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Hello everyone! I have been looking at Pamelas notes from a youth forum that she has done in the past. We are planning to get together to see what changes need to happen and talk about past youth forums. Anyone have any insights?
ReplyDeleteI have posted the planner and slideshow on the drive. Who made this post?
ReplyDeleteMy experience with a one day PD institute in Maynooth again reinforced for me the value in moving toward professional discourse and questions punctuated by input by the facilitator right from the beginning...then using either a document or a video that helps to shed light on the conversation and questions. Having participants begin by conversing helps to get at what they need directly instead of asking them only to reflect at lunch and the end of the day. Asking participants to shape the PD as they speak has been more valuable than scheduling the morning before we start meeting their needs.
ReplyDeleteRBG Institute May 2017
ReplyDeleteThis two day on nature and inquiry as a vehicle to curriculum was jam packed because every large piece such as DOTS was punctuated with a small connected activity designed to get participants started right away back in their classroom. We moved them toward the level 3 and 4 thinking and insights while offering an entry point activity. Because they actually did these activities they said they felt comfortable to begin with their students. Offering both 'ends' of the spectrum seemed to work best.
Challenging them to get outside themselves and reconnect to nature and for small amounts of time initially with students with students is key. Activities like 'What message does the leaf have?' allowed them to see how the connection could take place over time.
Having participants moving around the room was so appreciated for the indoor parts of the institute. It is part of 'walking the talk'...a part we often relinquish because of time constraints...exactly the reason naysayers give about inquiry and going outside. It is critical that we model these things.
FUN -Never underestimate the value of making every activity contain an element of fun. This too is critical. It can be fun if we intentionally poke the fun into it!
Time for the participants to talk to each other about each critical part matters. They loved debriefing and reflecting with each other. When we failed to do it for brevity's sake they noticed. Once again we are playing into the hands of the naysayers when we skip these things.Reflection circles at the end of the days give opportunity for speaking and interacting.
Planning opportunities in the last hour of the institute allow for the marrying of all ideas and important conversations with colleagues...especially when you label it "Where to Now?"
Drawing in math intentionally and specifically was appreciated...how to move it toward a more inquiring approach using student questions and more sophisticated, real world problem solving.
Addressing/being mindful of/explicitly considering the 'SPIRIT' in all we do (not just the mind/body approach) brings more humanity to our practice and more success with our students. We used cooperative games and reflection times as an entry point. Also beginning the day/ ending the day with a circle. In other words we are clear on what we can create in our classrooms and move intently toward it using a holistic approach.
Tamara's reflection:
ReplyDeleteThis institute was jam-packed with brilliance and hand-on approaches to the process of inquiry. Teachers seemed to really appreciate the facilitator's abilities to "walk the talk". Janice and Pamela have exceptional experiences to share about how inquiry can work and this was done in a very welcoming way that made the teacher's feel empowered. Well done! I enjoyed adding some opportunities for Nature Connection. We started with a "Mystery Guess" activity that got a few minds turning about what "an omnivore" is. When used in a classroom (or at a nature centre), this game motivates students to excitedly pour over field guides, trying to make connections/find out info with the clues. We spent some time outdoors connecting with dandelions and later on, bugs - discussing ways to connect these experiences with the Ontario Curriculum. I shared information about where to source inexpensive materials (or make your own) and enjoyed the time working with teachers to connect their students to the natural world. The Art of Questioning (see Coyote's Guide) was used in both of these activities to spark the inquiry process. We were unable to fit the "Bird Sit" activity into the last day due to timing. I would have enjoyed sharing this with the teachers. I recommend adding more opportunities to share nature-connective activities during a nature-based inquiry institute. Teachers need to be nature-connected themselves to facilitate this with their students (studies have been done that have proved this need). The institute is an opportunity to spark this curiosity in the teachers (if it is not there already). We can chat more about this if needed. Thanks again for a great institute, working with amazing people. Tamara
Using Film making to Enhance Authentic Inquiry and Project-based Learning- George Brown College August 2017
ReplyDeleteThis institute was a partnering of the Water Docs Project (Film making) and LSF (Inquiry). The shared focus was doable because we had 3 days. In the mornings we focused on the inquiry piece and how film making could be used as a tool in an inquiry approach. The 5 secondary teachers were very open to learning about an inquiry approach and had little previous experience. The elementary participants ranged from little experience to considerable. Most had at least 10 years teaching experience and were very willing to revisit the "What is education for? How can we increase our relevance as educators? How can we change our focus from creating successful students to active world citizens? And, how do we go about changing our practice to do so?" This filled our mornings. In the afternoons we set about the business of learning nuts and bolts of student film making and The Water Docs Project. The considerable experience of Nizam and Lindsay was invaluable. Even better, they characterized themselves as regular classroom teachers who were able to learn about film making and help students create worthwhile films.
A lot of time was spent with participants in a circle sharing their knowledge and asking their questions in a collaborative setting.
We spent time examining the 'social' benefits of inquiry and of film making for our students.
We spent considerable time working through participants questions as they shared their collective experience with each other.
Much time was spent outside in the community connecting the spaces around us with curriculum, inquiry approach, community issues, nature, and film making.
All the pieces fit together well and participants seemed to get what they came for and were excited about kicking it up a notch in September as well as changing their mindset from successful students to successful citizens using the community, available partnerships and collaborations with other staff members and local community groups.
Tiger Jeet Singh PD -August 2017
ReplyDeleteDoing a PD session for a staff has similarities to, and differences from an Institute. TJS staff determined what they needed by asking questions, and I used various tools to respond appropriately as I would in an institute. However, there was the 'Whole School (or group) Approach' to be addressed as well. In this case the 30 staff members of an 80+ staff school had not really thought much about defining who they want to be as a school or where they are going. They were predominantly interested in the 'How to' of placed-based, outdoor, experiential education and the shifts they would have to make personally and how to manage this on a rotary, silo'd schedule. After working with them for two days on their questions, we circled back to think about where they were headed. They decided they would start to think about a collective movement over the fall months and wanted to have time to revisit this again in January as well as some further 'guidance'. They each thought pretty deeply about their individual practice and how they would begin to shift what school was all about right from day 1. I will keep in touch with them through their collective 'Drive' to monitor how it is going and how I could be of more assistance to them. They certainly are committed to change.
Milton Youth Forums October 2017
ReplyDeleteSince there were participants who are coming each year (to bring new students) it is important that we present in fresh ways. Judy and I collaborated on the 3 Forums. We moved it forward by: Adding many teaching tips for using the out of doors right from the opening circle (outside) and blatantly telling participants how to use them. So from the beginning they had some takeaways. We changed the KBC question and added a short video to affirm their 'concerns' expressed in the Provocation. Most of the participants were hung up on their responsibilities for Eco Schools. After they repeatedly skewed the conversations to these concerns I lead them toward the bigger picture of helping kids to be outside and 'fall in love' with the earth. (Then they would naturally want to help out through action). This worked well. There is a lot of stress around Eco Schools and we need to help these people see beyond their duty! In some boards it is mandated that they participate in Eco Schools...no option! We also added a piece about 'Asking Rich Questions' by using 'The Right Question' Technique (check it out on line). Some were happy to explore this. But it was at the end of the day and they were pooched! We finished with a short inspirational video about engaging and empowering students...good ending to the day.
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