Mr. Hood's Learning Journey

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Tag: inquiry based learning

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Reflections on Technology, Inquiry-based Learning, and First Nations

July 23, 2019 / / 0 Comments

Introduction

Living overseas in South Korea and in Bali, it brings me back to the excitement and exhilaration of learning about new cultures, ways of doing things, and the people I met. Being in an intercultural relationship and being part of stories half way across the world fills my spirit and reminds me to be thoughtful of others. It is also a way in which I connect to my students in the classroom. Curriculum shouldn’t always be about numeracy in math class, or biology in science class, because the world is just bigger than the box we are sitting in. At times I will get off topic, and my students will get off topic as well. However, in those moments we learn more about each other and start to build a community in the classroom when we share experiences.

Personal Photo of Soraksan, South Korea

Family Vacation Photo of Soraksan, South Korea, 2005

Over the last couple of weeks listening to Trevor Mackenzie on inquiry based learning in the classroom, Dr. Shauneen Pete with indigenous education, and Jeff Hopkins, the founder of the Pacific School of Inquiry and Innovation, has shifted my thought process on the role of myself as an educator and the role of students. Presently I am teaching multiple courses in digital media, numeracy, and science. As always I am trying new ideas and strategies to reach learners. I have been making changes with formative assessment, interactive science journals, and giving students greater ownership of their learning, but I feel students could be more engaged and excited about learning.  Over the last couple of weeks three big ideas keep resonating in my mind:

  • Inquiry-based learning
  • The use of technology to connect students
  • Aboriginal perspectives and ways of doing

Article Summary

With my 3 big ideas interweaving with each other and reading the article Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US, it opens and reinforces strategies and ideas in which student collaboration could take place (Spires, Medlock Paul, Himes, & Yuan, 2018). In the article a framework and some guidance on how,” cross-cultural collaborative disciplinary inquiry fosters students’ demonstration and development of educational cosmopolitan capacities” (pg 31) is provided. The article also outlines that the, “theoretical framework for this study builds upon educational cosmopolitanism, project-based learning, and disciplinary literacy” (pg 29). Cosmopolitanism is the idea that all people are citizens of the world, that we are a community that can be connected without borders. Students in China and in the United states collaborated together on a project that looked at water samples in both countries and to “come up with sustainable solutions for mitigating and/or resolving different forms of water ecology threats” (p. 31). The project the students tackled has its challenges with communication, language barriers, and the 13 hour apart time zone. However, students were able to use technology such as WeChat and Quip, to bridge the gaps in communicating with each other.

The study also made note that prior learning in the U.S. high school on water ecology took place, which brings into question the idea of looking at water ecology as being student driven  and what could have changed if students were given a greater range of topics. I also find the project takes a long period of time, requires prior knowledge and has multiple layers of activities that are required to facilitate the project. The researchers also mentioned the U.S. students started to be more directly involved with decision making, and in addition there was support from the authors who acted ast the PBI (Project Based Inquiry) Global team coaches. However, the authors of the case study give the reader a knowledgeable framework create learning between two remote communities.

Applying Concepts from the Article into a Personal Framework

In Canada we have a multicultural community of people in a large area. I believe through student inquiry we could reflect student, interest, voice, and self identity for all people. Reading the article brought up the following 3 questions in relation to my 3 big ideas with inquiry based learning, aboriginal perspective and ways of doing, and the use of technology:

  • Could we apply an inquiry based model in which we use technology for collaboration between two different classrooms that are geographically remote from each other?
  • What forms of technology could we use and what are some privacy issues surrounding the use of technology?
  • How could we apply learning from others and First Nations perspectives when it comes to sharing/collaborating with each other while making it unique and personalized?

Inquiry-based Model

Jeff Hopkins presentation gave me a sense of how inquiry based learning can look when it is student centered and not teacher centered. As well, the model at the Pacific School of Inquiry and Innovation is a unique learning environment where the school program and environment is driven on inquiry-based learning. Considering my school environment, Trevor Mackenzie’s ideas from conversation in class on inquiry-based learning and the scaffolding process seem more tangible for students for the goal of being independent on the inquiry process. Once students have practiced and completed an inquiry based project, those skills can then be applied into collaboration with other students in a remote community of Canada. The possibilities for a project between two remote classrooms could be cross-curricular where each individual works on different elements and brings them together, or it could be a topic both individuals have an interest in, or it could be something else that is student driven.

