We began the day revisiting the philosophy of the inquiry approach to learning. I told the class that I am committed to getting them to think in original and creative ways, ways that cannot be achieved by a compete-the-worksheet-then-regurgitate-it-on-a-quiz kind of approach. I understand that the inquiry process is sometimes messy and and it doesn't always go in the direction we think it will, but it forces us to analyze and synthesize information and then make that fit with our beliefs, or else it causes us to change our beliefs. It simply forces deeper thinking and allows for all students to experience meaningful learning. That is not to say that we should abandon the knowledge of all facts and rely totally on Google searches to answer our questions. I'm just saying that we find a better balance. There is no doubt that the students who have traditionally done well in school by learning (memorizing) in order to recall on tests sometimes resist the inquiry model because "they can't do it," or because "it's hard" or because it is less structured. I have shown them how to use a mind map to add structure to their questions in order to identify sub-categories and those can be further broken down into individual points. I've also helped students to re-word their questions so they are open-ended (questions that can't be answered simply, for example, with a yes or no) and allow for balanced in terms of breadth and depth. Each student has had over ten hours of supported time in class and weeks to complete their inquiry that will be shared in a five-minute in-class presentation. The students can share their learning in any way they wish, but many have chosen PowerPoint presentations. These presentations are due on Monday. The grade sixes owe a second project (to be handed in to me alone) the following Monday. The sevens owe two additional projects at the same time. These additional projects will likely be a bit less involved than the one they present, and that is fine.
I gave the class the second block to work on their science projects.
After recess we read for 15 minutes and then started math. In Math 7 we did a discovery lesson tied to the relationship between parallelograms and circles. I wanted to give the class a chance to "experience" some of the relationships concretely, before getting them to find area symbolically using pi and other methods (pp.148-150). There is no math homework for the 7s.
After lunch we did little buddy reading. I then gave the class a "flex" block to complete any work they wished to complete. That lasted 45 minutes, and we ended the day in the gym with a new game of "tag." We had a very productive week and I hope you all enjoy the weekend in spite of the wet weather that is in the forecast. Thanks again Joanna, Michele, Cara, Angela, Trina and Christine for making yesterday's trip to the gallery possible.
Next Week:
Remember your instruments on Monday.
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| My stunt double doing the peacock |
On Tuesday the sexual ed health educator will be in (a notice was sent home earlier this week).
We have our next YOGA class on Wednesday.
I'll be away Thursday to Saturday supporting the Pender Harbour Secondary rugby team on their annual trip to Kamloops - a TTOC has been called.
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