routines in Early

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10 Suggestions for Getting Started with Thinking Routines in Early Childhood Classrooms The Power of Art and Thinking Routines in Early Childhood Learning (Blog Post)

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Get Clear on the Learning: Split Screen Intentions

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Get Clear on the Learning: Split Screen Intentions

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Examples of split screen learning intentions to guide an inquiry based lesson.

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Assessing WITH learners & Iceberg of Conventional Reading & Writing 

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Assessment can be defined as 'the ways in which, in our everyday practice, we observe children's learning, strive to understand it, and then put our understanding to good use'[i]. Assessment in early childhood education plays an important role in supporting positive outcomes for children by informing what is taught and how. Research shows that effective and appropriate assessment in early childhood education is an important contributing factor to children's success in future learning and education.
Assessment in early childhood education serves multiple purposes, including:

enhancing children's learning and development by giving feedback and enabling teachers to extend their knowledge, skills and achievements

documenting the learning that has occurred and creating summative accounts of progress

evaluating and improving pedagogies and practices, and the programme

analysing and improving the physical environment

appraising and improving teacher-child and peer interactions

enhancing relationships with families and whānau

identifying children who need additional support

Usually assessment should be formative - used to influence learning in the immediate future. However, summative accounts - informing children, families and others about children's learning and progress over time - can be useful for transition processes.

Formative assessment can be formal or informal. Informal assessment occurs in the moment as teachers observe, listen and participate in experiences with children. It informs teachers' responses, in terms of their actions or changes, and helps children reach immediate and long-term goals. Formal assessment involves recording observations for further analysis and reflection, and to create a record over time. It enables teachers to identify changes in children's interests and capabilities, and consider longer-term plans and strategies to support these. Both formal and informal observations and assessments are used to plan programmes and activities that allow children to develop their interests in a child-initiated context.

Kei Tua o te Pae and Te Whatu Pōkeka are assessment frameworks consistent with the ECE curriculum document .

Principles for assessment in early childhood

Te Whāriki offers clarification on the purposes and strategies for assessment in early childhood. It recommends a strong focus on formative feedback, as well as alignment with the four principles that underpin the curriculum document. This means assessment should:

enhance the mana of the child, and the child's sense of him or herself as a capable person and competent learner (Empowerment / Whakamana principle)

This means teachers need to recognise children's individual strengths and abilities, and notice and respond to their initiatives.

take account of the whole child and reflect the holistic way in which children learn, based on the context of children's activities and relationships (Holistic development / Kotahitanga principle)

This means teachers need to draw on their wide knowledge of each child when interpreting, and invite families to contribute knowledge of children's capabilities at home and in other settings. As learning is influenced by the environment and by relationships between children and teachers, these should be recognised.

include families and whānau (Family and Community / Whānau Tangata principle)

Assessment should be a social practice where teachers, children, parents and whānau engage together in assessment and the planning based on it. Te Whāriki suggests that assessment takes place within a learning community that co-analyses children's activity and co-constructs goals. Rather than the one-way relations in which teachers report progress and learning to families and children, this involves the sharing of power to make assessment and planning decisions.

recognise the people, places and things that support children's learning (Relationships / Ngā Hohonga principle)

This means children's learning should be assessed in context, and assessment documentation should reflect the social contexts in which children are learning. It will involve giving meaningful descriptions of the environment and the people and objects in it that influence learning, as well as taking account of the children's cultural contexts.

The socially constructed nature of learning and assessment

Early childhood teachers play an important role in documenting children's knowledge and activity in photos, recordings, and written accounts which can then be analysed, scrutinised and reflected upon. This means that 'epistemically responsible assessment' (where teachers carefully consider why they choose to assess what they do, how they make judgements, how they know, and what they do with what they know) is important. Teachers should recognise their personal contexts, histories and cultures that influence their interpretations of, and plans for, learning, and be open to alternative perspectives and vocabularies for describing learning that might open up their thinking around children's learning, rather than attempt to provide a singular and objective truth about their capabilities. Multiple interpretations of children's learning can also better reflect the way in which the development of capabilities in early childhood is often unpredictable and fluctuating, and entwined with children's social contexts and relationships.

