PME 801

Collaborative Inquiry
Problem Solution Brief
20 November 2017
Professor Kathy Witherow

INQUIRY: How do facilitators meet curriculum outcomes while still supporting Collaborative Inquiry in
the classroom?







Baloukas-Apokatanidis, Paul
Handrigan, Jill
Martin, Sari
Whitney, Corinne

Table of Contents

Inquiry 2

Introduction 2

Literature Review Potential Solutions 5

Project-Based Learning 5
Design-Based Approaches 6
Makerspaces 6
Stages of Inquiry 7
Inverted Classrooms 9
Outreach Programs & Further Steps 9

Proposed Solution 10
Complex Instruction 10
Loop Learning 11

Appendix A: Prototype 14

Appendix B: Process Record 32

References 33

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 PROBLEM SOLUTION BRIEF

Inquiry

How do we meet curriculum learning outcomes while still supporting collaborative inquiry in the classroom?

Introduction

Whether preparing for college or for a career, the ability to successfully work together to solve problems and create new
material is a critical skill that students must be given as an opportunity to practice inside the classroom. In addition, studies have
shown that working in a collaborative manner does not only produce higher test-scores, but is more engaging as well. Creating
opportunities for collaboration falls to the teacher and requires thorough planning with enough maneuverability, explicit
instruction and an open mind. The importance of collaborative inquiry is shown in the 1995 School Restructuring Study,
conducted at the Center on Organization and Restructuring of Schools by Fred Newmann and colleagues at the University of
Wisconsin, where 2,128 students in twenty-three schools were found to have significantly higher achievement on challenging
tasks when they were taught with collaborative inquiry-based teaching, showing that involvement leads to understanding.
(Barron, B. Darling-Hammond, L. 2008). These practices were found to have a more significant impact on student performance
than any other variable, including student background and prior achievement. Small group learning (students working together
in a group small enough so that each individual can participate on a collective task) has been the subject of many studies. Much
of the research arrived at the same conclusion; there are noticeable benefits for students who work together on learning
activities. In one comparison by Zhining Qin, David Johnson, and Roger Johnson, of the four types of categories for problems
presented to individuals and cooperative teams, researchers found that teams outperformed individuals on all types and across
all ages(Barron, B. Darling-Hammond, L. 2008). Furthermore, researchers stated low-income students, urban students, and
minority students benefited even more from cooperative group work, a finding repeated over several decades (Barron, B.
Darling-Hammond, L. 2008).

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 Understanding this importance, it is even more imperative for teachers to weave collaborative learning into their syllabi
and lesson plans. With this in mind, however, based on some of the following research, collaborative inquiry-based learning is
done ideally through quite fluid lessons in which the objectives should be derived based on the learning needs of that particular
class, in that moment, from their interests and knowledge gaps. It is this understanding that creates dissonance when teachers
are faced with pre-determined curriculum objectives created by Ministries of Education, especially in senior high classes.

Inquiry-based learning is an approach to teaching and learning that places students questions, ideas
and observations at the centre of the learning experience. Educators play an active role throughout the process
by establishing a culture where ideas are respectfully challenged, tested, redefined and viewed as improvable,
moving children from a position of wondering to a position of enacted understanding and further questioning
(Scardamaglia, M. 2002). Underlying this approach is the idea that both educators and students share
responsibility for learning. (Inquiry Based Learning. May, 2013)

According to the Ministry of Education in Ontario, the above indicates that collaborative inquiry-based learning in the
classroom is created through the students interests and questions. What is facilitated stems from the curiosities and
knowledge gaps of students, and the teacher is responsible for recognizing conceptual inadequacies and then arranging
activities to further explore those inadequacies with shared responsibility from the students. (Scardamaglia, M. 2014, p. 400)
This seems quite counterintuitive to pre-determined curriculum outcomes. Inquiry-based learning in its purest form is an organic,
ever-changing classroom, where the curriculum is open-ended and originates from the students.

Although problem-based/collaborative inquiry is a proven teaching/learning method that yields results, many teachers
across the globe face time constraints, a loaded curriculum, and Ministry tests/exams that have traditionally influenced
teacher-driven instruction. Bell, Urhahne, Schanze and Ploetzner highlight that, Knowledge is considered as inert when there
is a lack of knowledge transfer in problem-solving situations that demand the use of already acquired knowledge (Renkl, Mandl,
& Gruber, 1996). By inquiring complex problems, knowledge may become less inert and more applicable (Edelson, 2001) (Bell,
2010, p. 350). However, when the learning goals are content-based, such as in Quebecs grade 10 history course, the skills
needed seem limited. For example, one of the learning goals that is expected to be achieved requires the student to name the
federal law which applies to Native peoples: the Indian Act (The first occupants, 1.a). The challenge remains ever-present:

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instructors must seek to adjust class time in order to incorporate collaboration strategies while engaging with the content
needed for an upcoming exam.

