Consider the rubrics. What are your initial thoughts? How could you see yourself using any aspects of these in collaborative planning?  Think about how you could use aspects of these in your planning unit—assignment 3 

Galileo Network Inquiry Rubric

This rubric offers a comprehensive tool for a teacher or teachers to self assess their

Image from http://www.mccormackemployment.com.au/services/computer-skills-testing/

inquiry projects. Clear and thorough, this rubric would encourage an in-depth analysis of an inquiry project. However, I would hesitate to use this at the beginning with a colleague at it is content heavy and potentially overwhelming. Perhaps a good way to start would be to collaboratively discuss and develop a common understanding what is important in an inquiry project, using the sub headings to subtly guide and flesh out the original brainstorming process. Once an inquiry skeleton draft is devised, the Teacher Librarian and teacher(s) could then use the rubric to assess and revise the initial plan. If just a pair is working together, the two could move through the rubric together via an informal discussion. However, if a larger group is working together, the document could be jigsawed and everyone could report out on their piece.

This rubric is a very effective and worthwhile document. However sensitivity as to how and when it is used would be crucial. This could easily overwhelm a teacher new to inquiry.

Mindsetworks.com: Effective Effort Rubric

Although a solid start in developing an effective learning process rubric, Mindsetworks.com’s “Effective Effort Rubric” requires modification prior to implementation in a B.C. education setting. First, the learning process subdivisions should be reconsidered and perhaps revised in light of the teacher’s chosen inquiry model and the school’s common language around metacognition and executive functioning. For example, if a school or district has done work around Restitution or even SMART Reading, similar language and structures could help build on students’ prior knowledge. Another idea would be to co-construct the rubric with the students and/or other teachers. Second, although intriguing, the three levels (Fixed, Mixed, and Growth) are not commonly used in B.C. Mirroring the Performance Standards’ rubric format would likely be more beneficial for students as the layout will likely be familiar and will resurface throughout their academic career. Finally, having taught in an alternative setting, I’m conscious of using ‘you’ statements (e.g. “You don’t really take on challenges on your own.”). Although kid-friendly language, the phrasing might stimulate a defensive reaction in some students.

In short, a great rubric to provoke conversation and thought about what phantom skills need to be transparent, explicitly taught and formatively assessed throughout the inquiry process.  Unmodified, this is not the best fit for a B.C. inquiry project.

Space Exemplar

This rubric’s familiar format and language make it an ideal exemplar for B.C. educators. Especially appealing is the grouping of Prescribed Learning Outcomes (PLOs) into the two broad categories of Skills and Content.  Although obviously more PLOs will be met throughout the inquiry unit than those outlined, the teachers keep it clear, simple and focused by clarifying what specific few PLOs are targeted.

I like the format and language as well as the narrow PLO focus. Developing a similar document would be an ideal place to focus with a teacher. Key questions would include: What PLOs do you want students to meet through this project? What are the most important? Which PLOs are skill-based? Which PLOs are content-based?

What inquiry model speaks to you?

When I first began to explore inquiry, I began with Alberta Learning’s “Focus on Inquiry” as I wanted a clear structure to follow. I was learning what inquiry looked like along with my students and needed clear answers and steps. However, as my knowledge, understanding and comfort around inquiry developed, I felt restricted by the same structure and detail I had once desired. Now, I find myself drawn to Neil Stephenson’s “Principles of Inquiry” as I feel I’m at a point where I know enough to experiment with a more open approach to designing inquiry learning opportunities.  I prefer Stephenson’s model over Galileo’s as I find it has more of a BC education context with references to Universal Design for Learning, our new curriculum and assessment practices (formative and summative).

What project/exemplar can you see yourself adapting for your students?

I loved the prompt “It really bugs me when . . “ from Ariel Schwartz’s article on “High School Students Come Up With A Genius Plan For Getting Ketchup Out Of The Bottle” (2014). It immediately encourages a problem solving approach to a real life problem that the learner is invested in. Perhaps this would be a great place to start inquiry with students in order to assess and respond to student inquiry skill sets (e.g. asking questions, collaborating, time management, goal setting, etc.).

What type of inquiry would you be more apt to suggest to different members of your staff versus your personal preference?

Different inquiry models will speak to different personalities and experience in inquiry. The structured steps (or phases and processes) of the BCTLA “Points of Inquiry” and Alberta Learning’s “Focus on Inquiry” are perhaps more appealing for teachers first exploring inquiry and/or teachers drawn to more linear processes (although this is not to imply that either of these models encourage a linear learning path).  Both these options are also very similar to the research process and scientific method, allowing teachers to begin on familiar ground. While “Focus on Inquiry” offers a very detailed break down for those looking for a complete “how to” package, the “Points of Inquiry” are couched in familiar BC curriculum format along with a scope and sequence spanning Kindergarten to grade 12.

Galileo and Neil Stephenson’s inquiry principles offer a framework to inform and evaluate inquiry design. These models will likely attract non-linear thinkers who prefer to design learning opportunities holistically. As well, teachers who are comfortable with the big concepts and processes of inquiry might eventually prefer the freedom these models offer.

What essential questions excite you?

