Learning Log #2

                                                                                     Learning LOG #2                                                  Part ONE:

Identify and discuss additional rationale that supports the embrace of inquiry based practices.

I chose this one because eventually as a TL; I desire a deep understanding of Inquiry Based Learning so I can be the impetus towards encouraging colleagues desiring to know more on how and why to embrace Inquiry based practices.
I highlighted the key essential words/phrases that support a rational for Inquiry Based Process.

Rationale:

The BC redesigned curriculum supports IBP with their concepts interlocking model. It is based around concepts with interlocking circles of UNDERSTAND(Big Ideas) KNOW (Essential Questions/Problems) and DO(authentic; real life action,connections, competency assessment)
BC redesigned Curriculum has put the emphasis on,"curriculum  that has less knowing and more doing along with focus on Big Ideas" and "Assessment AS learning not assessment FOR learning" which embraces IBP because it's not a accumulation of knowledge or a list of topics covered in isolation.The focus is not on summative assessment but ongoing formative competency based assessment as a means to demonstrate deep learning.
IBL also embraces the 6 core competencies of the BC curriculum(link above) such as social awareness in making the big connections/reoccurring patterns in society and our place in them and  our ability to create change in the 21st century information age.

 Additional rationale comes from the, "It's all about the Wonder: Kindergarten unique based Learning," by Ritters and Watters who notes the change in the patterns of dialogue from the educator being the sole director and responder of students questions to the freedom of  dialogue back and forth with student led and all others who provide a point of view/input in the IB process. This is an important distinction that gives students the time to ponder more deeply and reflect on their learning which creates more higher order questioning.
I appreciate her distinction in IBP between not just being a facilitator but a provocateur who plants the seed for further learning/motivated to know more. She emphasizes the IBP of assessment throughout to check for understanding and providing essential information as needed to make learning go deeper. Click here to read article;It's all about the wonder;Kindergarten Inquiry Based Learning.
IBL provides for time to think and reflect while theme/topic based  research covers only the surface  and  makes little interconnections of concepts/big ideas. Ron Richart gives a pictorial model," Making Thinking Visible" in Ritters and Watters article that furthers IBP of critical thinking and  the practice of not making assumptions. IBL also naturally provides opportunities for different modes of learning that address students preferred style to learn(kinesthetic; audio etc)

Montessori pedagogy also follows IBP in personalized auto education providing the prepared environment and guide teacher who observes for scaffolding/check ins to advance their own intrinsically motivated inquiries that are often shared.The mixed ages  with an observant guide encourages the creation of a constructionist  collaborative   environment. Overall Montessori guides only provide the essential information/concrete resource to stimulate the child's natural wonder to explore and then provide more essential questions/information as needed. Assessment is through observation of competency;mini conferences to check understanding throughout (keep the flow) and a variety of modes to demonstrate learning throughout . Students have big work choices and have freedom to spend time to go deeper and  show craftsmanship within a concept. Example is the use of timelines (actual ones; starting with their personal life from birth) to the Great lesson timeline of  how the world and civilization on earth evolved which opens up many inquiry questions. 
The use of the golden bead materials  provides the concrete visual representation of place value that is further developed  to the use of the bead frame and eventually abstract creating habits of the mind. Another example is the  concrete representation of the trinomial and binomial boxes in the 3 to 6 aged classrooms are  a big idea precursor to algebraic expressions. Montessori said,"growth comes from activity,not from intellectual understanding."

 I hadn't thought of Montessori within the IBP pedagogy but now that I had the opportunity to begin to delve deeper into IBL I can identify that the big ideas of IBL can be seen in a Montessori environment. (highlighted in yellow)

This utube video validates IBP because the aim is to have Flow  which requires the right amount of challenge and skill and the Inquiry process naturally can do this:click here:  youtube Flow learning video allowing for uninterrupted attention and internal motivation.

Finally IBL is a life long mindset that allows students to hone the skills and learning needed to be employable in the 21st century as stated in The Conference Board of Canada;Employability Skills.

 As you can see there is a strong rationale for IBL and this is just a sampling!

Identify and discuss some strategies or structures that you could use in the classroom or SLC to foster enjoyment of learning:

Strategies include:
- Observation skills to discern students strengths/weaknesses, learning styles,personality,interests and students practiced in the Inquiry process to discern information/data and help solve problems.
-creation of prepared environment that is structured to allow for interdependence and Independence therefore naturally sparking interest in learning more.
-forming relationships based on observations that encourage students to feel more confident to make mistakes/ ask questions/explore and be risk takers.Harper and O'brien comment on Relational teaching where students are internally motivated( as opposed to external rewards/non specific praise) in Putting students in the Drivers seat.
- competency based assessment/check ins throughout for learning and scaffolding to keep flow and desire/motivation to delve deeper 
-Morellin,Luhtals,Russo in Engaging educators and Engaging learners mentions the importance of a safe responsive respectful learning environment which is the foundation upon which if prepared properly (Montessori  philosophy concept) it will enhance risk taking; curiosity and focus which is key for  the IB process.

