Galileo

Leadership
Academy

Collaborative Inquiry
Learning Fair
May 3, 2018 • 1:30 PM – 3:00 PM
Oakland Schools
Mission: The Galileo Leadership Consortium will advance the development of teacher leadership
to ensure high levels of learning for all.
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“The ultimate goal of engaging in collaborative inquiry is to create an inquiry stance toward
teaching. This stance becomes a professional positioning where questioning one’s own practice
becomes part of an educator’s work and eventually part of the school culture.”

—Fichtman, Dana, Thomas, Boynton

Dale Steen, President , Galileo Leadership Consortium

Joyce Fouts, Executive Director
Jenifer MIchos & Meghan Ashkanani, Academy Facilitators
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Galileo
Leadership Consortium
Macomb
Center Line, Fraser, Fitzgerald, Lake Shore,
Lakeview, South Lake

Oakland
Avondale, Birmingham, Bloomfield Hills, Clawson,
Farmington, Ferndale, Huron Valley, Lamphere, Novi,
Oakland Community College, Oakland Schools, Pontiac,
Southfield, Troy, Walled Lake, Waterford, West Bloomfield

Wayne
Dearborn, Garden City, Grosse Pointe, Livonia,
Northville, Schoolcraft College, South
Redford, Wayne RESA, Wayne-
Westland, Woodhaven
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Collaborative Inquiry…can transform learning,

leading, and teaching
A significant impact of collective teacher efficacy is a sense that teachers
can overcome learning challenges when they rely on another’s expertise.

Factors Influencing Student Achievement

INFLUENCE EFFECT SIZE

Collective Teacher Efficacy 1.57
Prior achievement 0.65
Socioeconomic status 0.52
Home environment 0.52
Parental involvement 0.49
Motivation 0.48
Concentration/persistence/engagement 0.48
Homework 0.29

—John Hattie, 2016


1:30 PM
1. Growing Kind Kinderminds
RED
2. See It, Write It, Use It
3. Wake Up, Class!
4. Transforming Math Class from
a Siesta to a Fiesta!
BLUE
5. Doodling: The Whole Kit
and Kaboodle
6. Teach, Reflect, Learn
7. Alone We Can Do So Little,
Together We Can Do So Much
YELLOW
8. Can’t We Watch the Movie?
9. Is This for a Grade?
GREEN
SESSION KEY
5
Show Times
2:00 PM 2:30 PM
10. Beyond the Obvious: Helping
Students Become Independent 22. Why Is This Important?
Analyzers of Complex Text
23. It’s About Becoming a
11. Voice and Choice:
Mathematical Thinker, Not a
Where Learners Lead
Calculator
12. I’m Just Going to Let Them
Do the Work: Engagement and 24. Powering Up PLCs
Motivation in Group Work
13. Powerful Formative
Assessments that Utilized Peer- 25. Getting It WRITE
Assisted Learning
14. Read the Article—Now What? 26. What Are you Thinking?
27. Under Construction:
15. What Are You Thinking?
Constructive Feedback
28. So What? Answering the
16. Hey, Are We Learning Yet?
Toughest Questions
17. Unleashing the Potential of 29. Why Are Those Red Marks
PLCs on My Paper?
18. If a Child Doesn’t Know How
30. Mistakes are Expected,
to Read, We Teach Them.
Repsected, Inspected, and
If a Child Doesn’t Know How to
Corrected
Behave, We...?
19. I Don’t Remember Learning
31. Misteaks Happen!
That!
20. Phonics Phun: No More
32. SQuATing
Worksheets!
21. Masters of Mindset 33. Strategy, Strategy, Strike!
Red—Room D Blue—Room D Yellow—Room C Green—Room A
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Show Time 1:30 – 1:55 pm

1 Growing Kind Kinderminds

Teaching Kindergarteners to collaborate and problem solve through social skill lessons, Makerspace, kindness
challenge, 3C’s Circle and a growth mindset

Lindsay Otto, Lamphere • Candace Brewer, Fitzgerald • Traci Bastuba , Walled Lake • Nicole Filiccia, Grosse Pointe

2 See It, Write It, Use It

Do you ever say to yourself, “my students know more than they show!” or“ but I taught them that!” ?
During this session, you will learn and experience Picture Word Inductive Models just like our First Grade
students have over the last eight weeks.

