Doing More or Doing Things Differently

1st Early Adopter: Inquiry & Design Challenge

What do the kids need to be able to do to succeed in reaching their and your goal?
-Students to need to be able to send photos to their classmates
-Students need to understand how to post videos to the class's google site

The next step: students need to be shown how to link information onto Edmodo or to send a photo to their classmate using

Early Adopter's Presentation

wordcloud (2).png

Destination Postcard:
I am interested in helping teachers to foster problem solving skills in their students by asking open ended questions. For example, a typical question that would encourage student thinking would be, "What have you tried?" "How did that work?" "What did you notice?"

Name: Alice Dunlap
  • Campus:Spring Forest Middle School
  • Grade Level(s): Interdisciplinary Coach
  • Discipline: Across contents
  • Topic:
  • Focus Question: How does questioning help students to become better problem solver and affect student ownership of learning?
    • Needs to know
      • How will I measure the success or failure?
      • How can I help teachers and students to ask similar questions (strategies)?
      • What questions do I want them to begin asking? (What do you know? What do you need to know?)
      • How do I build the questioning technique into the culture of the campus?
      • How will teachers and students monitor their questioning strategies to promote problem solving?

An Opportunity in Overalls
How is your journey like that of a storyteller? Of a researcher?

What question did you start out to find answer(s) to?
  • What tweaks, edits, modifications have you made to your focus question? Instead of focusing on the teaching teachers to ask good questions, I am interested in the steps involved in helping students to ask good questions.
    In 2013, I am continuing to focus on student made videos, but I am asking students to ask where math is used in their interests outside of school.
  • What question(s) remain? What technology tool or organizers will help me to best capture and and encourage the process of student questioning? Students used Explain Everything to better save and capture the products they are creating, and I am uploading the information to Youtube. The students videos are now on a playlist. Stidents also used www. to create info graphics.
  • What new questions have surfaced as a result of your exploration this far? How do I motivate teachers to adopt the practice of helping students improve the craft of asking good questions?

As a researcher:
What are you measuring? I'm measuring the quality of the student questions as their ability to ask questions improve. I would like to see students ask deeper and deeper questions.

Since my research has changed to students creating resources and curriculum, my measure of success would be the creation of screencasts and the use of them by other students.
  • What patterns are surfacing? Student questions center currently on the task. They need support analyzing at different parts of the task.
    • Students need time to practice and revise screencasts. Students learn to collaborate as they co-create videos.
  • What themes are emerging? Students will engage in creating resources when they feel they are helping others. The challenge is to market your resources so that others will access them.
  • What does your data suggest?

As a learner:
  • In what way(s) has your professional perception been expanded? I have expanded my knowledge of the wide array of technology students can use to get involved with their own learning.
  • How are you allowing yourself and your authentic, real, professional learning to be 'seen'? I have tried to put the videos and resources on my campus website.
  • In what way(s) have you found the courage to be 'imperfect'? It's somewhat difficult to persevere through some the frustration of collecting your resources and developing your work.
  • How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable?
  • What strategies are you using through this process that might benefit your students as well? Talking through your plan and connecting with others when one is truly stuck is helpful.
  • What a-ha! moments, or elements of a 'spiritual awakening'/'breakdown' have you experienced? What might these insights suggested to you? It's still somewhat difficult to weed through all the online information to help one get started on projects. I would love to see a smoother transition for teachers.

What story is unfolding from your research?
  • It takes time to engage in a project and recognize that it will morph as you learn
  • Keeping in mind your students' role in the learning will help guide you as you choose your technology and process
  • My students enjoyed creating screencasts instead of videos when teaching others. Videos were very intimidating for the students and was a hinderance when trying to make something professional
  • Screencasts often had to happen after or before school and not during class...hence "technology" can not always be observed during class time.

Who else is looking at this/studying this?

  • Individually, design a student resource, activity type, or project to try in the classroom over the next month to test. Then, get feedback from partners.
  • Try out resource, activity type, or project during the month(s), documenting plan, process, execution and reflection and collect student work samples.
  • Round 1 Activity
  • Round 2 Activity
  • Round 3 Activity

  • Please create a page for your activities that will help others understand the steps you are taking in your inquiry and design process.

  • Creating Your Activity Page InqDesign.png
    1. Please make a new page:
      • Title: <name, topic, Round 1>
      • Template: activity design
      • Tag: design, campus
    2. SAVE your page
    3. Check to be sure your page appears at the top of our Activity Share page

  • example: Jennifer F. Round 1