What to assess

Having a shared sense of what learning matters, or local priorities for curriculum, forms the very first step of an intentional approach to assessment and teaching. Local curriculum refers to determining your priorities and foci for learning according to your own context and shared values. Many settings choose to focus on belonging, social and emotional competence, communication, literacy and numeracy, culture and identity, or place-based learning and concepts such as sustainability as learning priorities, among others. Local curriculum is also about being responsive to what is currently important to you and your families. For example, an early childhood setting might focus on the curriculum area of communication in response to increasing diversity amongst families attending.

In early childhood, a credit-based approach to assessment is recommended. This is because progress in learning develops when attention is paid to children's strengths, interests and dispositions. The aim is to use assessment to recognise and build upon existing behaviours in a wider and deeper range of contexts. This means focusing on children's developing knowledge, skills, attitudes and dispositions as related to Te Whāriki's strands and learning outcomes, with a particular focus on positive learning dispositions such as courage, curiosity, trust, playfulness, perseverance, confidence and responsibility. Dispositions are considered very important for early childhood learning skills. Dispositions describe being ready and willing to learn. For example, there is a big difference between being able to read and being disposed to read (being ready and willing and having the disposition to be a reader). Positive learning dispositions are essential to the cultivation of effective learning skills.

Also important are the dispositional behaviours that children display for approaching learning; for example: taking an interest, being involved, persisting with difficulty and uncertainty, taking risks, asking for help, expressing a point of view or sharing knowledge. The acquisition of skills and knowledge provide the context for practising the deeper learning associated with dispositions. As children approach transition to school, a greater emphasis on literacy and mathematical concepts, and self-management skills can be useful. Remember that what is assessed reflects what is valued, by teachers, families, and learners themselves.

Assessment products might include:

annotated photographs

children's drawings and art

recordings or transcripts of conversations

observations such as running records of children's activities during a session

learning stories

learning notes

children's own photographs and dictations

What approach to use

Learning stories are the most established form of assessment for early childhood education. They are backed by the Ministry of Education, ERO and academic research and most readily incorporate the principles of assessment outlined above. Recently some alternatives (such as Learning notes) have been proposed, although these are yet to be evaluated. An early childhood service may choose to use a mixture of approaches.
Further reading
Arndt, S., & Tesar, M. (2015). Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings. Journal of Pedagogy, 6(2), 71-86. doi: 10.1515/jped-2015-0014

Carr, M. (2001). A ssessment in early childhood settings: Learning Stories. London: Paul Chapman

Drummond, M. J. (1993). Assessing children's learning. London: David Fulton.

Murphy, S. (2013). Towards knowing well and doing well: Assessment and early childhood education. In J. Larson & J. Marsh (Eds.) The SAGE handbook of early childhood literacy (pp.561-574). London: Sage.

[i] Drummond (1993), p. 13.

By Dr Vicki Hargraves

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What is assessment in early childhood education? - THE EDUCATION HUB

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The principles, purpose, focus and different forms of assessment in early childhood education at a glance.

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Expert Feedback: Feed Up, Feedback, Feed Forward

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Expert Feedback: Feed Up, Feedback, Feed Forward

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G1 Inquiry-based Lesson Planning - Workshop Model

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Template Inquiry-based Lesson Planning - Workshop Model

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Saint George School Onsite Progressions G7-12 (Sep 2023)

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AI generated responses to 'The Outsiders' character trait analysis.

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Greenwood, S.C., & Flanigan, K. (2007, November). Overlapping Vocabulary and Comprehension: Context Clues Complement Semantic Gradients. The Reading Teacher, 61(3), 249-254.

Stahl, S.A., & Nagy, W.E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.

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Semantic gradients are a way to broaden and deepen students' understanding of related words. Students consider a continuum of words by order of degree. Semantic gradients often begin with antonyms, or opposites, at each end of the continuum. This strategy helps students distinguish between shades of meaning.

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Template Inquiry-based Lesson Planning - Workshop Model

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Story Workshop: Information Slides and Images

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Reflect on the types of play and the levels of teacher involvement. What types of play exist in the Infant School at SGS?

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Infant School Questions (Please add before Dec. 8th Session!)

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Infant School Questions (Please add before Dec. 8th Session!)

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Please leave one question you have about play-based learning, roles of the teacher or implementing a predictable structure of play-based lessons.

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Saint George Infant School Online Session 1 Beliefs, Play, Learning (Oct 2023)

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How might we structure our play to maximize learning impacts?

