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Collaborative Inquiry (Collaborative Inquiry About Core Concepts (Moving…
Collaborative Inquiry
Collaborative Inquiry About Core Concepts
Moving the Learning of Teaching
(Gallimore, Ermeling, Saunders, & Goldenberg, 2009)
Framework (p.540)
Meaningful indicators of progress
Shared goals
Support within and outside school
Distributed leadership
Setting
shifting to a recursive model of inquiry that encourages teachers to implement, reflect, refine (away from implement then say it didn't work (p. 543)
Follow-up until problem is solved
Successful teams
point person
group needs tangible focus of goal working towards
inquiry focused protocol
stable setting, to give time for inquiry
Towards a design theory of problem solving
(Jonassen, 2000)
real life requires problem solving in a wide diversity of contexts, but we rarely teach or practice problem solving (p. 63)
Towards a culture of inquiry for data use in schools
(Katz & Dack, 2014)
Data provides tools for thinking (p. 35)
We need to use data in ways that intentionally interrupt our cognitive biases
Constructivism: When it's the wrong idea and when it's the only idea
(Spiro & DeSchryver, 2009)
Direct teaching is highly effective in well-structured domains
Ill-structured domains do not have the essential characteristics direct teaching requires (easily definable, repeatable procedures, all information available)
Collaborative Inquiry: A Facilitator’s Guide
(Learning Forward Ontario, 2011)
Guided process for formal inquiry
Four stages
Problem framing
Collecting evidence
Analyzing evidence
Celebrating & sharing
Asking Generative Design Questions
(Eris, 2003)
"Designing is question intensive" (p.1)
Introduction
Where Good Ideas Come From
(RiverheadBooks, 2010)
spaces that foster collaboration
allow hunches to collide
"chance favours the connected mind"
Oiling the system
(Taylor, 2013)
tension between individualism, solidarity, and hierarchical produces the most authentic collaboration
Networked Learning Communities
(The Learning Exchange, 2013)
new ideas & refine ideas
continuum
story swapping to joint work
productive conflict
focused work
Promoting Collaborative Learning Cultures
(Ontario Leadership Strategy, 2014)
"process, rather than a destination" (p. 3)
adaptive (not technical) challenge (p. 3)
priorities
beliefs
habits
loyalties
trust foundational
"courageous conversations" (p. 13)
Teacher Collaboration
(Ronfeldt, Farmer, McQueen, & Grissom, 2015)
Better quality teacher collaboration correlates with increased student achievement
"all collaborations are not equal" (p. 479)
"data-directed dialogue" (p. 480)
Knowledge Building
Knowledge Building and Knowledge Creation: Theory, Pedagogy, and Technology
(Scardamalia & Bereiter, 2014)
teachers use of knowledge building pedagogy and technology will better today's society's knowledge needs
A Framework for adopting collaboration 2.0 tools for virtual group decision making
(Turban et al., 2010)
using the fit-variability model helps determine if an organization will benefit from adopting a collaboration 2.0 tool
How do you begin a knowledge building inquiry?
(Institute for Knowledge Innovation and Technology, 2013)
http://ikit.org/mov/ICSinterviews/ICSQuestion1.mp4
grounding inquiry in context of life (experiences, interests, questions)
Engage in Collaborative Design
Creativity in the design process
(Dorst & Cross, 2001)
Creativity is found by repeatedly
moving between problem and solution spaces
Opening up the solution space
(Gassmann & Zeschky, 2008)
To find far analogies you must understand the technical and contextual aspects of the problem well-enough to abstract them
Achieving coordination in collaborative problem-solving groups
(Barron, 2000)
Case study approach showing how CI requires interactive dialogue based on distributed leadership
Reflections for Practice
Collaborative inquiry as a professional learning structure for
educators: a scoping review
(DeLuca et al., 2014)
Current research has focused on how to engage in CI, future research needs to focus on theoretical underpinnings and how to maintain CI over long-term
Systemic professional learning through collaborative inquiry: Examining teachers' perspectives
(DeLuca et al., 2017)
Teachers tend to focus on three characteristics of CI: relevance, reflection, and collaboration; but neglect: iterative, reciprocal, adaptive, and reasoned
The Reflective Practice of Design Teams
(Valkenburg & Dorst, 1998)
Taking time to reflect and frame the (sub)problem and (partial) solutions helps the team to move together towards a solution
Connect with a Professional Community
Collaborative Teacher Inquiry
(The Literacy and Numeracy Secretariat, 2010)
CI positions teachers as informed practitioners who construct contextual meaning by using a process with seven characteristics: relevant, collaborative, reflective, iterative, reasoned, adaptive, and reciprocal
Promoting Collaborative Learning Cultures
(Ontario Leadership Strategy, 2014)
Resources and examples of how Ontario Leadership strategy is embracing and promoting collaborative inquiry
What can PLCs do for you
Moving beyond organizational framework into a deep learning community