Applying Inquiry in Grade 9 Geography

Sarah McLeod has provided a nice overview of how she has applied inquiry learning with grade 9 students using technology to assist in pursuing the questions her students have raised. Click here to view the presentation.

How might you follow this example for your courses?  Comments invited below.

Enviroventure

Mark Gaynik
mgaynik@scdsb.on.ca

Enviroventure  

www.nssenviroventure.weebly.com

Grade/Focus

This grade 12, 4-credit integrated curriculum program combines the following credits- English, Environment and Resource Management, Recreation and Fitness Leadership, and Nutrition and Health. The program is very experiential with a major focus on environmental stewardship, character development and leadership. It is also a Specialist High-Skills Major Program (SHSM) under the Environment focus.

Twenty four students apply to participate each year during Semester 2. The majority of the students are in Grade 12 with a handful of Grade 11’s each year. They are together all day for the entire semester.

How we shape the learning experience:

• We have an independent space from the rest of the school that is a transient and inviting classroom space- no desks, beanbag chairs, carpeted, coffee/tea station, with artifacts from alumni around the room. Often coined “the coolest classroom” kids have been in. 
• Every day is a different day without the limitations of the school bells, the flexibility of natural breaks in our learning, and the mutual respect that we are learning together alongside each other as students and teachers.
• I teach 3 of 4 credits, with another staff member teaching the English portion. We have it planned that our prep periods offset in the morning, so that she can naturally finish her learning plans either early or later depending on our day, without the wasted time between transitions. We get a lot done!!
• A huge scaffolding of the leadership unfolds over the course of the semester- more and more release of responsibility as the semester goes by, both academically and experientially on trip.
• Learning is highly experiential with 15 or so trips over the course of the semester, with one major winter expedition on the 3rd week into the semester. 
• The SHSM is integral to the functioning of our semester with built in experiences and certifications, as well as a financial offset to the overall fees related to the program.

Results/Impacts

• Seeing the growth in students, personally and academically. is a privilege over the course of a semester. 
• They feel comfortable with us as staff, and often refer to us as “one of them”. 
• The SHSM accreditation and experience through the program enables graduates excellent job opportunities, both directly into environmental/outdoor related fields, and indirectly through leadership gained on expeditions. 
• Alumni have a huge interest in the program. Many return to share their advice and support of current Enviro students. 
• Classroom management, discipline, etc. is very rarely an issue due to the trust and respect that we develop.  Students see us as fellow learners. When you are together for a long period of time in a semester, they see you as a person, ask about your family, etc. and see the passion you have and the investment you make to enable their success. This is something they don’t necessarily get to see a lot of because of the structure of 75 minute ‘normal’ classes. 
• Students leave with confidence and preparation for the real world of learning beyond high school, and a realization that learning doesn’t all come through one method, or medium.

Benefits/What am I working on? 

• It is a constant struggle to convey to prospective students what we exactly do and how we learn in the Enviro semester program.
• There is always a battle between perceptions and reality- we don’t just go camping. We learn about the planet, our impacts, each other, and definitely about oneself.
• We have been involved in the New Pedagogies for Deeper Learning (http://npdl.global/)  and are working to implement an alternative grading system. The core elements are the 6-C’s of Creativity, Collaboration, Critical Thinking, Citizenship, Character and Communication.
• Overall this is the most rewarding, most meaningful, albeit hardest work of my teaching career. I look forward to seeing my students every day, and seeing them grow through the program. I get to have fun in my classroom every single day. 

Pickering College Global Leadership Program

Pickering College
Noeline Burk, Head of Arts
nburk@pickeringcollege.on.ca

Pickering College Global Leadership Program  - Integrating Experiential Education into the Curriculum 

http://www.pickeringcollege.on.ca/page.cfm?p=790 

Graduates of the Pickering College Global Leadership Program are creative, innovative and courageous agents of ethical and positive change, true to Quaker values.