Standardized testing is another challenge in some contexts. In Ontario, there are three standardized testing points of
literacy and math skills and the Ministry of Education assesses these scores and makes comparisons locally, nationally, and
internationally. Teachers often feel pressure to create lessons that teach to the test when faced with standardized tests. These
types of lessons contribute to passive learning which is the opposite goal of collaborative inquiry-based learning. In the pure
sciences and scholarly disciplines, however, the top-level goals of knowledge creation are typically understanding and
explanation. These are also top-level goals of school subjects, increasingly so as standards and achievement tests shift away
from emphasis on recall to emphasis on evidence of understanding (Scardamaglia, M. 2014, p. 401). Although the emergence
and inclusion of collaborative inquiry-based learning is underway, it is met with existing systems that counteract its effects. The
existing systems have not caught up with the pedagogical mindset of inquiry yet, nor has it received full commitment from policy
makers. With the Knowledge Building approach we aim to provide a relatively clear-cut way of going beyond programs focused
on assessing and teaching 21st-century skills. By engaging students and teachers as active participants, along with
researchers, engineers, and policy makers, we aim to establish pedagogical models and technologies that provide an
alternative with potential to exceed existing curriculum standards and expectations (Scardamaglia, M. 2014, p, 401).

In Newfoundland and Labrador, there are provincial public exams at the end of high school but there are also common
District exams for grades 10-11. This means that all students in the region write the same final exam that is constructed by a
team of teachers. The exams are often perceived as high stakes testing that create anxiety for teachers because the final
results are compared within and among schools. Some teachers feel they are being forced to teach to these high stakes
summative tests but not talking about the data in useful ways. Add to that the inner conflict of having students complete a
paper/pencil test that can count for up to 50% of their final grade (in grade 12). Too often it seems like teachers in
Newfoundland high schools spend two to three years prior to grade 12 getting ready for this high stakes test. So what ends up
happening in some classes is very repetitive. In addition, students do not get very much choice in what types of texts they
read/listen to/watch or in how they respond to them. Many of the curriculum guides do provide lots of suggestions to support
more student-initiated learning but it does not always translate into reality.

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 Other group members have experienced post-secondary curriculum creation with scaffolded knowledge from one level to
the next, containing outcomes that are both specific and well-defined to complex and ill-structured. Post-secondary courses also
do not have the luxury of time on their side as some courses are only 14 weeks in length and in some cases condensed into 7
weeks. Many post-secondary courses are preparing students for profession-related licensing and exams; specific course
outcomes are necessary to prepare students for such exams.

In a senior high class, the ideal state of collaborative inquiry-based learning is comprised of the educator setting a theme
or problem that is taken preferably from students interests and questions, creating an atmosphere where ideas and idea
creation is central, giving students new questions to guide them further into their inquiry, and fostering an environment where
educators and students are the co-creators of the learning experience, recognizing inadequacies or knowledge gaps, while
accepting mutual responsibility for the planning and assessment of learning. How do teachers of young adults infuse this
pedagogy into the classroom with Ministry-driven curriculum outcomes and standardized testing? What strategies can teachers
use to mitigate the tension points between being accountable for curriculum outcomes while remaining true to the pedagogy of
collaborative inquiry-based learning?

Literature Review Potential Solutions

Project-Based Learning

Project-based learning (PBL) is described as projects that are complex based on challenging questions on problems
(inquiry). The students are in control of the problem-solving, which means decision-making and investigative activities. The
end result is realistic and authentic products or presentations. Central concepts include authentic assessment, teacher
facilitation but not direction, cooperative learning, reflection, the use of cognitive, technology-based tools, a community of
inquiry, and adult/real-world skills. (Thomas, J.W. 2000). The most important feature related to this problem brief is the inclusion
of explicit educational goals. PBL is central to the curriculum in that PBL is the central teaching strategy where students
encounter and acquire knowledge that are part of the subject and its curriculum outcomes through the project. So the problem
or inquiry given to the students comes from the curriculum rather than the knowledge gaps of the students organically arising.
This feature separates PBL slightly from the purest form of collaborative inquiry. PBL is also a strategy that can be applied to

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most subjects and disciplines as the projects can take on many forms such as presentations, products, role plays, debates,
designs, etc. (Thomas, J.W. 2000).

