BAA Foundations of Inquiry 11

Transcription

1 BAA Fundatins f Inquiry 11 District Name: Cquitlam and Delta District Number: 43 and 37 Develped by: Stephen Whiffin Principal Cquitlam Open Learning (#43) Dave Truss Vice Principal Neil Stephensn Principal Inquiry and Innvatins (#37) Aarn Akune Vice Principal Delta Secndary Schl (#37) Elspeth Anjs Staff Develpment Crdinatr Innvatins and Inquiry (#43) Jill Reid Staff Develpment Crdinatr Secndary Schls and Graduatin Prgram (#43) Michelle Cilfitt Learning Supprt Teacher - Secndary Schls (#43 Date Develped: April 4, 2012 Schl Name: Inquiry Hub (ihub), Delta Secndary Schl Principal s Name: Stephen Whiffin, Terry Ainge Bard/Authrity Apprval Date: Bard/Authrity Signature: Curse Name: Fundatins f Inquiry Grade Level f Curse: 11 Number f Curse Credits: 4 Number f Hurs f Instructin: 100 Prerequisite(s): nne Special Training, Facilities r Equipment Required: Curse Synpsis: Fundatins f Inquiry 11 is a prcess-based curse reflecting the necessary skills fr effective participatin in cntemprary sciety. Learners will participate in inquiries that are designed t be a cmplex cmbinatin f structured learning with intentinal pprtunities fr students t create, design, imagine alng with develping new pssibilities. BAA Fundatins f Inquiry 11 1

2 Students will cycle thrugh the stages f inquiry in an vert, intentinal and planful manner acrss the curriculum, at the apprpriate times fr the apprpriate purpse. The curse structure is intended t reflect a gradual release f respnsibility mdel Ratinale: Inquiry is necessary fr successful participatin in ur scial demcratic sciety. The current and emerging skills required f ur cntemprary knwledge sciety require that what learners are able t d is mre imprtant than what they knw. The natural learning prcess is invked thrugh curisity, which leads t questining, explratin and the pursuit f these questins in rder t satisfy this curisity. The intent f this curse is t identify the knwledge, skills and attitudes reflective f an effective inquiry stance tward learning in rder t supprt students in investigating required r self-selected cntent. Inquiry emphasizes the prcess f learning in rder t develp deep understanding in additin t the intended acquisitin f cntent, knwledge and skills. Inquiry draws upn a cnstructive learning thery where understanding is built thrugh the active develpment f cnceptual mental framewrks by the learner. Students cme t the classrm with precnceptins abut the wrld. Teaching practices must draw ut and wrk with students pre-existing understandings and make student thinking visible and central t the learning. At its heart inquiry is a prcess f metacgnitin. The purpse f this curse is t bring this metacgnitin t the frefrnt AS the learning and have students demnstrate their ability t identify the varius frms f inquiry acrss dmains and disciplines and the stages f inquiry as they mve thrugh them, experience failure and stuckness at each level. Fundatins f Inquiry 11 recgnizes that cmpetence in an area f study requires factual knwledge rganized arund cnceptual framewrks t facilitate knwledge retrieval and applicatin. Classrm activities are designed t develp understanding thrugh in-depth study bth within and utside the required curriculum. Organizatinal Structure: Unit/Tpic Title Time Unit 1 Principles f Inquiry students Unit 2 Questin Develpment the units f study Unit 3 Inquiry Design in a self-paced Unit 4 Inquiry Facilitatin manner Ttal Hurs Unit/Tpic/Mdule Descriptins: Principles f Inquiry Unit 1: In this unit students are required t demnstrate their understanding f the fundatinal elements f inquiry and the nn-linear and rganic nature f individual inquiry, including prject-based learning and prblem-based learning. Students will be able t Identify and use the terminlgy f inquiry Cmpare and evaluate a variety f research methdlgies fr purpse and accuracy Identify the elements fundatinal t all inquiry: Analyzing and evaluating tpics and ptins fr their generative capacity Develping questins and evaluate these questins BAA Fundatins f Inquiry 11 2