What is the nature of evil? (I think this would be a great overarching inquiry theme for an interdisciplinary senor English and Social Studies inquiry.)

What are the phantom skills we assume students have (and need) to successfully engage in inquiry based learning opportunities?  (Having taught 8 years in an alternative setting, this question is crucial.)

And any other thoughts, ideas, comparisons that will craft your understanding

I always love the big picture. In order to find it, I broke down the four inquiry models we are considering into their key components (in my opinion), laid them out next to each other and then compared and evaluated them.

The Manitoba Ministry of Education’s School Library Policy Statement states that “resource-based learning is an educational model which, by design, actively involves students, teachers and teacher-librarians in the meaningful use of a wide range of appropriate print, non-print and human resources.” In an attempt to translate this into my own words, I see resource based learning as learning opportunities collaboratively designed to facilitate “meaningful use” of diverse resources. To dig more deeply into “meaningful,” I would hazard that students learn to and as they critically select and utilize resources that fit both their personal learning style(s) and their learning goal(s).

I agree that inquiry based learning is an umbrella term and, at its simplest, is an inquiry into real life problems. I believe that inquiry based learning can take on many guises and can range from more teacher centered to student centered. My colleague Dawn Anderson put together the below chart last year to help teachers wrap their heads around scaffolding inquiry projects. This is not meant to be a comprehensive answer or definition but rather a helping tool for those minds that find it beneficial.

Created by Dawn Anderson (2014).

Based on this chart, this is an example of what could be called a “guided” inquiry project.

Any inquiry demands that each learner explore a variety of resources in order to answer a question or create a solution so it follows that any inquiry project could also be resource based learning as well. As a more teacher centered and structured design (if that’s what it has to look like), resource based learning would be ideal for scaffolding towards a more student centered inquiry project where necessary.  In fact, it would be crucial in order to develop some of the phantom skills (resource selection, evaluation, synthesis, etc.) that inquiry requires.

I guess my question is: do the teacher and teacher librarian always select the resource pathways when designing resource based learning opportunities? Or can resource pathways be co-created with the students as well? That would be fun!

My Goal

My personal learning focus over the last several years has included digital literacy, inquiry (professional and student) and mentorship. Now, as I explore Teacher Librarianship and the potential of the Learning Commons, I want to explore how these areas inform my understanding of the Teacher Librarian role. Where is the common ground? How can I synthesize what I have learned with what I am learning?

Initial general brainstorming.

My Question

Consequently, I find myself drawn specifically to the collaborative role of the Teacher Librarian. For the CLA five Standards of Practice for Effective School Library Learning Commons (2014, p. 10) to be realized, effective collaboration between the Teacher Librarian and fellow teachers is necessary.

Canadian Library Association. (2014). Leading Learning: standards of practice for school library learning commons in Canada

And so, I arrive at my question: How can the Teacher Librarian effectively collaborate with other teachers in order to establish the CLA Standards of Practice for an effective school library Learning Commons?

My Gameplan

Given the emerging popularity of mentorship, digital literacy, student inquiry and professional inquiry, there are many definitions and approaches available. Before finding common ground between these concepts, I need to first clarify my understandings and my language.

Next, I need to begin to synthesise these concepts through the lens of the Teacher Librarian role. To do that, I need to break down and simplify (for this purpose) the collaborative role(s) of the Teacher Librarian. At this point, I believe I have found three main collaborative roles:

1. The Teacher Librarian as a mentor.
2. The Teacher Librarian as a facilitator of professional inquiry.
3. The Teacher Librarian as co-designer and co-facilitator of learning opportunities.

Finally, as I engage in the course discussions and readings, I need to allow my ideas evolve and mesh. Basically, I need to see what happens . . .

Mindmap using Total Recall app on iPad.

General thoughts and responses to Leading Learning

I applaud the clear statement that a school Library Learning Commons is meant to “facilitat[e] knowledge creation” and build a “participatory learning community”  (CLA, 2014, p. 3-4). As well, although standards and sub themes can make many uneasy, everyone has to start somewhere and many people will benefit from having a road map. It is a serious paradigm shift to move from libraries as reservoirs of knowledge and resources to collaborative communities that create rather than uncover knowledge. Any assistance in such a shift is beneficial.

Readings/Resources (used specifically in second mind map)

Canadian Library Association. (2014). Leading Learning: standards of practice for school library learning commons in Canada. Ottawa: ON. Retrieved from http://clatoolbox.ca/casl/slic/llsop.pdf

Halbert, J. & Kaser, L. (2013). Spirals of inquiry: For equity and quality. Vancouver, BC: BC Principals’ and Vice-Principals’ Association.

Stephenson, N. Introduction for inquiry based learning. Retrieved from http://www.teachinquiry.com/index/Introduction.html.

Stokes-Bennett, D. (2014). Just Do It: Designing and Implementing a Digital Literacy Course in a Public High School. Retrieved from http://dspace.library.uvic.ca:8080/bitstream/handle/1828/4727/Stokesbennett_Devon_MEd_2013.pdf?sequence=1

Zachary, L. (2012). The Mentor’s Guide: Facilitating Effective Learning Relationships (second Edition). San Francisco; Jossey-Bass.