take an inquiring disposition presented by: farrah abougoush, corrie cavers, john cheeseman, michael...
TRANSCRIPT
![Page 1: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/1.jpg)
Take an Inquiring Disposition
Presented by:
Farrah Abougoush, Corrie Cavers,
John Cheeseman, Michael Craig,
and AllisonAllison Handelsman
For WestCAST - February 2004
![Page 2: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/2.jpg)
What is Inquiry
Inquiry-based Approach Student-driven practice that
engages the natural curiosity of learners into meaningful and authentic ideas and topics. It is used as a tool to help students uncover and discover the curriculum
Why does this matter? What matters about this subject/topic?
Traditional Approach Teacher-driven practice that
is focused on a literal interpretation of the curriculum. Subjects are taught independently of each other and often divided into manageable and so-called age appropriate learnings within the subject.
What do I teach? How do I teach it?
![Page 3: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/3.jpg)
Encounters with Inquiry
Encounter One - Farrah Inquiry was hokey, impractical, unstructured and too
much work. The fear of it was a barrier. Realized that she was teaching this naturally. Inquiry is a disposition not a practice. Ultimately she still is never really sure if she is doing
it, she is just working on doing it better.
![Page 4: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/4.jpg)
Encounters with Inquiry
Encounter Two - Corrie Open to the idea but felt that Inquiry was idealized Experienced frustration with the pace. It was not happening the way it is supposed to look. It required collaboration between staff but there were
conflicts with the idea of where it should go. Then suddenly all of this did not matter when it was
ultimately owned by the students.
![Page 5: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/5.jpg)
Encounters with Inquiry
Encounter Three – Allison Wanted to see it on the whole school level. Frustration with trying to get it to catch with the
students. Conflicts between student-led and teacher-led What is the difference between inquiry, project
based, and theme teaching? Saw one student’s curiosity ignite the rest of the
class. Came to the realization that it can be small part or a
large part of your classroom.
![Page 6: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/6.jpg)
Encounters with Inquiry
Encounter Four – Mike Pro Inquiry. Biggest discovery was the question “What Matters?” Inquiries can be big or small Challenge between having control and giving it up.
What about teacher accountability? Set the kids up to succeed, then trust the kids, trust
the process it will all work out.
![Page 7: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/7.jpg)
Encounters with Inquiry
Encounter Five – John Very positive towards inquiry and how it could re-
envision education. Stop doing education to children in favor of
educating children. Inquiry is about authentic learning, excitement,
understanding, involvement and engagement with the learning.
Students are capable of so much more and holding them up to their own capabilities.
![Page 8: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/8.jpg)
Let's Try
1. An Explanation and Example of “What Matters?”
2. Stump the Panel
3. What Did We Miss
4. Practice Together
![Page 9: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/9.jpg)
Planning
In the traditional model, it is easy to plan ahead and perfect a lesson thus controlling the class, the material, and the lesson.
In the traditional model, you are the one who knows, and your job is to tell what you know.
In Inquiry, the traditional model of Plan, Implement, Evaluate is replaced with Prepare, Improvise, and Reflect.
Become the Guide on the Side not the Sage on the Stage.
Taking on the teachable moments as they happen.
![Page 10: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/10.jpg)
Differentiation
In Inquiry, students push themselves as far as they can go because they are engaged in the learning.
There are no pre-set limits or boundaries. Different levels – Every student, or group of
students, is engaged in a personal search for answers to similar but not identical questions, at different levels.
Different products – Students can express their knowledge in a medium that works best for them.
Collaborative Work – Students listen to each other and build on each others’ ideas with respect.
![Page 11: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/11.jpg)
Classroom Management
Teaching the class rather than managing the class. Community as manager - rules are constructed and enforced
as a group. Engagement in learning means less classroom disruption. Students, not the teachers, take responsibility for making good
choices. Students are self-regulated, self-disciplined and self-directed. Respect is born of inquiry because the teacher is modeling that
they are actively interested in their students' learning. Inquiring into the reasons behind acting out.
![Page 12: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/12.jpg)
Assessment
The students ask the questions and the students answer those questions. The questions drive the inquiry process. The students are provoked by what they are learning and what to learn more.
Inquiry involves the students in the assessment. Students are aware of the expectations for them to construct their
knowledge. With the use of journal entries, student conversations, and work
samples, assessment is formative and subjective, ongoing and anecdotal.
On-going assessment helps prevent students from getting stuck in a particular area and enable students to build on what they are doing well.
Non-competitive assessment Adapt assessment to fit the student
![Page 13: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/13.jpg)
Summary
Authentic Learning Engaged Learning Shift in disposition toward classroom
education Naturally occurring assessment, classroom
management, and differentiation A natural disposition
![Page 14: Take an Inquiring Disposition Presented by: Farrah Abougoush, Corrie Cavers, John Cheeseman, Michael Craig, Allison and Allison Handelsman For WestCAST](https://reader036.vdocument.in/reader036/viewer/2022083005/56649f225503460f94c3a3b2/html5/thumbnails/14.jpg)
Questions?
Galileo Educational Network
http://www.galileo.org/
Glendale Elementary School
http://schools.cbe.ab.ca/b143Check under Current Inquiries