1. INQUIRY (Type B) 101 JUNIOR ADDITIONAL BASIC QUALIFICATION COURSE To insert your company logo on this slide From the Insert Menu Select “Picture” Locate your logo file Click OK To resize the logo Click anywhere inside the logo. The boxes that appear outside the logo are known as “resize handles.” Use these to resize the object. If you hold down the shift key before using the resize handles, you will maintain the proportions of the object you wish to resize.

2. The Inquiry Roadmap Choosing a topic Crafting a question Creating a inquiry plan Reviewing the research on the topic Gathering data from educators Reconciling the research and the data (practice) Writing up the inquiry

3. Choosing a Topic Choosing a topic will involve –reflecting on your previous practice –being open to theories and practices that may challenge previous practice –pursuing a concept or practice addressed in the course in much more depth –focusing on the teaching methodology over the content.

4. Crafting a Question Good Type B inquiry questions have three components: 1. specific theory or practice 2. benefit of the practice for the student 3. Benefit of the practice for the teacher Example: How can the gradual release of responsibility approach to teaching help Junior-level students master reading strategies and provide teachers with valuable assessment data?

5. Creating a Plan You need to decide: - how and when you will carry out your inquiry - educator(s) you will consult and how you will collect information (confidentiality) - timelines - log of your 60 hours

6. Researching the Topic Professional journals Professional articles Professional books Professional videos and e-learning modules Subject associations (NCTE, ASCD, NSDC) and, professional libraries and university libraries are excellent sources of professional literature. Consulting a professional library is not an option. A minimum of 15 sources.

7. Gathering Data from Educators Data collection may include different forms: - interviews - surveys/questionnaires Also consider examining: - central data (EQAO, PISA, etc) - other statistical data

8. Reconciliation Your research and your interactions with educators may give you different, even conflicting information. You will need to use your professional judgement to determine how the practice you have research can be optimally implemented in a way that is both realistic and beneficial to students and teachers.

9. Action Plan series of lessons/learning opportunities that you see yourself using to teach to your area of inquiry organized by day, lesson, or block should draw on sound methodologies (3- part lesson, assessment for learning, universal design for learning, differentiated instruction, etc.) lesson/unit plan format TBD by candidate

10. Writing the Inquiry Report Write-up components include: Question and Rationale (i.e., previous practice/beliefs) 60-Hour Log Literature Synthesis Data from educators (collection, interpretation, analysis) Reconciliation of theory and practice Action Plan (for your future teaching) Conclusion (findings, final reflection, recommendations) Bibliography Appendices (forms, etc.)