Design-Based Approaches

Design-based instruction is based on the premise that children learn deeply when they create products that require
understanding and application of knowledge. Design activity involves stages of revisions as students create, assess, and
redesign their products. The work often requires collaboration and specific roles for individual students, enabling them to
become experts in a particular area. Design-based approaches can be found across many disciplines, including science,
technology, art, engineering, and architecture. An example of a design-based approach is in a 2000 study by researchers C.E.
Hmelo, D.L Holton, and J.L. Kolodner, where sixth-grade students designed a set of artificial lungs and built a partially working
model of the respiratory system. The learning-by-design students viewed the respiratory system more systemically and
understood more about the structures and functions of the system than the control group. Overall, design-based approaches
differ from project-based learning in that they are
designs or creation based-projects. They are a
subsection of PBL strategies and work well with the
science, technology and engineering disciplines. PBL
can include a wide variety of projects and not just
creation and design. (Hmelo-Silver, C.E. 2004)

Makerspaces

Makerspaces is a combination of design-based

learning and project-based learning in that
makerspaces are setting up classroom environments
where creation, design, and engineering naturally
occur but there should be some parametres based on
the intersections of students interests and curriculum.
For young adults, Makerspaces often rely heavily on
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technology and media where much of the discovery, collaboration, and design occur. For young learners, a Makerspace
includes the physical environment setup for collaboration but includes a variety of materials for building such as popsicle sticks,
glue, modelling materials, etc. Much of the work in class is hands-on, while technology broadens the experimentation, discovery
and creation to outside the classroom. A makerspace classroom has many authentic materials and props with tables and desks
set up as discovery or workstations where collaboration can easily occur. Overall, it is about keeping classrooms viable to the
modern world. (West-Puckett, S. September 13, 2013)

Stages of Inquiry
Students New to Inquiry
When students first begin the inquiry process it is best to ease them into it. Teachers should limit the number of new concepts
and skills that will be introduced. The teacher picks a topic too, so that students can begin inquiry directly, without being
overwhelmed.
At this stage students should be able to:

Choose from a set of concrete topics that have been pre-selected.

Connect the topic to their personal experiences and work on it.
Talk to others to gather information and go through informational texts.
Use note-taking skills to record their information.
Begin to use technology to locate, organize, and create presentations.
Create a basic report or presentation based on specific guidelines.

Limited Inquiry Experience Learners

Students who already have an idea of how inquiry-based learning functions can be allowed more freedom in picking a topic and
directing the inquiry process. While guiding students at this level, the teacher should watch for certain signs as a mark of
development in the inquiry process and in the student.

At this stage students should be able to:

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 Select a topic within the general curriculum theme.
Build basic understandings based on background knowledge.
Talk to others to gather information.
Find guides, such as online library catalogues, online subject directories, and keyword and subject searches.
Create a basic report or presentation.
Use technology to locate graphics and media to enhance their report.

Reasonable Inquiry Experience Learners

At this stage, teachers are able to direct the students and then help them take charge of the inquiry process. Students are
specifically taught note-taking skills, including highlighting techniques, interviewing skills using graphic organizers and the
teacher helps students with their topic direction.

At this stage students should be able to:

Select issues-based topics, arguing for or against it.

Build on their general background understandings of the theme.
Carefully select and evaluate a variety of resources.
Use search guides and the internet appropriately.
Create a report based on guidelines provided in the planning phase.
Use technology appropriately to enhance their presentations and reports.

Advanced Inquirers
When students have been following the inquiry-based approach over a period of time, they are able to understand its
significance and also how they must go about it in a manner that is productive. By the time students get to this stage (usually
Grade 10 to 12 and beyond) teachers can allow them greater control over the inquiry process.

At this stage students should be able to:

Select specific topics, develop and support a position or point of view for thesis-based inquiry.
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 Build on their general background understandings of their topic.
Carefully select and evaluate a variety of resources.
Use search guides and the internet, conduct interviews.
Record information using note-taking strategies and create a report in response to the needs and interests of the
audience.
Use technology creatively to enhance their presentations and reports.
Monitor and adapt inquiry skills and strategies during the process. (How can teachers implement inquiry based
learning in the classroom? n.d.)