Technology

The technology pieces may change as we are always exploring, developing and using new software to make connections towards each other. Trello or Quip appear to be a solid framework in which students could collaborate on a project with each other, and video conferencing could take place with choices such as WhatsApp or WeChat. A framework of expectations for students to communicate respectfully and in a safe environment can be explored with guidelines from the Freedom of Information and Protection of Privacy Act and Cloud Computing Guidelines for Public Bodies. Collaboration between remote communities also sits nicely into the International Society for Technology in Education (ISTE) Standards for students, with components of digital citizenship and global collaboration (“ISTE Standards for Students,” n.d.).

First Nations

In my school we have First Nations learners who are a minority of the overall school population. It could be enriching to have a collaborative activity with another Canadian school that identifies itself as First Nations. Dr. Pete Shauneen points out that, “learners come to the classroom with rich identities which could drive curriculum choice” (Pete, 2017, p. 62). As well, a larger distance between two communities could provide more insight into the diversity of culture and perspectives between students. A map of traditional territories in Canada

Summary

Writing the blog and critically analyzing how I want to move forward as a teacher is therapeutic, exciting and empowering. I grew up in the same community where I teach, but left my hometown to explore and experience the world around me. My professional learning networks (PLN) needs more development, and understand the resources that I have collected so far are just scratching the surface to the depth of experiences and knowledge others have in technology, inquiry-based learning, and First Nations ways of knowing. I am looking forward to the journey ahead.

 

References

ISTE Standards for Students. (n.d.). Retrieved from https://www.iste.org/standards/for-students

Pete, S. (2017). Idle No More: Radical Indigeneity in Teacher Education. Culturally Responsive Pedagogy, 53-72. doi:10.1007/978-3-319-46328-5_3

Spires, H. A., Medlock Paul, C., Himes, M., & Yuan, C. (2018). Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US. International Journal of Educational Research, 91, 28-40. doi:10.1016/j.ijer.2018.07.002

 

Resources and Blogs:

-The Academy of Inquiry Based Learning  http://www.inquirybasedlearning.org/blog

-Data Map of Traditional Territories, Languages, and Treaties of First Nation’s People    https://native-land.ca/

-Freedom of Information and Potection of Privacy Act http://www.bclaws.ca/Recon/document/ID/freeside/96165_00

-Indigenous Studies Portal Research Tool  http://iportal.usask.ca/index.php?sid=301227513&t=index

-Pacific School of Inquiry and Innovation https://learningstorm.org/

-Quip https://quip.com/

-School District 57 Resources to Support Truth and Reconciliation: http://prin.ent.sirsidynix.net/client/en_US/dlc/?rm=ORANGE+SHIRT+D0%7C%7C%7C1%7C%7C%7C1%7C%7C%7Ctrue&dt=list

-Trevor Mackenzie: Inquiry Mindset https://www.trevormackenzie.com/

-WhatsApp https://www.whatsapp.com/

-WeChat https://pc.weixin.qq.com/

 

Hashtags and Twitter Lists :

#cdnedchat

#IndigenousEd

#InquiryMindset

@bcedchat

@ChristineYH

@courosa

@CUEBC

@datruss

@Desmos

@DLCsd57

@erlcpl

@holden

@hopkinsjeff

@InqSchls

@inquirymaths

@M_Berra57

@mikekaechele

@noelle_pepin

@RHVickers

@shareski

@sivers

@Sylvia_l

@trev_mackenzie

An Inquiry Based Model for Education in B.C.

July 20, 2019 / / 6 Comments

Pacific School of Inquiry and Innovation

Jeff Hopkins opened up the Pacific School of Inquiry and Innovation in Victoria in 2013. I feel the school is an outstanding transformative model as to how education can be delivered. Jeff Hopkins has shaken my foundation of what education can look like for the 21st century in British Columbia, and has set in motion seeds for change in my own approaches towards the education system. Jeff Hopkins has a TEDx talk in which he describes his school, but I feel the 12 minutes he provides to the viewers doesn’t provide enough depth and scope as to what is occurring at the Pacific School of Inquiry and Innovation. We were fortunate to have Jeff Hopkins speak to us, and from his conversations and discussions able to gain insight into what an inquiry based school looks like. Jeff shifted my mindset on 21st century education and what it can look like.