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How can we use IBL to plan structured subjects like language-arts and maths? PR

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How can we use IBL to plan structured subjects like language-arts and maths? PR

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How can we use or implement IBL during Play activities?

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How can we use or implement IBL during Play activities?

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How can we keep the structure of a specific topic in a class with IBL?

DG

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How can I effectively implement IBL (Inquiry-Based Learning) strategies with young children who have limited vocabulary due to their age? (Infant I)

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Click the + sign for this column. Add a photo, video or digital document that shows 'Guided Play' or 'Choice Play' in action. Title the post (bold text on top) and then write a (very!) brief description in the text area below the image.

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After taking part in an interactive read aloud with the book 'Elmer' - 3 & 4 year old learners were invited to practice making the letter 'E' with play-dough. This was 'choice play' because the learners self-selected this option during the choice time.

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Engaging Learners by Following Their Interests

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Engaging Learners by Following Their Interests

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4 minute video highlighting a way to be intentional with honoring learning objectives while letting student interests guide the topic content.

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Engaging Pre-K Learners By Following Their Interests

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What type of activities can we make in order to make IBL fun?

DO

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How to use IBL with children with autism (different spectrum) ?

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How can use IBL to provoke children to be curious?

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How can we teach children to explore art through IBL?

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How do we ensure that Inquiry Based Learning activities are engaging and enjoyable for children?

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How do you adress challenges or obstacles that may arise in maintaining a fun and interactive IBL environment for kids?

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SGS Infant - Environment as a Third Teacher Ecology Walk

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Community helpers

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After talking about the different body systems, especially the skeletal one, we asked the children to build a body using play dough, and then to think and reflect on why the bodies were not standing up, they found out the bones were missing on the body, so we used toothpicks to "make" the bones

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Peter Pan was learning about the organs and how they function. We had a velcro vest that encouraged the students to find where the organs are located.

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We are practicing learning colors, shapes and numbers. Isabella loves numbers, she could spend the entire day playing and learning with puzzles.

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With this activity we practiced Fine Motor Skills by coloring and pasting.

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We practiced Name Recognition with “Name tags” and worked with guided finger tracing.

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They spontaneously decided to build houses for the " little people". This was their choice, and our goal was to work together in small group and manage leadership skills.

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Infant 3 RA - Environment as a Third Teacher Ecology Walk

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Atelier Infant - Environment as a Third Teacher Ecology Walk

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Copy of SGS Infant - Environment as a Third Teacher Ecology Walk

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Bambi Infant I SGS  - Environment as a Third Teacher Ecology Walk

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Pre Prep Aladdin - Environment as a Third Teacher Ecology Walk

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Copy of SGS Infant - Environment as a Third Teacher Ecology Walk

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Collaborative Documentation Review Protocol

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Sentence Frames to Scaffold Academic Discussion

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Sentence Frames to Scaffold Academic Discussion

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Small groups or partners can use this tool to self-monitor their academic conversation skills progress .

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Further Reading... Hexagonal Thinking Routines

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Further Reading... Hexagonal Thinking Routines

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NCTE Blog: Getting Started with Hexagonal Thinking

Cult of Pedagogy: Hexagonal Thinking

Hexagon Generator Tool

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Saint George School - Upper School English PD Day (Apr 2024)

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Creating Text Sets for Deeper Understanding

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Creating Text Sets for Deeper Understanding

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Saint George School - Upper School English PD Day

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Supporting Students with Progress Monitoring

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Supporting Students with Progress Monitoring

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Saint George School - Upper School English PD Day

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Routines and Rituals to Elevate Conversation and Collaboration

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Routines and Rituals to Elevate Conversation and Collaboration

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Shared reading with a decodable text example. Choose decodables that offer practice for recently taught phonics concepts or as a small group intervention.

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Saint George School G1-6 - Shared Reading as an IBL Practice (Apr 2024)

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An example of using a passage from the class read aloud for shared reading with multiple reads.

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Targeting for K-2 shared reading, some ideas are relevant for G3-5 learning.

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Example Shared Reading Planner - Multiple reads

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Example Shared Reading Planner - Multiple reads

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What planning might look like for 'Mount Everest' shared reading

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Example Shared Reading Planning Notes (4 Reads)