Inverted Classrooms

Generally, students acquire fixed knowledge and learning outcomes through lectures, readings, and other standard
sources outside the classroom and most likely online. However, inside the classroom, students are working on more
challenging, high-level collaborative tasks when more of the instructors help is available. With lectures posted in recorded video
outside the classroom, students can re-listen as many times as needed, and overall work at their own pace. In class, they can
internalize the information with help from peers and facilitator through discussion, discovery, experimentation, and collaboration.
(Talbert, R. 2012)

Outreach Programs & Further Steps

Fostering a Culture of Creativity by Suzie Boss centers on the Calgary Science School, in its 13th year, which has had a
consistent focus on problem-based and inquiry-based teaching and learning. Furthermore, Authentic, student-centered learning
is embedded across all subject areas, and much of the learning is supported by innovative and powerful uses of technology and
outdoor education (Boss, S. 2011). Neil Stephenson, the director of professional development and collaborative outreach for
the school states that The name 'Calgary Science School' can be a bit misleading. We focus on more than just science
education. Rather, we're trying to embed the disposition of a scientist into everything we do we want everyone in our
community doing research, critically thinking, and collaboratively building knowledge" (Boss, S. 2011). The learning does not
stop in the classroom, as part of their outreach program every project that is completed is posted to the blog and hopes to
inspire future research or learning. Recent posts have discussed the benefits of using Edmodo where students, reflected on a
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ninth-grade identity project that led to publication of a digital poetry anthology, and described development of a digital inquiry
resource to help students explore questions about the Renaissance.

Proposed Solution

How do facilitators meet curriculum outcomes while still supporting Collaborative Inquiry in the classroom?

Complex Instruction

Stanford Universitys Elizabeth Cohen and her colleagues reviewed research and focused on internal group interaction
around tasks. She and her colleagues proposed complex instruction and described it as one of the best-known approaches,
which uses carefully designed activities requiring diverse talents and interdependence among group members (Barron, B.,
Darling-Hammond, L. 2008). Roles are assigned to students to encourage equal participation such as such as recorder,
reporter, materials manager, resource manager, communication facilitator, and harmonizer. Teachers pay attention to unequal
participation, a frequent result of status differences among peers, and are given strategies to bolster the status of infrequent
contributors. Furthermore, it is ideal for teachers to decide the roles for their students based on their strengths. Ideally, an
instructor would choose someone with strong interpersonal skills to be the facilitator and help manage the groups ideas,
questions and concerns.

Complex Instruction as a Solution

Complex instruction fits the lesson plan aims and outcomes as it addresses a number of factors. Firstly, applied students
could be new to inquiry-based Learning and according to the article How can teachers implement inquiry based learning in the
classroom?, complex instruction allows slightly more facilitation by the instructor. (How can teachers implement inquiry in the
classroom. n.d.) Secondly, the content requires discussion more than problem-solving or experimentation. By offering roles, it
helps ensure the sharing of ideas, the adjusting of existing knowledge and assumptions, and opportunity for negotiation with all
group members input and participation. Overall, complex instruction is an ideal strategy that can easily be infused into a lesson

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plan. The strategy fosters the fundamentals of collaborative inquiry by following a student-centered approach to learning,
collaborating with others and demonstrating learning in a deep and meaningful way.

Loop Learning

According to Mezirow (2000) transformative learning

refers to the process by which we transform our
taken-for granted frames of reference (meaning
perspectives, habits, or mind-sets) to make them more
inclusive, discriminating, open, emotionally capable of
change, and reflective so that they may generate
beliefs and opinions that will prove more true or
justified to guide action. (pp. 78) (Nicolaides, A.,
Dzubinski, L. 2016, p. 122) Mezirow stated that
learning is a change in assumptions. He also noted
that transformation occurs through rational critical
self-reflection and communicative discourse leads to
reflectively and critically taking action on the
transformed frame of reference.

Loop learning provides a framework focused on the

degree of transformative change a learner experiences. Classified into three three levels: single loop learning, double loop
learning and triple loop learning, each loop is distinct. What differentiates one loop from another is the level of the level of
inquiry, engagement and change a learner experiences in the learning process.

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Single Loop Learning is focused on behavioural adjustments through linear question and answer, or action result. The
behaviour is adjusted to achieve different outcomes without adjusting the habit of mind therefore, this style of learning lacks
reflection or awareness of metacognition. Students look
to past achievement and response to task is routine
(what/how they would typically do) but change to ones
knowledge of the topic based on positive or negative
results does not really impact greater view or habits of
action.

