Inquiry+-Experienced+based

Inquiry -experienced based approach
I put this terminolgy on the practice that I think best describes how Pamela Gibson has approached this. She has a real structure that is used flexibly to take advatage of opportunties as they arise.

Here is her journal assessment page (I sent them to you instead -Pamela)

Here is the structure I see in her approach

1. Identify a local OE experience opportunity (-simply take a walk on a regular basis in your area as well as go to special natural places once in a while -Pamela) 2. Plan for it. Learn with students in preparation of it. 3. Set Assessment criteria (with students) 4. the experience 5. student recording of field notes during the experience 6. Formal journal preparation by students with addiional research and some direct teaching as needed 7. Assessment and evaluaion 8. further inquiries as they arise from students (the debate example) 9. or an acting on learning project -community partnership Thank you for sharing this Pamela. It is very inspiring and doable. Stan

And here are the documents that Pamela shared with us and they are in RTF format.





All About Assessemnt From Pamela

OK…here are all 3 journal assessment pages. You can use them as you see fit. As is, they are meant for grade 5 and 6 but can easily be modified to suit younger grades. Remember, the idea is that you teach the skills, and practice using them in the journaling process. These sequenced ideas carried me all year in grade 6, so they are quite comprehensive. They will give you the idea of how an integrated outdoor experience and subsequent journaling can be teased apart into specific subject assessments. Your students can understand these and work toward great successes as you saw in the example journal I brought with me to the meeting. Go slowly and have fun!!!

[|Journal Assessment ##1.pdf] [|Journal Assessment ##2.pdf]  [|Journal Assessment ##3 .pdf]

These could go with inquiry but it seems that assessment needs its own page for now.. Stan

Knowledge Building Circles
=Managing Circle Talk=

0 row selected - rows selected - [|clear] || How can I encourage students that do not have the confidence and background knowledge to contribute to group discussions during knowledge building? [|[delete]] || [|nleitch1] Dec 7, 2011 2:40 pm what about before the knowledge building circle... have a "turn and talk with an elbow partner" to activate prior knowledge or at least a connection to the topic... [|[delete]] || [|skozak1] Jan 7, 2012 9:32 pm From what I have seen this takes time and in some cases some studetns often do not praticipate. Hence the value of using both individual and group reflection. The KBC are a form of group reflection. Indivdiual refledtion journals can be used to balance these. The individual refletion journals are set up on thebasisithat the teaher wil lread these. THe moving back and forth from group to individual refelciton is very conducive to knowlede building. As teacher you have insight into both the group discussio and the individual journally. They both feed the learning process. Let's put this on the agenda of the next meeting. [|[delete]] ||
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