1. 4 Stages
1.1. Collaboration: working together to investigate a challenge students have within their learning
1.1.1. Influences
1.1.1.1. Beliefs
1.1.1.2. Experiences
1.1.1.3. Culture
1.1.1.4. Values
1.1.1.5. Biases and assumptions
1.1.2. The Process:
1.1.2.1. Problem framing
1.1.2.1.1. What is the focus?
1.1.2.1.2. Does everyone agree?
1.1.2.2. Collecting evidence
1.1.2.2.1. When, where, how, what kinds of evidence is being collected?
1.1.2.2.2. What are everyone's ideas and thoughts?
1.1.2.2.3. biases?
1.1.2.3. Analyzing evidence
1.1.2.3.1. similarities and differences?
1.1.2.3.2. patterns (linear, non-linear)
1.1.2.3.3. is the evidence valid?
1.1.2.4. Celebrating & sharing
1.1.2.4.1. Communication
1.1.3. Inefficient Collaboration
1.1.3.1. resistant to change
1.1.3.2. negative feedback/push-back
1.1.3.3. hierarchal structures and interactions
1.1.4. Teacher-teacher collaboration and teacher-student collaboration
1.1.4.1. Trust and communication
1.1.5. Efficient and impartial collaboration
1.1.5.1. Data driven
1.1.5.1.1. use data to disrupt confirmation bias
1.1.5.1.2. find data from a variety of sources to practice moral and ethical decision making
1.1.5.1.3. train staff on how to use data and how to make decisions
1.1.5.2. Culture of sharing and neutrality
1.1.5.2.1. team-building activities
1.1.5.2.2. increase agency
1.1.5.2.3. professional development
1.2. Inquiry: the process of asking questions to learn new information or to build on existing knowledge
1.2.1. Qualities of inquirers:
1.2.1.1. Principled
1.2.1.1.1. grit: sticking with a task
1.2.1.2. Reflective
1.2.1.3. Thinkers
1.2.1.4. Communication
1.2.1.5. Responsibility
1.2.1.6. Learning zone & Performance zone
1.2.1.7. Risk-taking
1.2.1.8. Open-mindedness
1.2.2. Professional and Personal learning
1.2.3. Shallow vs Deep questions
1.2.4. Inference
1.2.4.1. If _________, then ___________
1.2.4.2. What if.....
1.2.4.3. Fluid structure; no set (right) way
1.3. Design: the way in which environments, lessons, and activities and interactions are designed to impact how learners interact with one another, the quality of learning, and the efficiency of the process
1.3.1. Design Process
1.3.1.1. structuring and investigating a problem space while at the same time navigating a solution space
1.3.1.2. create opportunities for teachers to model behaviour for students
1.4. Problem solving: finding a solution to a problem/challenge
1.4.1. 2 Types:
1.4.1.1. Ill-structured
1.4.1.1.1. several results: unknown outcome
1.4.1.1.2. knowledge building
1.4.1.2. Well-structured
1.4.1.2.1. clear path to resolution; fixed outcomes
1.4.2. What is a problem?
1.4.2.1. 1. "A problem is an unknown entity in some situation" and 2. "finding or solving for the known must have some social, cultural, or intellectual value." (Jonassen, 2000).
1.4.3. Individual Differences
1.4.3.1. Familiarity: "problem solver' familiarity with the problem type" (Jonassen, 2000).
1.4.3.2. Domain & Structural knowledge: "solver's level of domain knowledge" (Jonassen, 2000).
1.4.3.3. Cognitive Controls: "represent patterns of thinking that control the ways that individuals process and reason about information" (Jonassen, 2000).
1.4.3.4. Metacognition: "the awareness of how one learns, the ability to judge the difficulty of a task, the monitoring of understanding, the use of information to achieve a goal, and the assessment of learning progress" (Jonassen, 2000).
1.4.3.5. Epistemological Beliefs: "requires solvers to consider the veracity of ideas and multiple perspectives while evaluating problems or solutions" (Jonassen, 2000).
1.4.3.6. Affective and Conative: "requires cognitive and metacognitive processes" (Jonassen, 2000).
1.4.3.6.1. Affective: "Affective elements, such as attitudes and beliefs about the problems, problem domain, and the learner's abilities to solve the problem, significantly affect a problem solver's abilities" (Jonassen, 2000).
1.4.3.6.2. Conative: "Conative elements, such as engaging intentionally, exerting effort, persisting on a task, and making choices, also affect the effort that learners will make in trying to solve a problem" (Jonassen, 2000).
1.4.4. Different types of Problems
1.4.4.1. Logical Algorithmic Story Rule-using Decision-making Trouble-shooting Diagnosis-solution Strategic Performance Case analysis Design Dilemmas
1.4.4.2. Requires reflection and genuine intent
1.4.5. Teachers must provide opportunities for students to practice problem solving skills
1.4.5.1. learning zone vs. performance zone
1.4.5.2. must be meaningful, engaging, purposeful
1.4.5.3. students must find the problem solving process personal and engaging, and align with their beliefs
2. Challenges of Collaborative Inquiry
2.1. Teacher buy-in
2.2. Administrative support
2.3. Time for collaboration
2.4. Genuine interest
2.5. Requires on-going dialogue and communication
3. 7 Characteristics of Collaborative Inquiry
3.1. Relevant
3.2. Collaborative
3.3. Reflective
3.4. Iterative
3.5. Reasoned
3.6. Adaptive
3.7. Reciprocal
4. Burning Questions
4.1. 1. If there are so many benefits to collaboration, why does it not not happen as often as it should?
4.2. 2. How does collaborative inquiry help those students who are resistant to being helped?
4.3. 3. How can ill-structured problems be reframed to become better structured ones?
4.4. 4. How to encourage students to engage in their own problem solving?
4.5. 5. Can our assumptions and biases benefit collaborative inquiry? If so, how?
4.6. 6. How does CI look like in elementary schools compared to high schools?
5. What is Collaborative Inquiry?
5.1. "a process in which participants come together to examine their own educational practice systematically and carefully using techniques of research. it may include a few as two educators or a group of several educators interested in addressing as school, department, division, or classroom issue driven by the consideration of student learning needs. Teams work together to narrow down the question, gather and analyze evidence, determine action steps, and share their findings and recommendations." (Collaborative Inquiry: A Facilitator's Guide)
6. Supportive Environments
6.1. Technology + Tools
6.1.1. - Google Drive (Docs, Slides, Sheets, Meets) - Mindomo - Popplet - Padlet - Nifty - Toggl Plan - Slack - Microsoft Teams - Zoom
6.2. People
6.2.1. - Teachers - Support staff - Educational Assistants - Administration - Counsellors
6.3. Students
6.3.1. Open-minded, communicates, takes risks, thinkers, responsive, etc. (IB Learner Profile)
7. Assimilation vs. Accommodation
7.1. Assimilation
7.1.1. "people change new information to fit with already existing beliefs, rather than changing the beliefs to fit the information" (Katz & Dack, 2013).
7.2. Accommodation
7.2.1. "involves changing beliefs and understandings to fit new information and is the kind of learning that embodies conceptual change" (Katz & Dack, 2013).