Jennifer Graham & Calla Miller, West Bloomfield • Kimberly Wilson-Smith, Southfield • Patricia Owen, South Lake

3 Wake Up, Class!

Once there were four Fourth Grade teachers who struggled with student engagement. Not any more!
Come find out how they overcame the change by incorporating technology and thinking routines.

Michelle Hudson, Clawson • Jill Jeung, Novi • Traci Lampela, Walled Lake • Zach Rondot, Troy

4 Transforming Math Class from a Siesta into a Fiesta!

As high school math teachers, we investigated the use of hooks, real world examples, hands-on learning, and
collaborative strategies to promote student engagement and higher levels of learning.

Ashley Reynolds & Megan King, Wayne-Westland • Devon McKee , Waterford •Nick Peruski, Huron Valley
Lynda Shannon, Farmington • Carree Finazzo, Center Line • Ashleigh Apostolovski & Karen Besek, Northville

5 Doodling: The Whole Kit and Kaboodle

Every class has at least one. The student staring into space or doodling without purpose. Was it you? Copying
down outlines, bullet points of information, and filling in charts can cloud many students minds, forcing them to
escape into a world of clarity involving doodling. Transforming that doodling into Sketchnoting, allows the brain
to remember the information tied to the image. (Third–Sixth Grade)

Loren Fantich & Sara Rich , West Bloomfield • Marie Kennedy, Garden City • Jaime Mahanic, Woodhaven

6 Teach, Reflect, Learn

Join instructional leaders as we share the journey of student engagement through the creation and
implementation of success criteria and student reflections.

Kate Krolczy, Lamphere • Diana Mansour, Dearborn • Tina Frazier & Kristi Skladanowski, Fraser

SESSION KEY Red—Room D Blue—Room D Yellow—Room C Green—Room A

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7 Alone We Can Do So Little; Together We Can Do So Much

As First Grade teachers we began our inquiry process by discovering the greatest need within our classrooms.
We determined our students needed to maximize time and be encouraged to become reflective learners in
small groups. Our inquiry question is what tools and strategies can be used to increase student learning in
small groups.

Jennifer Camilleri, Novi • Kelly Kiefer, Lake Shore • Yolanda Peoples, South Redford • Anissa Saad, Lake Shore

8 “Can’t We Just Watch the Movie?”

Whenever a new text is introduced, the first question many English teachers hear is whether or not there’s a
movie, stemming largely from students’ assumptions that they will be unable to understand the text. Students’
fear of failure and inadequacy can greatly impact their success or perceived success in reading and writing.
Formative assessments that are designed to help students recognize their strengths will enable students to
work toward taking new risks and engage with texts in a new way, hopefully proving that the book is always
better than the movie.

Rachel Matz, Bloomfield Hills •Bret Davis & Lesley Harris, Center Line • Amy Baditoi, Northville

9 “Is This for a Grade?”

As middle school ELA teachers, not a day goes by where we don’t hear this question. We’d like to shift that
mindset from one that solely focuses on grades to one that emphasized authentic learning.

Deanna Bryan, Northville • Sarah Tapley, Huron Valley • Kim Assenso, Pontiac • Joanna Graham, West Bloomfield
Shelley Garland, Grosse Pointe

SESSION KEY Red—Room D Blue—Room D Yellow—Room C Green—Room A

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Show Time 2:00 – 2:30 pm

10 Beyond the Obvious: Helping Students Become Independent Analyzers of Complex Text
Students often rely on high school teachers for text analysis and struggle with analyzing complex texts on their
own. Our focus was to facilitate the development of autonomous student analytical reading skills by employing
new reading strategies to help students unpack and understand the text.

Lena Resin, Lakeview • Katie Welsh, Clawson • Sara Belvedere, Fraser • Shana Saddler, Farmington

11 Voice and Choice: Where Learners Lead

Three high secondary social studies teachers moved away from lecture-based instruction and traditional
assessment by embracing elements of project-based learning, shifting the ownership of learning to where it
should have always been—the student.

Matt Fairchild, Birmingham • Colin Campbell, Avondale • Matt MacLeod, Bloomfield Hills

12 “I’m Just Going to Let Them Do the Work”: Engagement and Motivation in Group Work
Harkness. Formative. Assessment. How many times have we heard these buzzwords? High school science and
career teachers will share their experiences engaging students in group work and taking responsibility for their
own learning.

