This five-session series will allow teams of two or more educators (made up of at least one librarian and one teacher) the training and time to work collaboratively to create an inquiry-based unit of study, supported by technology-rich learning opportunities. Sessions will be facilitated in both face to face and virtual settings and include ample hands-on learning opportunities for teams to build their unit project.
REGISTRATION DEADLINE: June 19, 2019
SESSION 1: OPEN, IMMERSE & EXPLORE
Overview: This session will provide an orientation to the course and provide opportunities to explore the following questions: What is guided inquiry? What problem are you trying to solve in your classroom? What do you want your students to know and understand?
OPEN: Invitation to inquiry, open minds, stimulates curiosity
IMMERSE: Build background knowledge, Connect to content, Discover interesting ideas
EXPLORE: Explore interesting ideas, look around, dip in
By the end of session 1, participants will:
- Gain a clear understanding of the role of guided inquiry in the classroom
- Understand how the guided inquiry process is being used in classrooms at every level, K-12
- Create a list of curricular topics that might be enhanced by guided inquiry
SESSION 2: IDENTIFY & GATHER
Overview: The heart of the inquiry process is asking questions. In this session, participants will explore the following questions: How do we encourage scholarly or academic research and challenge students to search beyond Google results. How does the library catalog fit in? What is the role of Wikipedia in academic research? What are research databases and when should they be used?
IDENTIFY: Pause and ponder, identify inquiry question, decide direction
GATHER: Gather important information, go broad, go deep
By the end of session 2, participants will:
- Identify one unit of instruction/assessment that would be enhanced by the guided inquiry process
- Understand how to guide students through the research process
- Recognize that the information need dictates the type of information source.
SESSION 3: CREATE & SHARE
Overview: In this session, participants will explore ways to make time and space to support student reflection about learning and next steps, including methods for students to create and share learning.
CREATE: Reflect on learning, go beyond facts to make meaning, create to communicate
SHARE: Learn from each other, share learning, tell your story
By the end of session 3, participants will:
- Make space for student reflection throughout the process
- Recognize the benefits and drawbacks of using various communication tools with students of all ages and select an appropriate tool for the project.
- Design an assessment that allows students to creatively show their understanding and share it with a community of learners
SESSION 4: EVALUATE
Overview: Participants will explore formative assessments that will enable them to provide continual feedback to students throughout the inquiry process. Inquiry Projects will be presented, and an opportunity for feedback and reflection will be provided.
Evaluate achievement of learning goals, reflect on content, reflect on process
By the end of session 4, participants will:
- Embed a feedback loop throughout a project for continual assessment of student progress
- Present a plan for student reflection on process and product.
- Be prepared to introduce a collaborative, technology-rich inquiry project to students
SESSION 5: PRESENTATION & REFLECTION
Wednesday, July 31, 2019
Overview: The last session provides time for final reflections, presentation of projects, and peer feedback.
SHARE: Learn from each other, share learning, tell your story
EVALUATE: Evaluate achievement of learning goals, reflect on content, reflect on process
Participants will demonstrate a deeper understanding of how to plan and teach with an educational partner by creating a new, highly-engaging inquiry unit.
|Audience||Classroom teachers, tech specialists, and librarians|
|Instructors||Jen Thomas & Sarah Hunicke|
|Dates||6/26 (f2f), Virtual sessions 7/8, 7/11, 7/15, 7/18|
|Times||6/26 9:00 am-2:00 pm,all virtual sessions 7-8 pm|
|Location||West Bridgewater Middle-Senior HS, W. Bridgewater, MA and Virtual|
|MassCUE Member Cost||$200|
Jen Thomas & Sarah Hunicke
Jen Thomas is a passionate library media specialist and technology educator who energetically runs and maintains both the physical and virtual library spaces at West Bridgewater Middle-Senior High School. She is dedicated to empowering teachers and students and has a strong interest in professional development, blended learning and infusing information and digital literacy into any school’s curriculum. Jen also facilitates online professional development courses with a number of non-profit organizations, is a regular trainer for RISTE, and is on the adjunct faculty at the University of Rhode Island in the Graduate School of Library and Information Studies and Bridgewater State University.
Sarah Hunicke began her career/journey as a school librarian in 2002 and is currently the Library Media Specialist at Portsmouth High School in Rhode Island. She was an early adopter of Google Apps, NoodleTools, and LibGuide and makes the most of technology to foster a love a books, engage students, and support teachers. Sarah has served on the board of Massachusetts School Library Association and is a past president of School Librarians of RI, where she is the current Advocacy committee chair. She also serves on the RI Teen Book Award selection committee and AASL’s Distinguished School Administrators Award committee.
K-2.CT.c.1 Identify different kinds of information (e.g., text, charts, graphs, numbers, pictures, audio, video, collections of objects.)
K-2.CT.c.2 Identify, research, and collect information on a topic, issue, problem, or question using age-appropriate digital technologies.
K-2.CT.c.3 Individually and collaboratively, propose a solution to a problem or question based on an analysis of information.
K-2.CT.c.4 Individually and collaboratively, create information visualizations (e.g., charts, infographics). K-2.CT.c.5 Explain that computers can save information as data that can be stored, searched, retrieved, and deleted.
3-5.CT.c.1 Describe examples of databases from everyday life (e.g., library catalogs, school records, telephone directories, contact lists).
3-5.CT.c.2 Individually and collaboratively collect and manipulate data to answer a question using a variety of computing methods (e.g., sorting, totaling, averaging) and tools (such as a spreadsheet) to collect, organize, graph, and analyze data.
6-8.DTC.c.1 Perform advanced searches to locate information using a variety of digital sources (e.g., Boolean Operators, limiters like reading level, subject, media type).
6-8.DTC.c.2 Evaluate quality of digital sources for reliability, including currency, relevancy, authority, accuracy, and purpose of digital information.
6-8.DTC.c.3 Gather, organize, and analyze information from digital sources by quoting, paraphrasing, and/or summarizing
9-12.DTC.c.1 Generate, evaluate, and prioritize questions that can be researched through digital resources or tools.
9-12.DTC.c.2 Perform advanced searches to locate information and/or design a data-collection approach to gather original data (e.g., qualitative interviews, surveys, prototypes, simulations).
9-12.DTC.c.3 Evaluate digital sources needed to solve a given problem (e.g., reliability, point of view, relevancy).
9-12.DTC.c.4 Gather, organize, analyze, and synthesize information using a variety of digital tools
Sign Up for This Workshop
Digging Deeper – Collaboration + Inquiry + Integration = Success
Wednesday, June 26, 2019 through Thursday, July 18, 2019
West Bridgewater Middle-Senior HS
155 West Center Street
W. Bridgewater, MA