Jeff also provided information on a framework for assessment and the teacher’s role at the school. Due to the limitations of writing a blog I focused on student learning.

 

Why the need for change?

Jeff has multifaceted experiences as an educator in British Columbia, from being in the classroom as a teacher, as a counselor, principal, and a superintendent. Jeff explained to us that he started the Pacific School of Inquiry and Innovation because he saw a disconnect between resources, people, worksheets, and in general the way that we do things in school. Looking for a magic spot where he could facilitate changes he envisioned in the public education system did not come to fruit, so Jeff resigned from his job and created his own school based on the foundation of inquiry based learning. He recruited people who weren’t concerned about paving new paths and could facilitate learning outside of the school.

What are the students doing?

The students do what they are interested in doing, not what is prescribed to them by the teacher. The ownership of learning is supported by the teachers, but how the student shows their learning in unique to each person. When a student walks into the school they have choices as to what they want to do for that day. A computer screen in the main lobby provides a schedule where students can go into a classroom and learn from a teacher, be part of a group session in a collaborated learning space, independent learning, use a differentiated learning space such as the use of computers or art supplies, a quiet space, sensory room, a one on one planning, learning or assessment session with a teacher, or it could be an off campus session for the student’s learning for that day. The umbrella which ties everything together is the Inquiry Tool process students apply. A video of the process can be seen below.

Applying Technology tools for 21st Century Learning

Students create their online portfolios and organize their inquiry based projects through Trello. The program is transparent for the teacher to monitor progress, provide support when needed, or once in a while a nudge for maybe a student to consider an alternative perspective. Projects could be individual or group projects, where multiple students are planning, organizing, and implementing ideas into artifacts that demonstrate their learning. When a student’s interest lay beyond the walls of the school, this is where the technology piece can support students. Specialists in their field can video conference, or students go out into the field to learn about specialized technology tools found in their area of interest. In addition, you can find the Pacific School of Inquiry and Innovation Learning Resources  list of online sources and links which students use to support their learning.

Inclusion

Teachers in Northern British Columbia have a diverse group of learners, and it is important for me to know how an inquiry based school can support all learners. I had lots of questions about inclusion, and Jeff was able to provide answers to them through direct or indirect means in his presentation. Below are the questions I asked myself and was able to answer through the conversations that took place.

 

Some private schools are selective and won’t take students who have special needs. Since this is an independent school, do they filter their students as to who can and can’t attend?

The school takes in all students, but due to the funding model in British Columbia some of the funding is collected through tuition. The school is working on developing on more support from the community by seeking private donations to help offset tuition for families in need.

 

How about students with special learning needs or interests?

The environment of the school is supported for learners across the special education categories such as mental health, autism, anxiety, but noticed the school works especially well with people on the autism spectrum. The framework of the school is conducive in supporting students as it is student focused, not teacher focused. In addition, there is a GSA (gender and sexuality alliance) at the school that is open to everyone. As well, Jeff Hopkins is a trained counselor and will provide outside mental health and support services when needed.

 

Is there a food program?

There are students at the school who are interested in cooking, which is a conduit into their food program. Students learn about the culinary arts but also support students who may not have had a breakfast at home. The school also has additional food available.

 

What about First Nations learning?

Members of the community are brought in to teach aspects of First Nation’s perspectives. As well, the model of the school fosters a sense of community and building trust between individuals. The school for the upcoming year has also hired a teacher with First Nation’s knowledge.

 

Can we do this in Northern B.C.?

Yes we can, but I feel that you have to be all in. You can take elements of Inquiry Based Learning into your classroom, but to make real change is to create a school that includes collaboration across grades and focus on student areas of interest. The factory school of having students in spaces that is subject specific is outdated. We, ourselves, learn quite fine without being in a classroom, so why do we have traditional classrooms set up for our students?

  • Will our students work in little classrooms in the workplace?
  • Will they need an inquiry based mindset to accomplish completing a project?
  • Will they need to have a flexible mindset in learning new skills to accomplish their goals?
  • Do we need to adapt as educators to provide a student centered approach?

For me, the answer is quite obvious when we ask ourselves these questions, but it is a challenge to make change when we are so ingrained in one system that has been in place for generations. I hope to spark the interest of others in my local learning community to be aware of a model that has been created locally through. People from around the world have visited the Pacific School of Inquiry and Innovation, and taking these ideas to their own countries. Here is a model that is in our backyard and works for 21st century learning.

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