Double Loop Learning is focused on exploration and

revision of underlying assumptions for meaning making.
The change is to structure or strategy of assumptions,
not just a change in our knowledge base. In other words,
the change occurs in our problem solving process as well
as our knowledge base. There is inquiry into the
development of action (rethinking how you engage with
other people, rethinking purpose of collaboration).

Triple Loop Learning is the most complex and can be

likened to awareness in action. A students awareness
about how ones intentions, actions and impacts are
aligned. Triple loop learning manifests itself as a shift in attention or vision but is unpredictable/uncontrolled learning. It is
completely up to the learner how he/she seeks out and makes meaning and then acts on values and beliefs, meaning it involves
questioning whether the mutual discovery process worked, analyzing right and wrong, analyzing internal resistance to
collaboration, etc. (Nicolaides, A., Dzubinski, L. 2016).

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Loop Learning Assessment as a Solution

In considering proposed solutions to our problem, loop learning is a well defined framework which provides learning
facilitators an added means of differentiated assessment. Assessing collaborative inquiry output against expected learning
goals helps to measure how transformative a student's experience is (or has been) and in doing so, facilitators will have the
ability to manipulate classroom activities and construct a plan to better engage students in collaborative inquiry .

Additionally, a collaborative inquiry rubric (based on loop learning benchmarks) is a means of providing feedback and an
opportunity to discuss and promote self reflection (for the learner). Reflection is a key component to growth and Schons
reflective practice theory, reminds us that, Reflection is a conscious and rational action that can lead to reframing the problem
(when the frame is not satisfactory), the making of new moves, or attending to new issues (naming, when the reflection leads to
satisfaction) (Valkenburg, R. Dorst, K. 1998). The rubric helps to establish gaps in a learners participation in collaborative
inquiry thus helping them to understand areas where they might improve on performance.

In terms of the collaborative inquiry rubric, learners at the developing or satisfactory level are likely operating as single
loop learners. Their engagement with learning material is limited to familiar terms and practices and they are not comfortable
nor compelled to explore unconventional ideas or concepts. At the skilled level, second loop learning is likely more prevalent.
Learners are more grounded in their knowledge and in their ability to represent their ideas to the group. They see connections
in the shared knowledge and see the value in working as a team toward a shared goal. Triple loop learners are the masters.
They are reflective in their collaborative participation and are keenly aware of the role that they play.

Loop learning concepts seemed to tie in very well as a solution to our problem. In building a collaborative inquiry rubric
based on these concepts, we believe that facilitators have a tool to effectively measure learning outcomes as they related to
collaborative inquiry in the classroom.

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Appendix A: Prototype

The following lesson plan is the prototype we created using our proposed solutions for the inquiry problem.

LESSON PLAN OUTLINE

Lesson Plan Title / Subject: Exploring and analysing texts that advertise

Date: November 20, 2017

Class / Grade: English Grade 9, Applied Writing

Length of Class (minutes): Two (60 minute) classes Total: 120 minutes

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LEARNING GOALS:

Learning Goal Success Criteria Coded Expectations Collaborative Inquiry Goals

By the end of this lesson, students Identifying Topic, Purpose, and Reflective stance
will: Audience Negotiation
1. Identify: 1. Is able to identify the topic,
1.1: Identify the topic, purpose, Contribute to shared knowledge
Topic purpose and audience in the
Purpose document(s) presented. and audience for a few different Demonstrate stamina
Audience (1.1) types of writing tasks:

2. Construct meaning from a 2. Is able to construct meaning Examples:
variety texts (4.3): from a variety of texts (e.g. 1. a promotional flyer advertising
Brochure provide examples their school for Grade 8
Video /illustrations to guide students in another school
Article reasoning) 2. a formal paragraph stating and
Flyer explaining an opinion on a
topic for the teacher;
3. a newspaper article and
accompanying photograph for
the local newspaper


4.3: Use a variety of reading and
viewing processes and strategies to
construct meaning from texts

LEARNING SKILLS:

X Responsibility X Collaboration
X Self-regulation Initiative
Independent Work Organization

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Example:

Teacher prompt:

Readers of newspapers see the photographs and headlines before they read the articles. What will catch the readers eye in this photograph?
How will that influence the way you approach your article?