Tracey Heath, Oakland Schools • Vanessa Logan, Avondale • Noelle Wald & Amy Wyss, Troy

13 Powerful Formative Assessments that Utilized Peer Assisted Learning

Community College instructors across three disciplines will share and model a variety of formative assessments
including criteria to evaluate student performance and checklists for self and peers that improved student
learning.

Eric Schrank, Coley McLean, & Nicole Margosian-Galindo, Schoolcraft College

14 Read the Article—Now What?

Across Third Grade classrooms , we noticed students were struggling with comprehension. We will share the
strategies we implemented to engage our students, encourage Accountable Talk between students, and provide
opportunities for one-on-one and small group conferences that focus on comprehension and vocabulary
strategies.

Angie Twiss, Southfield • Amy Seaver, Novi • Katie Kanours, Clawson

15 What Are You Thinking?

We believe students who engage in authentic reading opportunities involving choice and peer interactions,
along with scaffold thinking routines will be more highly engaged in reading, while making greater progress in
reading proficiency. (Fifth Grade)

Kurtis Lovio & Doreen Swift, Farmington • Patricia Rayner, Huron Valley

SESSION KEY Red—Room D Blue—Room D Yellow—Room C Green—Room A

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16 “Hey, Are We Learning Yet?”

At the beginning of our inquiry journey, we identified the need to increase oral language skills in Kindergarten
students. After digging deeper, we found an even greater need to strengthen collaboration and critical thinking
in our students. Let us share how our implementation of Maker Space gave our students opportunities to create,
collaborate and use critical thinking skills, which ultimately led to increased oral language!

Suzanne Terry, South Redford • Alexis Megyesi, Walled Lake • Rebecca Matthews, Waterford

17 Unleashing the Untapped Potential of PLCs

The session will explore ways instructional coaches facilitate conversations to shift the focus of PLCs from
teaching to learning. By using protocols to examine student work and discuss the evidence, the teachers were
able to understand the link between collective actions and student learning.

Anthony Stamm & Cyndi Settecerri, Birmingham • Megan Kadykowski, Garden City

18 If a child doesn’t know how to read, we teach them. If I child doesn’t know how to behave we...?
School-wide positive behavior interventions and supports is a systems approach to establishing the social
culture and behavioral supports needed for all students in a school to achieve both social and academic success.
This presentation looks closer at what classroom systems were in place for our unique population of students
and what areas of need can improve with classroom systems. (Special Education)

Katrina Moxham & Lauren Gershman, Livona •Teresa Hardy, Novi • Mike Brower, Garden City

19 “I Don’t Remember Learning That!”

Three second grade teachers will share how they are creating a Culture of Thinking to engage and empower
students on their learning journeys.

Sarah Neely, Grosse Pointe • Jessica Kapanka, Fraser • Jaclyn Harabedian, Woodhaven

20 Phonics Phun—No More Worksheets!

How can our students improve their phonics skills and transfer their learning units into their writing?
With multi-sensory experiences, students will be provided explicit explanations, demonstrations and a
chance to explore and play with sounds. (Reading Recovery)

Christine Miller & Carolyn Kevelin, Walled Lake

21 Masters of Mindset
I give up! Math is too hard for me! Not anymore! Come see the power of “not yet” in action as we help our fourth
graders grow more accountable in may having a growth mindset. (Fourth Grade)

Steve Barber, Wayne-Westland • Angela Runyan, Waterford • Stacy Dixon, Fitzgerald

SESSION KEY Red—Room D Blue—Room D Yellow—Room C Green—Room A

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Show Time 2:30 – 2:55 pm

22 Why Is This Important?

The session will explore how engagement strategies help cultivate students ownership of their learning.
Using the engagement strategies as well as providing encouragement, students were able to make personal
connections between their learning and their personal goals. (Special Education)

Faith Kingsbury, Livonia • Michael Madden, Huron Valley • Lisa Kimble, Pontiac

23 It’s About Becoming a Mathematical Thinker, Not a Calculator

As early educators, we know that numeracy sense is the foundation for more advanced math. Future math
success requires early learners to have access and interaction with high quality, challenging math materials
which promotes curiosity, imagination, flexibility, inventiveness, and persistence. By using these tools students
can share and show their thinking and further communicate their ides through math talks.

