1. Inquiry in the Outdoor Center
A Read to Succeed Professional Development
Presented by Elandriel Lewis
September 12 – 16, 2016

2. Welcome and Brain Smart Start
Welcome and introduction
How PD will work this year.
Norms
Listen fully and reflectively
Practice forming new habits of mind that challenge the limits of your potential
Monitor your personal technology
Be responsible for your impact in the room.
Focus on your sphere of influence.
Others?

3. Welcome and Brain Smart Start
Unite
Find a partner based on your favorite color– give them a high five
Find a new partner based on your favorite number – give them a boom pow
Disengage the stress response
Bunny breathing
Connect
Find your High Five partner, share a fun kid moment
Find your Boom Pow partner, share a great teaching moment
Commit
“I commit to being open to new ideas and responsible for my own learning”

4. Conscious Discipline Implementation with Annie Paraison

5. What is Inquiry? Find your High Five partner
What is your definition of “inquiry?”
Write your definitions on a post-it note
Stick the note on the door
Group discussion

7. What is Inquiry? Find your Boom Pow partner
Did you see inquiry present in the video?
Explain
Share with the group

8. What is Inquiry? Inquiry is: An act of asking for information.
An official investigation.
The constant process of questioning by which you gain experience, and sometimes answers to your questions.

9. Why is Inquiry Important?
In a world in which we are preparing our students for professions still unknown, we must fuel their curiosity and appetite for learning.
A love of learning, along with the skills to communicate, problem-solve, and self- regulate, will lead to life-long success no matter the profession.

10. Inquiry = Teacher Language
Young children are natural inquirers.
The job of the teacher is to add to their explorations and play, not take away from it.
The secret is often the language that teachers use – particularly the questions.

11. Questioning aids inquiry when:
It allows students to discover information on their own.
Don’t “front load” information for students
“What can you build?” vs “Can you build a tower?”
“How can you fix the problem?” vs explaining how to fix the problem.

12. Questioning aids inquiry when:
Higher order vs. lower order questioning
Lower order questioning doesn’t require thought, answers are often yes or no, or specific, regurgitated information.
“What color is that?”
“What are you building?”
“Who are you dressed up as?”

13. Questioning aids inquiry when:
Higher order vs. lower order questioning
Higher order questioning requires students to think about what they are doing and problem solve or explain their process.
“Can you tell me about the colors you used?”
“How many blocks do you think you can use before the tower falls over?”
“How did you decide to wear that costume?”

14. Questioning Activity Find your High Five partner
Each of you draw a picture of your favorite pet.
Practice asking questions about the pictures.

15. Inquiry in the Outdoor Center
The outdoor center provides a perfect opportunity to encourage:
Inquiry
Collaboration
Creativity
Curriculum Connections

16. Inquiry in the Outdoor Center
Start with time for exploration
This may take several days or a week or more depending on the children and the materials.
Remember that student experience is limited, they need time to see how things work.
Follow the students lead in exploring.
Make sure all students are involved over time.

17. Inquiry in the Outdoor Center
Allow the time for children to continue their questioning and explorations.
Provide materials in the classroom to support what students are interested in now
Books on bugs or other areas of interest
Photos of time outdoors and things students explore
Art materials to document what they see
Writing materials to document

18. Inquiry in the Outdoor Center
Document student explorations
Document students paths of questioning to provide support.
Have students continuously document their questions and explorations in:
Journals
Art
Dramatic play
Blocks
Create a class museum for documentation of explorations.
Provide a space to share documentation of explorations
Create a class book of explorations

19. Inquiry in the Outdoor Center
Add new materials
Allow exploration of new materials

20. Loose Parts
Materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways.
There is no set of specific directions for loose parts. The child is the direction.
Children often prefer play materials that they use and adapt as they please, rather than expensive modern toys.
A good toy is really only 10% toy and 90% child.

21. Loose Parts Should:
Have no defined use and teachers must support the children when they decide to change the shape or use of them.
Play should be child directed, but adults play important, intentional roles in preparing, guiding, and documenting open-ended learning experiences.
Be accessible physically and stored where they can be reached to be used whenever and however children wish.
Be regularly replenished and added to.

22. Let’s Explore!
Take a magnifying glass and find your High Five partner.
Go outside and explore the 3-5 things that you find there. Use as many senses to explore as possible.
Find 1 thing of particular interest to focus on and explore it thoroughly.
Document your article of interest in your journal and/or with play-doh
Find your Boom Pow partner.
Take turns showing your documentation and asking higher order questions.
Group Share