This is one goal that might work

LITERACY FOCUS:

Locate and use information from a wide Communicate effectively using visual forms and
variety of sources symbols

Use oral/written communication suitable for Read and interpret (orally or in writing) visual
purpose and intended audience forms

X Read for purpose and/or pleasure X Think critically and respond to text or oral
work
Write with purpose and clarity
Other:

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BRIEF DESCRIPTION OF OVERALL LESSON:

Time Segment Description Resources

(minutes)
Begin Class Hook Students enter the room and find a variety of
Print and digital advertisements
1 advertisements available for them to explore.


Collaborative inquiry should be challenging Students complete an entrycardidentifyingwhat
Mobile and desktop devices for digital
30 min. enough that team members need each other they already know about different types of texts.
advertisements

to succeed. We strive for collaborative Teacher directs students to engage with the

learning to consume about 50 percent of documents. Entry card (paper or digital)

instructional class time. (Smith et al, List as many text forms/types
Students explore freely while the teacher
2017, p. 115) observes and notes questions and comments as you can think of.
Choose two of the text types
students are making about the texts. (Broderick,
D. , 2014) you listed and describe how
they are different.

30 min. Assessment for Learning Teacher asks critical thinking questions: Teachers note keeping tools
How will you gauge previous What makes you think this is intended for ? (paper/pencil, checklist, video/audio,
End Class 1 learning/ongoing learning? How will What do you think is the point/purpose of this etc.)
you use that information? document?
What is it about this ad that makes you think its Exit card (paper or digital)
trying to ? Define purpose.
Can you describe similar advertisements? Where If you could do this activity
did you see them? over again, what is one thing
Students complete an exit card to reflect on the you would do differently?
exploration activity.
Begin Class Delivery of New Ideas Introductory Instructions:
2 What is your plan for delivering the 1. Teacher shares select exit card definitions from
content or new ideas you want the previous class. Teacher asks students to
15 min. students to learn? discuss the merits of these and generate working
definitions for audience and purpose for todays
class.
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 The knowledge building
approach by Scardamalia and Bereiter
(1991) describes inquiry as an
unpredictable, holistic process of creative
development of ideas within a community of
learners. (Bell, 2010, p. 352)
20 min. Learning Tasks:
According to socio-constructivistic learning
theories (Duit & Treagust, 1998),
knowledge emerges by collaborative search of
problem solutions in communities with
distributed information among its members.
(Bell, 2010, p. 351)
Ongoing Assessment as Learning:
2. Students begin working in pairs.
3. Students transition to small groups.
4. Student groups present their consensus to class.
5. Class discusses emerging ideas/concepts .
(Consensus is important for moving into
analysis).
Complex Instructions:
1. Teacher distributes instruction card for each
group.
2. Teacher distributes role cards to each group and
establishes the roles for each student: Reporter
(oral presenter), Recorder (writer), Facilitator
(manager/oversee group) and Connector (finds
connections to real world).
Introductory Instructions:
1. Teacher asks students to consider new ideas
about audience and purpose.
2. Teacher explains they will now discuss in their
group four different examples of media.
3. Teacher reinforces that each student needs to
keep to their role.
4. Teacher explains that groups must agree on the
answer for each question.
Complex Instructions:
1. Teacher distributes worksheets and media (article,
video, flyer and brochure) to each student group.
2. Students work in groups using their role
descriptions to guide their activity.
3. Students confer to reach a consensus and answer
the questions on each of the worksheets.
Introductory Instructions:
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 How will you assess as they go? How
will you provide useful feedback to
students?
1. Teacher circulates among the groups.
2. Teacher provides limited input.
(seek to allow group consensus to transpire
organically)
Complex Instructions:
1. Teacher observes students as they collaborate in
groups to gauge interactions.
2. Teacher conducts cursory review of worksheets
as students record ideas.