 Structures Include: 

-historical-thinking-concepts 6 concepts which I would include literary resources such as novels;historical fiction

-scienceworld resources/discrepant events- free Telus online resources that use the surprise factor which is not just for science but the unpredictability factor is a spark cross curricular.

-Visual representation form; charts,maps,pictographs,photography, concrete objects;realism etc.,

-Implementing-Place-Based-Education this article provides rationale(examine where you live and  make larger connections from local to global context)
   
-BC Education Concepts model with circular Know, Understand, Do embraces IBL(see above link)

BC Redesigned curriculum supports IBL

-Kuhlthau guided Inquiry Design-7 stages from initiation to assessment

These  IBL structures should be used as a guideposts fluidly not linear nor exclusively.The structures are adaptable and do not need to be used precisely necessarily; as a lot of enjoyment comes from the unexpected and we should go with the flow!

References:
-"HISTORICAL THINKING CONCEPTS | Historical Thinking Project". Historicalthinking.Ca, 2019, https://historicalthinking.ca/historical-thinking-concepts.

"Guided Inquiry Design | Carol Kuhlthau". Wp.Comminfo.Rutgers.Edu, 2019, http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/.

"Free Resources". Science World, 2019, https://www.scienceworld.ca/resources.

Gettingsmart.Com, 2019, http://www.gettingsmart.com/wp-content/uploads/2017/02/Quick-Start-Guide-to-Implementing-Place-Based-Education.pdf.

"FLOW BY MIHALY CSIKSZENTMIHALYI | ANIMATED BOOK SUMMARY". Youtube, 2019, https://www.youtube.com/watch?v=8h6IMYRoCZw.

"UBC Library | Ezproxy Login". Www-Deslibris-Ca.Ezproxy.Library.Ubc.Ca, 2019, https://www-deslibris-ca.ezproxy.library.ubc.ca/ID/445197.

Learning LOG #1

                                                               Learning Log # 1                 LLED 469                                                       


PLACE  BASED  INQUIRY LEARNING:

What did I do and what were my conclusions?

Using the free inaturalist app I walked around my apartment located in the inner harbour area of Victoria; BC. and took pictures of plants and trees. The snapshot then was connected with the most likely Genus name and picture and then top 10 species suggestion names and pictures. Included was a map of observations where you can zoom in on and a link to more information at inaturalist.org. This place based, learning by action inquiry exercise had me posing a lot of questions and developing my observation skills when matching my picture to theirs to determine its correct name.  It caused me to speculate and be intrinsically motivated on the many aspects of plants including origin; possible uses; classification hierarchy; etc;. I formed this web to outline my inquiry process and  interconnected pathways that as I discovered new information it created more questions along with use of further resources driving the inquiry learning. An example of this is the Utube video here: Leap Into Action , Collaborative Environmental Stewardship. Students were guided with higher order open ended questions then used free inquiry in choice of topic/problem and method/pathway of discovery and actively contributed to their classmates and community.

My Inquiry web

 My conclusion was this app is an exciting,stimulating tool to encourage as stated in  the; School Library article; Zeroing in on Inquiry by Sharon Coatner; wonderment,curiosity  higher-order thinking and it is messy and not linear."  My learning was sparked by taking pictures of plants and it was enticing to discover information that made me want to know more and more. I felt a part of a constructionist learning model building upon my inquiries including the opportunity to interact/contribute with other naturalist too in sharing and synthesizing  information.
The 4 major inquiry criteria as set out by  Kristin Fontichiaro is a quick assessment to check that the process is truly Inquiry based learning. Click here for more:What's Inquiry? Well, I know it when I see it.

How was Inquiry based learning incorporated?

As stated in the: Canadian School Librarians document; Leading Learning:  "Designing learning environments to support participatory learning;inquiry learning was incorporated because the focus was on a co-creation interconnecting the physical and virtual world; opening up learning pathways;collaboration digitally with other naturalists and classmates;opportunities to expand with further resources and opportunities for innovation/creation such as detailed illustrations of a particular plant/tree.(example being realist painter; Robert Bateman) and adding to the intake of data fields identification of species in locating and naming plants.(biodiversity assessment) Students can share their findings to other naturalists through identifying plants on inaturalist which in turn helps other conservation agencies as they act as naturalist making real contributions.


Questions I posed when using the app were:

How are plants/tree classified? What are the levels of classification? Why do they originate with  Latin names? Which plants I took pictures of are useful/purposeful to humans and /or animals? Where did they originate from? Are any at-risk plants?  What characteristics make them the best plants for this area? What is the land use now and historically?

