A write up or presentation about collaborative inquiry and how it supports students learning, particularly in the Junior Division.

#1 – Lesson Analysis (10%)
When planning lessons the curriculum is used
to identify the Big Ideas, essential questions, creating learning experiences
based on the scaffolding of knowledge and skills required to achieve the
culminating task and the culminating task or evidence of learning. It is
vital to identify each student’s strengths, needs, and interests. The process
also involves co-constructing learning experiences and success
criteria that guide and allow students to acquire and demonstrate their achievement
of relevant knowledge and skills. We must create learning opportunities that
are challenging, yet responsive to the needs of all learners including ELL
learners. Using multiple resources and allowing students to demonstrate their
learning in a variety of ways, accommodates different learning styles and
offers students different ways to succeed and demonstrate their learning.
Finally, activities that included authentic performance tasks provide repeated
opportunities for students to revisit and rethink and achieve deep understanding
of content.
After reviewing an lesson plan for the Junior
Division reflect on the teaching practices that are exhibited in the video and
consider your own. You can use any lesson plan you find online, any video of a
lesson plan from the Junior Division (you can also use this link…(You can do a search here to find a lesson)

Make a list of the effective teaching
strategies/approaches geared towards the junior learners and provide a critical
analysis. In your critical analysis on the lesson you will provide pros and the
cons. You will then provide a new rendition of the lesson implementing
your changes and ideas that support today’s junior learner. What would you do
different? What are some next steps? Does the lesson promote engagement? What
feedback would you provide? How can critical thinking promoted? These are just
a few prompts to guide your thoughts.
#2 – Collaborative Inquiry (35%)
Capacity Building Series:
Collaborative Teacher Inquiry
Capacity Building Series:
Inquiry-based Learning

As educators, we believe that all students can
succeed. Success is individual and cannot be measured by the same standard but
all success should be celebrated and acknowledged. By setting high
expectations students can achieve success.
To be successful in the world beyond school,
students will need to have the skills to deconstruct, construct, co-construct
and reconstruct knowledge efficiently and effectively. This skill set
requires a high level of literacy and in many ways are explicitly taught during
instruction. Through the Collaborative Inquiry model, teachers can collaborate
to develop common understandings and develop an explicit plan of action to
improve teaching and student learning.
Collaboratively, teachers can analyze the data
to determine what the information reveals about the students’ strengths and
weaknesses in terms of reading achievement. For example, can the students
make connections and inferences or can they express opinions and identify
different points of view? The teacher can then look at the pillar expectations
in the curriculum that meet those needs and build a group of expectations that
address those needs.
As a team, you will co-create
instructional and assessment strategies that focus on these expectations in a
framework that takes into account student interest and readiness so that it
will engage them in learning the Big Ideas in reading and other integrated
subject areas.
As a group of 2-3 people you will use
the Curriculum documents (https://www.dcp.edu.gov.on.ca/en/curriculum)
to provide an overview on how you can use cross-curricular connections to
support junior learners by creating a collaborative inquiry on any subject
You will imagine that you are providing
Professional Development to teachers. You need to provide an explanation of the
Collaborative inquiry process, the purpose and how it will be conducted.
The overall goal of this task is for teachers to be better acquainted with
collaborative Inquiry to support junior learners and ensure that it is
meaningful. You will use the template provided as a guide to plan your
collaborative inquiry model. You will cover a few of the subject areas of your
choice: Social Studies, English: Reading, Writing & Oral
Communication/Media Arts, Math: Geometry/Patterning/Data Management/Number
Sense & Numeration & Measurement, Physical Education and Health,
Science & Technology, Music, Drama, Dance and Art.
You will choose your area of focus as a group
and ensure that you are catering to the 21st century learners
by providing technology supports as well as differentiation strategies for all
learners (i.e. English Language Learners, Students with Learning Disabilities).
You may create your collaborative inquiry using any format and you must state
your rationale for your focus. Think about the learning modules in the course
and what needs to be done to affect change in a positive way to support
students in the Junior Divisions.

You must submit:
1. A write up or presentation about
collaborative inquiry and how it supports students learning, particularly in
the Junior Division
2. A very detailed completed template of the
collaborative inquiry
3. Provide 3-6 forms of assessments that will be
used (Assessment FOR, AS, and OF Learning) Ensure that your assessment of
learning is linked to the Achievement chart.

Last Completed Projects

topic title academic level Writer delivered