Inquiry Processes, Personalized Learning & New BC Curriculum
The new BC curriculum, based on a KNOW, DO, UNDERSTAND model, requires: student acquisition of skills/content ('know'), the undertaking of meaning-making ('do'), and the transfer of these skills to novel or next-level situations ('understand'). Essential Questions and Big Ideas stem from an inquiry foundation.
Click on the Cultures of Thinking Understanding Map for a visible tool to support student-teacher inquiry processes during engagement with competencies and content.
Use Understanding by Design, by Wiggins & McTighe, which supports planning for student understanding through backward design processes.
Develop Essential Questions (click and scroll down for videos) which will springboard students toward meaning-making and developing their own understandings, allowing for greater transfer of learning within and outside of school. Find Grant Wiggins' Tips for Teaching Transfer here.
Inquiry Requires Thinking: Are We Creating Thinking Cultures in our Classrooms (and beyond)?
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Teacher Self-Assessment Tools: Four Criteria for Creating Powerful Learning Opportunities for Students & Developing a Culture of Thinking in My Classroom
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Leader Self-Assessment Tools: Observation Guide , Leading a Culture of Thinking & 10 Starting Ideas
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Student Self-Assessment Tools: Thinking Map & Metacognitive Template
