Colin Harris, Kim Stolys, Melissa MurrayYork Region DSB, Ontario, Canada

Blended Learning Teacher Inquiry PD Model

Melissa MurrayCurriculum Consultant K-12 School Libraries & Inquiry-Based Learning

@cool_mip

Kim StolysCurriculum Consultant Collaborative Inquiry & Assessment

@kstolys

Colin HarrisCurriculum Consultant Digital Literacy & Collaborative Inquiry

@digitalnative

To begin a conversation about ideas and strategies when planning collaborative inquiry

Academic Goal

Social Goal

To share a model of blended learning collaborative inquiry

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York Region District School Board

3rd largest school board in Canada

120,000 students

11,000 staff

170 elementary schools (mostly JK-8); 31 secondary schools

18,000+ students are ELLs (~15%)

120,000 Students

18,000+ ELL

11,000 Staff

170 Elementary Schools

31 Secondary

3 LargestSchool Board

rd

In Canada

Staff and students

All buildingswirelessfully

BYOD

Full day every day

Kindergarten

KSA’sbased on

ISTE-NETS 40consultant team

Member

Collaborative Inquiry

PlanPlan

ActActShareShare

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

7 Characteristics of Teacher Inquiry

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

Student learning guides the inquiry

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

Teacher inquiry is a shared process

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

Actions are informed by reflection

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

Progressive understanding

grows from cycles of inquiry

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

Analysis drives deep learning

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

Inquiry shapes practice and

practice shapes inquiry

RelevanRelevantt

CollaboraCollaborativetive

ReflectiReflectiveve

IterativeIterativeReasoneReasonedd

AdaptivAdaptivee

ReciproReciprocalcal

Theory and practice connect dynamically

Collaborative Inquiry

PlanPlan

ActActShareShare

ClarifyinClarifyingg

VisionVision

DataDataAnalysisAnalysis

Develop Develop Action Action PlanPlan

SharingSharingCollaborative

InquiryCycle

ClarifyinClarifyingg

VisionVision

DataDataAnalysisAnalysis

Develop Develop Action Action PlanPlan

SharingSharing

Identify a focus

Develop a theory of action

Develop a question

Connect to existing research

ClarifyinClarifyingg

VisionVision

DataDataAnalysisAnalysis

Develop Develop Action Action PlanPlan

SharingSharing

Establish learning goals

Establish success criteria

Create a data-collection plan

Take action

ClarifyinClarifyingg

VisionVision

DataDataAnalysisAnalysis

Develop Develop Action Action PlanPlan

SharingSharing

Collect achievement data

Collect reflective data

Analyze data

ClarifyinClarifyingg

VisionVision

DataDataAnalysisAnalysis

Develop Develop Action Action PlanPlan

SharingSharing

Summarize research findings

Share with others

Plan future action

Process Facilitation

Begin with the end in mind Full-day (central location)Face-to-face

Co-planning, co-teaching, co-debriefing, co-reflecting

Full-day (school sites)Face-to-face

Cross-team sharing, reviewing data collection plan

On-line

Analyzing data Half-day (central location)Face-to-face

Reflective journal On-line

Summarizing and Sharing Half-day (central location)Face-to-face

ClarifyinClarifyingg

VisionVision

DataDataAnalysiAnalysi

ss

Action Action PlanPlan

SharinSharingg

Process Facilitation

Begin with the end in mind Full-day (central location)Face-to-face

Co-planning, co-teaching, co-debriefing, co-reflecting

Full-day (school sites)Face-to-face

Cross-team sharing, reviewing data collection plan

On-line

Analyzing data Half-day (central location)Face-to-face

Reflective journal On-line

Summarizing and Sharing Half-day (central location)Face-to-face

ClarifyinClarifyingg

VisionVision

DataDataAnalysiAnalysi

ss

Action Action PlanPlan

SharinSharingg

Process Facilitation

Begin with the end in mind Full-day (central location)Face-to-face

Co-planning, co-teaching, co-debriefing, co-reflecting

Full-day (school sites)Face-to-face

Cross-team sharing, reviewing data collection plan

On-line

Analyzing data Half-day (central location)Face-to-face

Reflective journal On-line

Summarizing and Sharing Half-day (central location)Face-to-face

ClarifyinClarifyingg

VisionVision

DataDataAnalysiAnalysi

ss

Action Action PlanPlan

SharinSharingg

Process Facilitation

Begin with the end in mind Full-day (central location)Face-to-face

Co-planning, co-teaching, co-debriefing, co-reflecting

Full-day (school sites)Face-to-face

Cross-team sharing, reviewing data collection plan

On-line

Analyzing data Half-day (central location)Face-to-face

Reflective journal On-line

Summarizing and Sharing Half-day (central location)Face-to-face

ClarifyinClarifyingg

VisionVision

DataDataAnalysiAnalysi

ss

Action Action PlanPlan

SharinSharingg

Process Facilitation

Begin with the end in mind Full-day (central location)Face-to-face

Co-planning, co-teaching, co-debriefing, co-reflecting

Full-day (school sites)Face-to-face

Cross-team sharing, reviewing data collection plan

On-line

Analyzing data Half-day (central location)Face-to-face

Reflective journal On-line

Summarizing and Sharing Half-day (central location)Face-to-face

ClarifyinClarifyingg

VisionVision

DataDataAnalysiAnalysi

ss

Action Action PlanPlan

SharinSharingg

LearninLearningg

CommoCommonsns

ActionActionResearResear

chch

IBL IBL Online Online

CommuniCommunityty

Question of Inquiry

•How can we increase student achievement and engagement through inquiry-based learning?

1.In what ways does collaboration between the teacher-librarian and the classroom teacher support this learning?

Schools

Boxwood P.S. (East)Jersey P.S. (North)

R.L. Graham (North)Oak Ridges P.S. (Central)

School teams(3 teachers/team)

L@S teacher Teacher-Librarian (Learning

Commons pedagogy)Previous experience with Teacher

Collaborative Inquiry

Resources

Critical Thinking Consortium Inquiry-based learning Learning Commons

Observations

Conversations

Products

Student AchievementStudent EngagementTeacher Practice

ClarifyinClarifyingg

VisionVision

DataDataAnalysisAnalysis

Develop Develop Action Action PlanPlan

SharingSharingCollaborative

InquiryCycle

Facilitator Learning

Student Achievement

Teacher Practice

Facilitator Learning

Student Achievement

Teacher Practice

Designing the Learning

KnowledgKnowledge e

MobilizatiMobilizationon

TeamTeamCompositComposit

ionion

TiminTimingg

ReleasReleasee

TimeTimeCostCost

DifferentiaDifferentiatedted

SupportSupport

F2FF2FOpportuniOpportuni

tiesties

TrustTrustin thein the

ProcessProcess

Voice Voice andand

ChoiceChoice

Sample tools explored by groups:

• iPads•Wikis• Sharepoint•Ning• Show Me

• Linoit• Evernote•Google docs• Adobe Connect• Skype

Melissa MurrayCurriculum Consultant K-12 School Libraries & Inquiry-Based Learning

@cool_mip

Kim StolysCurriculum Consultant Collaborative Inquiry & Assessment

@kstolys

Colin HarrisCurriculum Consultant Digital Literacy & Collaborative Inquiry

@digitalnative