Instructional Strategies: Think/pair/share Debate

Think/pair/draw Coding for importance
Four corners Inside/outside circles
Graphic organizers Rapid writing
Placemat XIndividual/pair/grou
Jigsaw p work
Gallery walk Numbered heads
Graffiti Direct teaching
Learning centres Role playing
Demonstration Seminar panel
Hands-on activity
20min. Assessment of Learning: Introductory Instructions:
Keep this very small, toward the end 1. Student (reporter) presents collective response to
of class to be sure students can do questions on worksheets
what you set out in the learning goal. 2. Students identify the correct topic, purpose and
Hint: Look back to the verb used in audience for each of the documents.
the learning goals and find a way to Complex Instructions:
get students to do that action 1. Instructor collects worksheets for each group
whether it be to identify or 2. Instructor assesses worksheet responses using
articulate or explain etc. rubric
3. Instructor provides observation/feedback related
to collaborative inquiry using rubric

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5 min. Wrap Up/End of class:
How do you plan to end the class
End Class 2 (connect the dots, final assessment,
etc.)?
Teacher reviews topic, audience and purpose (class
discussion).
Teacher solicits student input for additional media
(ads/brochures/videos) that they have
encountered.
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 Group Instruction Sheet

Group 1
Facilitator: Jason
Connector: Kylie
Recorder: Justin
Reporter: Jenna
Group Roles

Facilitator: Your job is to manage the group, make sure everyone is on task and working together. You also have another important job, you
are responsible for directing questions to the teacher. Remember, you are the leader, and leaders lead by example! Be constructive
and motivate the group to get the job done!

Connector: Time for some real-world connections! Your job is to focus the groups attention towards how these handouts connect to the real
world. How do they connect to you and your classmates? Think critically and try your best to make connections to yourself, your
community, other texts that you may have read and the world!

Recorder: Your job is to complete the worksheet and take notes. Only you will have access to the pencil and what is to be written.
Remember, you have been chosen by your teacher to write, so write neatly and stay focused on what the group decides should be
written. Of course, you may contribute to the ideas.

Reporter: You guessed it! Your job is to report back to the class your groups findings by reading out the completed worksheet. Feel free to
practice once or twice before going up and adding a little flair to your presentation. Remember, a strong presenter attempts to
maintain eye-contact, speak in a tone that is audible to the class and is engaging!

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Instructions

Congratulations! Youve been grouped and your role has been carefully selected.

Please ensure that you understand your roles and if you have any questions, ask your group members first, then the teacher!

Each group should have: 1 instruction sheet (this sheet), 1 answer sheet and 4 documents: 1 newspaper, 1 brochure, 1 flyer, 1 Video.
*Total of 6 documents* - Facilitator, please verify this now.

Each group should have 1 answer sheet, which the recorder will write on.

While filling out the worksheet make sure to keep in mind these helpful ideas:
1. What the topic of the document is for? *Hint* To find the topic, try summarizing the document in one word.
2. What is the purpose of the document? Why was it created?
3. Who is the intended audience? Who is this document for?

The following page will tell you which document is on what page. Please proceed to the next section.

DOCUMENT PAGE GUIDE

Article (Page 26)

Read through the article and discuss the topic, purpose and audience.

Video (Page 27):

Watch the following video with your classmates on your cell phones using headphones- or a school Ipad and discuss the topic,
purpose and audience.

Brochure (Page 28):

Read through the brochure with your teammates and discuss the topic, purpose and audience.

Advertisement/Flyer (Page29) :
Look through the flyer with your teammates and discuss the topic, purpose and audience.
22
 Answer Sheet

ARTICLE (Document #1)

Question 1: What is the intended purpose of the article?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Question 2: How do you know?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Question 3: How does this article relate to you?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Video (Document #2)

Question 1: What is the intended purpose of the video?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

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Question 2: How do you know?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Question 3: How does this video relate to you?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Brochure (Document #3)

Question 1: What is the intended purpose of the brochure?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Question 2: How do you know?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Question 3: How does this brochure relate to you?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

24
 Flyer (Document #4)

Question 1: What is the intended purpose of the flyer?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Question 2: How do you know?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Question 3: How does this flyer relate to you?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

25
Article

Paper Helmets Anyone?

Do you love to bike? But how annoying is it that you are ready to race your friends around
the neighborhood, only to have an adult call out - wear your helmet! It often happens that
folks forget to, or simply avoid wearing their helmets because its is just very bulky and
bothersome. Well that need not be the case any longer. Recently Isis Shiffer, a cyclist and
student of Pratt Institute New York, came up with a cool Ecohelmet that meets safety
needs of bikers and can be folded up to carry around easily. Her invention even earned her
the James Dyson award! The James Dyson Award is presented to recent design graduates
or university students with unique ideas. Ms. Shiffer won the award of 30,000 to continue
her development. Safety First! Isis Shiffer sporting her EcohelmetAs concerns of global
warming increase, people are realizing the benefits of commuting on bikes for health and
the environment.

