This collection of exemplary preK–12 student project work, highlighting Deeper Learning practices, is gathered and curated through a collaboration between Expeditionary Learning and the Harvard Graduate School of Education. The work comes from within and beyond the EL network. EL believes that meaningful, high-quality projects can create a new vision of scholarship and contribution to the community beyond the classroom. Such projects can be transformational for students — giving purpose to learning, clarity to standards, and a reason to strive for excellence. http://elschools.org/student-work
CONNECT! The Professional Learning Journal of the Calgary Science School
Examples and thoughts of students engaging in inquiry.
After spending 3 days & nights with 200+ innovative educators at the progressive inquiry-based Calgary Science school my mind is reeling. How do I share my experience and spread the momentum from this conference? I think the best approach is to share my five big ideas/take-aways:
Welcome! The Inquiry Page is more than a website. It's a dynamic virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment.
NOTE: This is an archived copy. The interactive form of the Inquiry Page is no longer on line. Static documentary content has been preserved here for reference purposes, however the dynamic aspects of the Inquiry Page are no longer available.
A Resource Supporting the Full Integration of Technology in Arizona Schools. What is the Arizona Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. Each cell has a lesson example for the Matrix box.
Interactive Matrix: http://www.azk12.org/tim/
PDF version: Arizona Matrix
These are part of my notes from listening to Neil Stephenson (@Neilstephenson) present on Saturday, Feb. 16, 2013 at the SFU conference on Inquiry with Technology:
Models of Inquiry-based learning - all under the constructivist learning umbrella
Types of Inquiry:
Questions to ask to determine authenticity:
1. Planning: Pose questions and explore ways to answer them. “On Your Own questions” The answer is not in the text. The answer will come from the student’s own experience and knowledge.
3. Assessing: process and synthesize their findings
Resources & Applications that support Inquiry