Personal Inquiries Rationale and Process

Rationale:

Using this inquiry based approach will give you an opportunity to personalize your learning by exploring questions and ideas that interest you and that build on your prior knowledge and background.  Rather than fitting into the agenda of an instructor, you will create questions that are located within course content outcomes (School Governance, Social Justice, Learning Diversity) and take them to a place that is meaningful to you and your peers as beginning educators.

Process and Expectations:

In collaboration with your PLP, you will explore three questions, one on each of the content topics of our course work (Social Justice, Learning Diversity, School Governance).

  • On Friday mornings, you will decide as a group on the topics of inquiry that you will be exploring for the following week. This is to ensure that your group is covering a wide range of the course competencies,
  • Over the weekend, you will craft your question based on your chosen topic.
  • On Monday mornings you will meet on a rotating basis with content instructors to refine your inquiry question for the topic of the week.
  • The remainder of the week, you will research and gather information to support your inquiry question.
  • On Fridays you will present your inquiry in an engaging and interesting manner to your PLP,  demonstrating thoughtful consideration of your topic/theme while sharing key ideas and making connections to your personal and professional context.
  • At the end of Friday morning presentations, it is essential that you choose the topics for the following week.

Criteria:

1. Each question is situated within the outcomes of specific course content.

2. Includes an exploration of current theories or research as they pertain to the question presented, and makes connections to applicable readings (from book club and/or other readings).

3. Considers its implications to teaching – how does this inform you as an educator?  What are the implications for teaching practices based on this knowledge/information (implications to assessment, planning, adaptations, etc)?

4. Invites the group to re-imagine the topic – reframing prior understandings and inviting new questions and ideas for exploration and action.

 

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