However, when sharing the road with automobiles, safety of the cyclist is very
important. The helmet is a critical piece of protective equipment. Studies have shown
that wearing a helmet reduces the risk of a serious brain injury by up to 88%! You
have one head. Protect it goes the slogan. Helmets have to meet many safety
standards. It is constructed of layers of inflexible synthetic material such as padded
foam that offers the best possible protection, while being lightweight. How Does A
Helmet Work? Have you noticed that a helmet has a hard exterior plastic shell and is
lined with foam inside? It also has a strap to keep it firmly on the head. In case of a
crash, a helmet absorbs the force of the fall. The foam crushes when the head hits the
road and cushions the blow to save your brain. The shell prevents the neck from
jerking while keeping the foam in place. So it is important to secure the strap correctly.

26
Video

Link for video: https://www.youtube.com/watch?v=dRl8EIhrQjQ

27
Brochure

28
Flyer

29
Rubric/Assessment:

Content knowledge Developing Satisfactory Skilled Mastery

Comprehension I have trouble finding
my way through texts and I
have trouble understanding
what Im viewing/reading.
I can find my way through
texts but I may have trouble
understanding what Im
viewing/reading.
I can navigate the text and I
can make specific links to
ideas in it.
I can easily navigate texts to
understand what Im
viewing/reading. I use prior
learning to know what a text is
about.

Analysis I can identify messages in I can identify a message and I can deconstruct texts to I deconstruct texts to
texts but I dont ask questions purpose of texts in a general determine a message and determine message and
about texts or talk about way. My questions are vague. purpose. I show thought in purpose. I show insight in my
purpose. my questions of texts. questions of texts.

Personal response I can identify the impact
texts have on me but I cant
make personal connections
with texts.
I recognize that texts impact
my thinking in general ways. I
can make personal
connections with texts.
I explain how texts impact
my thinking. I use mental
images to help connect
personally to texts.
I can make sense of new
information by making
personal connections to texts
and use these connections to
defend my opinion.

Critical response I recognize features of texts
but Im not sure how they
achieve purpose.
I identify how text features
achieve purpose.
I summarize the meaning of
texts and explain how
purpose is achieved.
I infer meaning of texts and
question whether purpose is
achieved. I can make
suggestions to improve or
extend meaning.

Mechanics I can identify basic techniques I describe basic techniques I describe a variety of I describe a wide range of
but I cant identify messages that support ideas but I may techniques that support ideas techniques used to create
easily. have trouble identifying a and communicate a message. stylistic effects and
message. communicate a message.

30
Rubric/Assessment:

Collaborative inquiry Developing Satisfactory Skilled Master

Reflective stance I dont take time to think I take time to think about I talk about my thinking I take deliberate steps to think
about my thinking. I have my own thinking. I and ask questions about about my own and other team
trouble figuring out what demonstrate that Im my team members members actions and adjust my
my team members are aware of my team thinking. behaviour as needed.
thinking. members ideas.

Negotiation Im not sure how to help I ask others for their I accept and adopt others I use effective give-and-take
my team achieve its goals, opinions and listen to opinions and can express skills to help my team achieve its
and make little to no compare to my own, but I mine in a constructive goals. I help my group when we
effort in attempting to find conflict sometimes manner. get stuck and give suggestions to
push their ideas forward. difficult. help us get closer to our goals. I
can synthesize the groups ideas
and move the discussion
forward.

Shared knowledge Im not sure what my I sometimes share my I share my ideas and help I know what the rest of my team
whole team knows as a ideas with my group to integrate and build on knows and present my ideas to
group. members, but I am not other members ideas. build a shared view of our
sure how to connect our knowledge and goals.
thoughts..

Demonstrate stamina Im not confident about I monitor my own I actively participate and I effectively self-monitor my
monitoring my own learning some of the time focus on the group task actions to ensure they help me
behaviour to help my and make adjustments and I recognize when we meet my teams goals. I actively
team meet its goals. I when needed, but are off task. I suggest seek to solve and overcome
tend to give up easily occasionally find myself solutions to help get us challenges.
when things get difficult. off task. back on task.
(PISA in Focus 2017/77; Nicolaides, & Dzubinski, 2016; Harlen, 2000)

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Appendix B: Process Record

During our collaborative inquiry our group used Microsofts Sway, an app available in the Microsoft Suite through Queens
University. It is a digital tool that all members of the group have editing rights to. This link takes you to this digital environment:
https://sway.com/HfkES40ldGDGh32N?ref=Link

32
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