Description of how it shapes the learning experience –what is the crux of the program that is of focus in this short sharing:

• All students, JK-12, are enrolled in and benefit from the enhanced programming of the GLP
• The GLP is fully integrated into the curriculum 
• Programming is extensively researched and critiqued to ensure academic rigour and 21st century effectiveness.
• Content that facilitates understanding of the world around us and inspires students to take action, skills needed to be global leaders, pedagogy that elicits these content and skills areas

Three recent examples include:

JK to Grade 5 – The Foundation Years

Culminating in Grade 5:  

My Key Idea Project:  The students in grade 5 will choose an area of interest to investigate, generate questions, and explain its significance.  Students will recognize and express their own perspective, examine others’ perspectives and explain the impact.  Students will communicate their ideas effectively and present their project, take action to improve conditions.   So far this year the Grade 5 students have been learning about perspective, empathy and advocating.

Students have been learning how to begin a research project by creating a topic web listing of their ideas and information they will need to research.    They have been learning how to create an effective powerpoint presentation.  And Presentation skills as it relates to voice, posture and eye contact.

Grade 6 to 8- The Pillar Years

A student presentation of an experience or piece of inquiry-based research, developed through guided learning, that demonstrates growth in at least one of the three pillars (Wisdom, Adventure, and Community) and that represents a sense of who they are.  

Expression of Self

Format: Presentation (3-5 Minutes) live 

Audience: Teacher/Mentor Panel for first year (goal to bring in students from the MS program currently in Gr 11 and 12s by Year 5 [mentors?])

Content: Three year implementation strategy

Year 1 (Grade 6): 

• Relate your work on this culminating task to at least one MS-GLP pillar
• Reflect on how this assignment impacted your personal development. Students will consult with a mentor and relevant subject specific teacher about tailoring a culminating task they are most proud of into a developed Expression of Self
• Include Grade 10 panelists 

Year 2 (Grade 7):

• Guided learning through tasks to justify an area of focus 
• Use identification of pursuit pillars, focus on a specific pillar
• Link learning between Curriculum and Pillars
• Reflect  on growth from presentation

Year 3 (Grade 8):

• Move from guided to inquiry based learning -- Expression of Self is no longer a favourite culminating task. Expression of Self becomes a cross-disciplinary inquiry-based research project or demonstration of a significant development in skill/s. 

Grade 9 to 12- The Capstone Years

Capstone Project

The Grade 12 GLP Program focuses on developing the skills needed for a successful capstone project: an academic interdisciplinary essay and a pitch presented to an expert panel.  The project tasks students with developing an innovative solution to an issue of local or global significance.  Some students will actually implement their solution, and be able to speak about the impact of their solution at the final pitch competition.

Some of the results/impacts:

Achievement of the Core Competencies

Think Globally	Students are competent in analyzing culture and context, and can identify their own global responsibilities. They appreciate languages and connect languages to culture. They critically connect their learning to the world around them, academically challenging themselves to understand causes and contexts.
Lead and Collaborate	Students know how to apply leadership skills to a range of contexts. They demonstrate empathy and friendship and can independently generate support for a cause. They demonstrate good character, participation, teamwork and resiliency, developing commitment and the joy of effort.
Design and Build	Students research to innovate, invent, and problem solve. They can build models, frameworks and prototypes and use scientific method, mathematical modelling and other design processes. They are interdisciplinary and creative, and competent technology users, and can design to specifications.
Discover and Connect	Students learn through experiences, challenges, outdoor education and authentic classroom simulations. Students are mindful and self-aware, advocating for spiritual, emotional, physical and mental wellbeing. They develop the skills and tools to lead healthy, active lives, pursuing meaningful excursions and committing to long-term pursuits.
Create and Perform	Students connect with the world around them through public performances and publications in debate, the arts, radio, public speaking, writing and sport. They interpret many genres critically, engaging with their audiences and communicating effectively. They speak persuasively to inspire action.
Enact Change	Students actively engage with their community and advocate for important causes through environmental stewardship, social justice, service projects, and effective use of social media. They apply Quaker values to their decision making, as well as the whole school values of community, compassion, integrity, respect and responsibility.

Benefits & What I am Working on Learning to Apply or Modify:

The programme was implemented in 2013, and has become solidly established over the past few years. This year we will have our first class of GLP graduates. This programme has transformed our entire school into a thriving, forward-thinking educational opportunity that focuses on experiential education and servant leadership while satisfying the guidelines from the Ontario Ministry of Education.

For more information, please contact our Director of Global Leadership, Andrea Cleland.

Project Share

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Supporting Colleagues to Change

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Integrated Program Ideas

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Inquiry: Big and Small Steps

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Environmental Education Clubs

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Curriculum-Specific Ideas

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