English Curriculum In Service Day

English Curriculum In Service Day

Location:  Churchill Secondary School

March 4, 2016

TOPIC:  HOW CAN WE USE INQUIRY-BASED LEARNING TO ENGAGE LEARNERS?

Hi colleagues, here are some of the resources I discussed during my workshops today.  

Here’s my Keynote:  21stC CURRICUM ENGLISH INSERVICE (THAT I NEVER REALLY GOT THROUGH! If only I had more time!)

Here is the PDF file that I airdropped or emailed to some teachers.  If you didn’t get a copy, just download it here:  TKAM INQUIRY PROJECTS

Take it and adapt as you please.  It works particularly well at the end of a unit (while you’re busily marking their exams) and I gave them 6 classes total (which includes the 2 classes for actual Pecha Kucha presentations. Remember: 20 slides x 20 seconds equals 6 min 40 seconds for each presentation.)  Please see my wikispace for resources on the Pecha Kucha Format for presentations.  

Some general advice:

1st class:

  • You can show them exemplars of pecha kuchas.  Give them the worksheet. Talk about Inquiry and what it looks like.
  • Get them going in groups or independently or in pairs (their choice). Group creation. Draw lots for presentation dates​
  • Have them brainstorm themes in the novel that relate to real life.

2nd class:

  • Have them submit the completed worksheet to you.  You read it and advise and circulate, trying to troubleshoot and steer them the right way.
  • Talk about possible pitfalls and what NOT to do; discuss safety, appropriate behaviour in public, politeness, privacy concerns etc.  (i.e. the students have to imagine putting themselves in someone else’s shoes for this inquiry project…a theme from TKAM btw)
  • Provide some resources of where to go
  • Allow them to call different associations (during class) if need be, find hours of operation etc and create an action plan

3rd class:

  • You’re the guide on the side
  • Make sure each group has a plan of action and they are working on documenting their learning with concrete evidence
  • Research online and making slides with proper citations on each slide to document proof of the problem in the community
  • Provide adaptations to learners who may have written output issues or LDs
  • reminder of assessment rubric: citations on each slide, oral presentation skills and what you’ll be looking for (essentially the documented evidence, researched evidence and story-telling)
  • remind them to spiral their inquiry: was that good enough? did we do enough?  what could we have done better? they will have to discuss the problems they encountered as well as the successes.  What did they learn?

4th class:

  • You’re guide on the side
  • Talk with each group about what they’re doing; making sure they’re actually going to be somewhat successful
  • Help troubleshoot problems: ask lots of questions and ask how they’ll handle problems. Present possible problems they may encounter

5th class:

  • presentations round 1
  • each group will take exactly 6 minutes and 40 seconds
  • allow for 5 minutes of setup time between groups
  • the students should have their projects on usb keys in order to show them during class or they will have to bring in their own device to show their presentation
  • they should email themselves their slide presentation as backup
  • talk about a backup plan

6th class:

  • presentations round 2
  • as above

ASSESSMENT:

  • You assess the pecha kuchas during the presentations. No marking to take home.
  • Use OneNote on your district laptop.  Take pictures, type notes, record audio if you want (but you don’t need to) if you have a tablet/phone/SurfacePro3.  Have your rubric made ahead of time and ready on Onenote for each group and annotate it while you’re watching them.  You can do this in a Word doc as well.  The notes can be used for feedback via email or printed out for each group.
  • If they brought USB keys with projects on them…and ideally dragged a copy of the project on your desktop, make sure they name the projects with their name.  Drag their presentations to H drive from your desktop while you’re at school and before you leave school so that you can access the presentations at home.  The files on H drive can be synchronized only if you are on the school network.  If you don’t put the presentations in H drive you won’t be able to store them easily and they’ll waste space on your desktop. You can delete projects at the end of the year from H drive.

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About Cakebrain

A Vancouver English teacher preoccupied with cake... Reflecting about my learning as an educator. I am currently teaching English part time and also working part time at the Vancouver Board of Education as a Learning Technologies Mentor. This blog also contains an archive of my Concept Papers and Inquiry and Coaching Reflections (ICR) from my grad studies program at VIU (CIEL) You can follow my food and edu-tweets @Cakebrain My Class Wiki: http://uhillenglish.wikispaces.com My food blog is http://cakeonthebrain.blogspot.com
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