Mindy Colucci, Walled Lake • Angela Kosztowny, Woodhaven • Kristen Marcaccio, Troy

24 Powering Up Professional Learning Communities

PLCs are all the rage, but how consistent, meaningful, and intentional are they in your building? Professional
learning must support the professional growth and teaching capacity of classroom teachers in order to benefit
students. Our work included applying the Collaborative Inquiry framework to drive professional learning in PLCs
to engage teachers in self-driven research, problem-solving, and reflection opportunities using a structured and
systematic process.

Christie Miles, Woodhaven • Jeannine Oynoian & Hanaa Faraj, Dearborn

25 Getting It WRITE
While writing is the most authentic assessment tool we have, teaching writing today is like hitting a moving
target because student needs are changing so rapidly. The challenge for secondary ELA teachers is this: How do
we tailor the writing process in a way that authentically engages struggling students while growing their skills
and confidence in this complex academic task?

Kathie Carruth, Pontiac • Zeinab Chami, Dearborn

26 What Are You Thinking?

We explored ways to engage students who are struggling that included authentically building relationships and
implementing visual thinking routines in our units to improve their engagement and learning.

Joe Auricchio, Pontiac • Louise Kowalski, South Lake • Kyle Gerald, Lamphere

27 Under Construction: Constructive Feedback

Learn about how encouraging constructive feedback by using growth mindset language can improve learning
and attitudes in reading.

Jennifer Vivian, Lamphere • Erika Millender, Wayne-Westland • Liz Schmidt, Fraser

SESSION KEY Red—Room D Blue—Room D Yellow—Room C Green—Room A

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28 So What? Answering the Toughest Questions

A challenge facing social science instructors in community college is communicating the usefulness of
disciplinary knowledge for making sense of everyday life. Students often feel like they “know” the material—
it’s just life after all. We explored ways to incorporate formative assessments within a PBE structure that will
increase retention of content while encouraging engagement with the news and other popular media.

Alfred Defreece & Bryan Dubin, Oakland Community College

29 Why Are Those Red Marks On My Paper?

As middle school science teachers, we are cultivating quality scientific explanations from our students.
During this process, students engaged with feedback from the teacher and students along with self –reflection.
The goal was to determine which type of feedback had the greatest impact on the students scientific writing.

Heather Schulz, Lakeview • Vanessa Marks, Waterford

30 Mistakes are Expected, Respected, Inspected and Corrected

As middle school math teachers, we explored different feedback strategies that helped improve a student’s
attentiveness to precision on formative and summative assessments.

Sara Hamilton, Fitzgerald • Sean Kueppers, Lakeview

31 MISTEAKS Happen!
We examined how providing students with opportunities to discuss and analyze mistakes in their own and
other’s work can cultivate a growth mindset, improve their self-efficacy, and affect learning.

Johanna Mracna, Amy Ceglarek, Rachel Hadda, & Alison Maes, Ferndale

32 SQuATing for Performance: Setting Learning Goals for Academic Performance

Discover how the use of student self assessment, quantity and quality of work, formative assessments, and
teacher feedback (SQuAT) can not only improve student success in the Spanish classroom, but also influence
teacher evaluation. (High School Spanish)

Adrien Antaya, Garden City • Matthew Miga, Livonia

33 Strategy, Strategy, Strike!

When old teaching strategies are leaving you with a 7-10 split, it’s time to use a new technique. Learn how
an elementary physical education teacher and two Third Grade classroom teachers used visual aids and self
assessment to improve student achievement.

Joe Weir, South Lake • Robyn Nicole & Matt Pittianto, Lake Shore

SESSION KEY Red—Room D Blue—Room D Yellow—Room C Green—Room A

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Special Thanks To…

The Galileo Consortium Board, Liaisons and the many administrators
for their time, curiosity, and investment in teacher leadership.

Galileo Alumnae Catherine Russell, Walled Lake, and Jodi Balconi, Novi,
for helping to making the Learning Fair a spectacular Celebration!

Kate Murray, Principal, Grosse Pointe North High School and Galileo Alumna,
for the inspiration to engage in a Collaborative Inquiry Learning Fair.

Program designed by Kate de Fuccio, Wayne RESA, Galileo Alumna

The Galileo Leadership Consortium

is appreciative of the support from:
Lusk & Albertson • Clark Hill • Miller Canfield

Plante & Moran • Michigan Educational Credit Union

Hutchinson, Schockey, Erley & Co.

Be the change
you wish to see
in the world.
—Gandhi