Category Archives: Blended Learning

Summer Institute 2015 Day 2

Transforming Learning Everywhere

“HWDSB is not engaged in a technology project; rather, we are engaged in a process to enhance instruction, to invite students to engage in rich learning tasks and to rely on student voice to drive the learning environment in classrooms and through technology.” Transforming Learning Everywhere 2012

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Learning Goals:
  • Exploring the foundational concepts of student inquiry;
  • Understanding some practical strategies for embedding inquiry into your classroom with the assistance of technology as an instructional and/or assessment tool, and
  • Discussing ways in which to develop a culture of inquiry in the classroom.
Classroom Blogs

Classroom blogs provide students with an authentic, collaborative learning opportunity and exposes them to a wider interactive audience allowing for reflection and feedback. Blogs also help to increase the engagement of the parent community.

Steps to blogging:

  • Reading blogs – allows students to understand how blogs operate and the potential they hold in relationship to learning;
  • Digital Citizenship – through blogging, students receive exposure to such things as; internet safety, appropriate digital footprints, and plagiarism;
  • Commenting – skimming comments allows learners to determine the characteristics of quality comments, in addition to understanding diverse perspectives and constructive criticism; and
  • Writing – good posts contain quality content (both traditional and innovative) with an additional focus on the logistics of digital writing such as hyperlinking, embedding, media, tagging (categorization), etc.

Minds On: “I Wonder?”

1. Participants INDIVIDUALLY record anything they wonder about in regards to the photograph below. The “wonderings” should be recorded on post-it notes. One “I wonder” per one post-it.

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2. Participants share their “wonderings” with the rest of the group.  As a group, participants sort their “wonderings” into themes.

3. Discussion: curriculum connections, HOT, knowledge building, collaboration, understanding different perspectives, inquiry extensions, etc.,

4. Technology integration: Mindomo, Padlet, etc.,

Capacity Building Series: Inquiry Based Learning

Read the following article. Participants are to collaboratively utilize the Google doc link below to fill in the Frayer model on inquiry-based learning (definition, facts/characteristics, examples, non-examples).

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Discussion:

How might Google Drive support instructional and/or assessment practices in the classroom? Post your ideas in the “Leave a comment” area of the blog post.

Building a Culture of Inquiry

Causal Model:
How might I create a learning environment that supports inquiry?
Making casual connections: 
  • Brainstorm initial thoughts to answer the question
  • Take one sample and go deeper, by asking “if this happened, what would that cause?”
  • Go further with this new insight, asking again “if this happened, what would that cause?”
  • Continue until the thinking has reached its natural end.
  • See how this relates to the initial question

causal-connection-sample

Resources:

indicators

 

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alert-questioning

collaborative-norms

Q-chart

Provocation: Decomposition 

 

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Provocations

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Technology in the Classroom

Transforming Learning Everywhere

HWDSB is not engaged in a technology project; rather, we are engaged in a process to enhance instruction, to invite students to engage in rich learning tasks and to rely on student voice to drive the learning environment in classrooms and through technology.

image

Classroom Blogs

Classroom blogs provide students with an authentic, collaborative learning opportunity and exposes them to a wider interactive audience allowing for reflection and feedback. Blogs also help to increase the engagement of the parent community.

Steps to blogging:

  • Reading blogs – allows students to understand how blogs operate and the potential they hold in relationship to learning;
  • Digital Citizenship – through blogging, students receive exposure to such things as; internet safety, appropriate digital footprints, and plagiarism;
  • Commenting – skimming comments allows learners to determine the characteristics of quality comments, in addition to understanding diverse perspectives and constructive criticism; and
  • Writing – good posts contain quality content (both traditional and innovative) with an additional focus on the logistics of digital writing such as hyperlinking, embedding, media, tagging (categorization), etc.
Blended Learning (D2L – The Hub)

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 What is an e-portfolio?  

E-portfolio is an electronic format for learners to record their work, their achievements and goals, to reflect on their learning, and to share and be supported in this.

Why use e-portfolios? 
  • e-portfolios effectively reflect the learning PROCESS;
  • technology enables the use of a range of media – video, sound and images – as well as text to show both the LEARNING PROCESS and FINAL PRODUCTS;
  • encourages and facilitates the learner’s support NETWORK to participate and provide feedback on their learning;
  • the quality, not just the quantity, of feedback is enhanced and facilitated via social mediums;
  • e-portfolios assists students to take increasing responsibility for their own learning. It encourages and enables the process of REFLECTION, SELF-EVALUATION, and ACTION PLANNING as a process for lifelong learning;
  • e-portfolio develops skills and approaches to learning; and
  • students can carry their e-portfolio throughout their learning journey and use it to record, assess, evaluate, and reflect at any time.
 Padlet.com

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Student Inquiry

HWDSB is not engaged in a technology project; rather, we are engaged in a process to enhance instruction, to invite students to engage in rich learning tasks and to rely on student voice to drive the learning environment in classrooms and through technology. image

 Learning Goals:
  • Introduction to the foundational concepts of student inquiry;
  • Understanding some practical strategies for embedding inquiry into the classroom; and
  • Exploring the essential connection between technology  and inquiry.

Minds On: I wonder??? 

How might technology support student inquiry in the classroom? 

Click on Padlet link below (through image)

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Inquiry-based Learning – Capacity Building Series

Touch each page….Find 1-2 sentences in the document that you may say is the “most important point”.  Post your MIP in the “leave a comment” section on the blog. image

Causal Connection: How might I create a learning environment that supports inquiry?

causal-connection-learning-environment

causal-connection-sample

 

 

Inquiry Indicators: Bad Idea Exercise

indicators

 

A school/classroom that discourages inquiry 

1. Choose one of the indicators above and change it into an indicator that would discourage inquiry.

2. Brainstorm ways  (THE HOW) in which to develop a positive culture supporting inquiry from this bad idea.

3. Why the “bad idea” exercise? Changes mindsets by having fun, removing constraints that may feel like a hindrance, playful antidote against feeling like we can’t, etc.

Inquiry-based Learning Resources

Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action. Success with inquiry-based learning often requires a change in school culture.  (Natural Curiosity, 2011; Lorraine Chiarotto)

Do You have the Personality To Be an Inquiry-Based Teacher? | MindShift
An Inquiry Framework: Levels Of Student Ownership
 Why Inquiry Learning is Worth the Trouble | MindShift
The 20% Project (like Google) In My ClassEducation Is My | Life

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How do inquiry teachers….teach? | Just wondering
ted talks
Ramsey Musallam: 3 rules to spark learning | Talk Video | TED.com
Use the suggestions in the ALERT monograph Talking to Learn to help construct a classroom environment that supports inquiry in the classroom.
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Use the suggestions in the ALERT monograph Make Room for Students to Pose and Pursue Questions to create a learning environment that encourages and sustains inquiry.
alert-questioning
Explicitly teaching collaborative norms in the classroom is another way to establish a supportive learning environment for inquiry.  Try using them as an ‘artifact’ for inquiry:  for example, ask students “What might it look like, sound, like, feel like to ‘pay attention to self and others’?”
collaborative-norms
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