1. Anita Ko and Jean Prevost
Getting There: First Steps Toward Developing a Culture of Inquiry in an Elementary School
Anita Ko and Jean Prevost

2. Getting there . . .
An overview of 3 Inquiry cycles outlining our journey toward developing a culture of inquiry in our school which explore the questions: How did we start?  How did we sustain interest? What did we learn?  What are our new questions?
Some concrete examples of what inquiry learning looks like at different levels in our elementary school. 

3. Getting Started. . .

4. September 2009 - March 2010 Connect and Wonder
A few people in our school began hearing about IBL
What is Inquiry Based Learning?
Why should we use it?
How can we use it?

5. Investigate
Jean (TL) began using Inquiry based learning with two classes and their teachers (Science centered – Spiders and Solar System)
Anita joined a group working on a teacher inquiry project on Assessment for Learning (AFL)

6. Construct
We connected what we were doing to the learning process outlined in the Alberta Learning Inquiry Model, Focus on Inquiry (2004)
We identified similarities in the process to our current practice
We identified the main differences to be:
RECURSIVE
REFLECTIVE
COLLABORATIVE

7. Express
Jean and the collaborating teachers shared with administration and with colleagues, both informally and at staff meetings, how the inquiry process was engaging students
Anita and other teachers on her team shared the results of their inquiry at the district Professional Growth Council meeting

8. Reflect
We had many discussions on what worked and what we would do differently next time
Jean wondered how she could get more teachers interested in trying IBL
Anita wondered how to apply the inquiry process with her grade 2 students
We noticed and increased level of engagement in both teachers and students
New question: How can we begin to build a culture of inquiry in our school?

9. Building a Culture . . .

10. March 2010 – June 2010 Connect and Wonder
How can we begin to build a culture of inquiry in our school?
How can IBL fit with our school plan?

11. Investigate More successes with IBL were shared with staff
TL shared Inquiry models with staff
TL shared articles with teachers and administration, formally and informally
Resources on IBL were purchased for the library
Staff watched videos on 21st century learning like:
Stephen Heppell (21st Century Learning and Death of Education
Learning to Change, Changing to Learn
Shift Happens

12. Construct
In March our School Planning Council (parents, teachers and administrators) met to begin discussing our school plan
Administrators and teachers shared learning around IBL and student engagement
Everyone expressed interest in including IBL in our school plan
Discussion followed and debate centered around whether IBL would be a goal or a strategy for increasing student engagement

13. Express
Our collaboratively developed school plan for 2010/2011 included the main goal: To improve student engagement
The use of Inquiry-based Learning to enhance teaching and learning was listed in the school plan as a strategy for improving student engagement

14. Reflect
With IBL part of the collaboratively developed school plan, parents, teachers and administrators now had a connection to IBL
We hoped this connection would help with time and money for professional development around IBL
New Question: How do we develop and sustain commitment to the use of the IBL process in our school?

15. Developing and Sustaining IBL

16. June 2010 – June 2011 Connect and Wonder
Now that IBL is part of our School Plan . . .
Where do we find the time for Pro-D?
Where do we find the money?
How do we sustain interest?

17. Investigate
How to organize school-based NIDs to include effective Pro-D on IBL
How to apply for Pro-D grants from Local Teachers’ Association to assist with funds
How to organize a Collaborative Apprenticeship where teachers are learning together and from each other, creating support and encouraging ownership

18. Construct The Collaborative Apprenticeship team was established.
We applied and received a Priority Funds grant of $3000 to support the Collaborative Apprenticeship
We began the school year with the first school-based NID centered around Inquiry
-using an Inquiry model, staff pursued their own inquiry, exploring a variety of resources for a better understanding of: What is IBL and how can I use it with my students?
-grade teams made plans for their inquiry unit(s)
continued

19. Construct (continued)
In advance of the second school-based NID, we used grant money to fund release time for the CA team so they could further explore IBL in preparation for sharing their learning on the second school-based NID
The C/A team met for a second time in the Spring and shared learning with grade partners in an afterschool session
Staff began to develop the wiki
We developed a personalized model for our school based on a combination of the Alberta Learning model and the Points of Inquiry model
95% of staff tried IBL units with their students

20. Express
The CA team members shared their learning with their grade group partners
All teachers contributed reflections to the wiki
Students shared their Inquiry projects with parents at Parent Nights, with buddy classes, and on class wikis
We shared parts of our journey with the PAC and made the wiki available for the School Plan Evaluation Meeting
continued

21. Express (continued)
We gave an overview of our “Inquiry into IBL” at the District Professional Growth Council meeting
Jean shared our learning with the District Teacher Librarians
We shared our learning with the Minister of Education, the honorable George Abbott, when he visited our school
We are here – sharing with you!

22. Reflect
IBL works! We notice a definite increase in student engagement when we use IBL
Support from administration is key
Using the process ourselves helped us to better understand how to use it with students
We needed to personalize the model
IBL looks different at different levels
continued

23. Reflect (continued)
Different styles of IBL accommodate different needs of both teachers and students
We like how we can integrate curricular strands into IBL
Collaboration is necessary
IBL is not predictable or tidy
Technology supports IBL, providing tools for learning
New Question: How do we assess IBL?

24. Books
Comprehension and Collaboration: Inquiry Circles in Action. Harvey, S. and Daniels, H. (2009)
Engaging Readers and Writers with Inquiry. Wilhelm, J. (2007)
Guided Inquiry: Learning in the 21st Century. Kuhlthau, C., Maniotes, L., & Caspari, A. (2007)
A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades. Heard, G. &McDonough, J. (2009)

25. Sites http://cbayinquirylessons.pbworks.com/w/page/30273195/FrontPage

26. Keeping it Green Anita and Jean
Rather than providing handouts, we would be happy to this Powerpoint presentation to you. Please leave your address with us. Thank you,
Anita and Jean