 I then began to ponder higher order questions that help create  greater inquiry possibilities beyond the remembering/ comprehension stage of the Blooms Taxonomy

 A few guided  Higher order thinking questions for Inquiry learning are:

APPLY: Select and draw 2 plants  and list the classification names in a chart or any pictorial form from Genus to species. (7 STEPS)
Look at the map of observations to determine where these species are found.Why do you think they are best suited in these locations?

ANALYZING: Explain why these plants/trees are best suited for this ecosystem/location.
Categorize the plants/trees under the same Genus.Which has most/least why? List the uses of plants/trees and give examples from your location. Choose 2 from same Genus explain differences/draw them.

EVALUATION: By analyzing the plants/tress evaluate the biodiversity.(how is it doing?) Assess if any plants are at risk? Infer why. Evaluate if the land is being used well to benefit conservation and what would you add or change?

CREATE: A pictorial Guide to your location with illustrations with Latin and Common name.(Butchard Flower and Plant Guide is  an example) Draw a pictorial map or create a clay model of the ecosystem and explain the interconnections/purposes with animals and humans. Determine if this ecosystem is at risk or not; why or why not? How can we make a difference. Share with classmates.


How could the School Librarian insert this activity into the learning commons?

As School Librarians we can lay the framework by designing/redesigning learning that is true to inquiry based learning preferable the more student driven Guided or Free (most freedom) as opposed to Controlled or Structured inquiry. (Mackenzie 2016) School Librarians have the opportunity to foster an attitude towards wonder, curiosity and exploration through sharing the use of inquiry formats and steps of inquiry to colleagues and students.

Enlarge 3 pictures of plants or bring in live or dried that are local with the caption;Can you identify the names of these plants?   There is more then one!  Let students record  possibilities. The data then can be used by a class of older students to spark the discussion around the plant hierarchy from the largest being Kingdom to specific Species and use of common and Latin names. As well a pictorial web format  can be displayed in the learning commons and various students fill it out. Encourage different formats in displaying names.(pyramid, drawings etc;.)
 Write below pictures the app name; inaturalist and collaborate with teachers in the inquiry use of it. Teachers can arrange that students can go with a parent volunteers in small groups of 2 or 3 for ease of access to view volunteers phone.
Another activity; is to bring an a basket with items made from plants that students could research and guess the common name of plant and what it was used for.  Example is hemp cloth, tissue, cork etc;.End of week supply match cards to objects for students self assessment. Bring a basket of a variety of flowers and plants.Ask the question; How would you categorize them? ( scaffolding discussion to the 5 groups of  plant taxonomy )
Create an ongoing list of items that humans use and/or eat that come from plants; guess how long it will be.

Resources to help answer questions include:
Digital Tools:
1. NatureServe (ecosystem/biodiversity etc; information and access to experts to answer questions)
2.National Conservancy of Canada (podcasts specific to each province)
3. inaturalist.org (share identifications)
4. gardenguides.com(for children;classification)

Pictorial dictionary (students good reference for Latin and Common names of local flowers)
1. The Butchart Garden; Flower and Plant Guide
2. Print an example of plant classification and plant taxonomy groupings

My 3 personal learning objectives that I have for this course are to:
As a School Librarian:
1.Actively and with a thorough rationale insert inquiry learning into the school environment.
 2. Successfully select the best range and formats of resources that spark inquiry
3. Share and promote formative assessment rationale and formats to scaffold students discoveries along the way.
 The initial use of the inaturalist app in taking plant photos lead me on a journey of discovery and caused me to ponder/think more deeply of its interconnections of the location it was found, the ecosystem and how plants are classified. Coming about it indirectly and open ended was a far more exciting inquiry process then to be given the information explicitly! 

References:
"Collaborative Environmental Stewardship". Youtube, 2019, https://www.youtube.com/watch?v=n6wuEFnUciE&feature=youtu.be.

Coates, Sharon. "Zeroing In On Inquiry". Web.A.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=cafc11dc-2e36-49c1-8863-534f9a7af7e8%40sdc-v-sessmgr02.

Fontichiaro, Kristin. "UBC Library | Ezproxy Login". Web.A.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=85ceff5e-6b36-4586-88c4-1236d10d2aa0%40sessionmgr4006.

"Bloom’S Taxonomy". Vanderbilt University, 2019, https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.


"| Natureserve". Natureserve.Org, 2019, https://www.natureserve.org/biodiversity-science/species-ecosystems/ecosystems.

"NCC: Podcast". Natureconservancy.Ca, 2019, http://www.natureconservancy.ca/en/who-we-are/podcasts/.

"Inaturalist.Ca". Inaturalist.Ca, 2019, https://inaturalist.ca/.