3 Investigating and gathering data thrugh varius methds print and digital research, cnnecting with experts, persnal study, experimentatin etc. Organizing and theming gathered data/evidence/infrmatin Synthesizing and cnstructing learning frm inquiry Expressing findings by curating (careful selectin f artifacts and infrmatin fr the narrative r stry) Reflecting n learning fr next steps, and further questin identificatin Questin Develpment Unit 2: Gd questins are a fundatin t any inquiry. Breadth & depth, cmpelling, rich, critical, rigr answers require cnstructin f knwledge, learning prducts. What is the ne questin students need t knw in rder t really understand a particular tpic? Galile framewrk Students will be able t Develp a cmpelling questin that is, generative, interesting (t self and thers) and is challenging t answer. (Authentic) (This is the verarching questin) Develp a subset f questins that bth hne in n and braden the verarching inquiry. Critically and sceptically analyse questins, and examine: Evidence (hw d we knw what we knw?) Pattern and cnnectin (what causes what?) Suppsitin (hw might things have been different?) Why it matters (wh cares?) Inquiry Design Unit 3: Designing and executing a persnal and/r cllabrative inquiry plan frm inceptin. Students will be able t Analyze and evaluate tpics and ptins fr their generative capacity Develp questins and evaluate these questins Investigate and gather data thrugh varius methds print and digital research, cnnecting with experts, persnal study, experimentatin etc. Organize and theme gathered data/evidence/infrmatin Synthesize and cnstruct learning frm inquiry Express findings by curating (careful selectin f artifacts and infrmatin fr the narrative r stry) Reflect n learning fr next steps, and further questin identificatin Inquiry Facilitatin Unit 4: Inquiry Facilitatin Overview: In this unit students will learn t cllabrate t supprt and prvide effective feedback t the inquiry prcess f thers. Students will be able t Separate feedback abut their wrk frm persnal criticism Identify pints thrughut the inquiry prcess when supprt is required and wh r what resurce will best meet the need Cntribute t the inquiry prcess f thers Identify and articulate aspects f the inquiry prcess that are effective Identify and articulate aspects f the wrk that require mre detail, are cnfusing/vague/unsupprted Priritize cmpnents that require further attentin Cllabrate t develp a plan f actin fr mving the inquiry frward BAA Fundatins f Inquiry 11 3

4 Instructinal Cmpnents: All instructin will be cnducted in the cntext f inquiry investigatin, analysis, applicatin and reflectin. Inquiry stance as primary prcess fr instructinal engagement with a variety f cntent student selected, teacher identified and/r mandated by curriculum On-ging nature f the inquiry cycle as initial questins lead t greater questins which lead t the need fr n-ging reflectin and revisin - synthesizing, analysing, evaluating etc. A variety f individual, partner, small and whle cmmunity learning experiences bth face t face and digitally as apprpriate t task principles f effective grup wrk always being utilized Structured dialgue and discurse- synchrnusly and asynchrnusly, face t face and digitally Interdisciplinary study Student self-directed, educatr supprted and facilitated learning plans Use f experts frm arund the wrld via virtual cnnectedness Assessment Cmpnent: Effective frmative assessment via: Clearly articulated and understd learning intentins and success criteria Questins psed by students, peers and teachers t mve learning frward Discussins and dialgue Feedback that is timely, clear and invlves a plan Students as resurces fr themselves and thers peer and self-assessment Student wnership Frmative assessment used t adapt learning experiences and inquiry plans n an n-ging basis t meet specific learning gals. Develpment, awareness and actin, based upn metacgnitin intended t lead t learner independence and selfcaching. Summative Assessment: Summative assessments will be determined as students demnstrate prficiency/mastery tward particular learning utcmes. Summative assessments and final grades will reflect the fllwing: Students will wrk cllabratively with the teacher t determine summative achievement n assignments and letter grades based upn dialgue, and evidence f learning Behaviur and wrk habits will NOT be included when determining letter grades Marks will nt be deducted fr late wrk Extra credit and bnus marks will nt be awarded Plagiarizing will nt result in reduced marks/grades the student will be required t demnstrate their learning authentically Attendance will nt be cnsidered tward letter grade Only individual learning demnstrated n grup marks will be used t determine grades Letter grades will reflect learning twards the learning utcmes articulated abve Letter grades will be based upn criteria prvided/agreed upn tward the learning utcmes Letter grades will be determined in relatin t the learning utcmes nt in cmparisn t the achievement f ther students Pr wrk will nt be assessed twards grades students will nly be assessed n quality wrk Prfessinal judgement and evidence will be used t determine final letter grade in cnsultatin with the student Zers will nt be assigned t missed assignments all required assignments must be cmpleted Frmative r practice twards learning utcmes will nt be included in final grade assessment Mst recent evidence tward learning utcmes will be used t assign letter grades learning is nt averaged ver time BAA Fundatins f Inquiry 11 4

5 Learning Resurces: Persnal learning device Stable wireless Bradcasting devices such as LCD Learning Management System(LMS) Digital Prtfli tl Online digital tls a variety Furniture t supprt a flexible learning envirnment cnducive t the inquiry philsphy Cuches Tables/chairs Wrk statins BAA Fundatins f Inquiry 11 5