The Focus on Inquiry study saw Galileo mentors/researchers work with teachers and students in Alberta classrooms as they operated through an inquiry-based lens. Much of the professional learning centered around quality formative assessment. Essentially, it’s about providing feedback while learning takes place - feedback that’s strong enough to inform both the teacher and student’s next steps.
Creative writing is a classic school assignment. But getting students to write without understanding how actual authors do the job is only scratching the surface. Here, students from Exshaw School in southern Alberta are apprenticed into the world of being a writer, editor and publisher. They end up engaged in the process and excited for the outcome.
One of the most powerful influences on student learning is quality formative assessment. This means students are provided with timely, specific feedback and feed forward while learning takes place, supporting the students learning, helping teachers identify learning gaps and informing the next steps for both students and teachers.
Gaining deep understanding, developing strong habits of mind, and how you approach problems in multiple ways – that’s academic rigor. Academic rigor is the second of the eight dimensions, and in a nutshell, refers to the degree of complex thinking required by students.
Teaching in response to student learning – an easy concept to understand, but how does it really work in the classroom and why do students benefit?
When inquiry is front and center, teachers and students discover that each discipline, or area of study, has its own way of investigating, bringing forward evidence, communicating and generating knowledge.
From teachers who build towards inquiry in the classroom, to those same professionals who seek improvement by adopting these principles in their own practice, two recently published studies add to the body of knowledge that is inquiry-based learning.
Discipline-based inquiry results in highly engaged students and teachers who say they are more reflective when it comes to task design and their practice, generally. But the Focus on Inquiry study also revealed misunderstandings about inquiry in the classroom. Teachers and Galileo Educational Network mentors identified the following factors that would help to cultivate a… Read More
Here’s what happens when Grade 1/2 students become interested in bats, and how that fits in with the science curriculum – which included building things, seasonal changes and changes in local animal populations. A discussion about hibernating animals led to questions about bats. Students learned the local population was being threatened during the cold winter… Read More
We’ve been talking about strong tasks – the 'hard fun' when students confront those big issues and questions that even experts in the field of study are encountering. You have a great task when students go well beyond merely thinking about a concept – rather students are involved in work that connects them to the… Read More