EDUC 451B: Inquiry Seminar II

 EDUC 451B: INQUIRY SEMINAR II (Winter)

Secondary Physical Education & Home Economics cohort

3 credits: Pass/Fail

 

COURSE DESCRIPTION

 

Inquiry Seminar II is designed to provide teacher candidates with an opportunity to:

1) Engage in teacher inquiry around a theme (e.g., the cohort theme such as “social and emotional learning” or “community”), a disciplinary topic (e.g., ‘historical consciousness’ or dramatic improvisation), a particular curriculum emphasis (e.g., textbooks as cultural objects) or an educational issue (e.g., the politics of French immersion programs) of the teacher candidate’s choosing.

2) Demonstrate understandings acquired during course work and develop deeper understandings of a particular area of educational study.

The role of the instructor is that of ‘project advisor.’  The students will already have constructed a proposal for an in-depth study in their identified area of interest (in EDUC 450-Inquiry I).

Organization for the Inquiry Seminar II is:

Phase One:            Group consultation sessions: Teacher candidates embark on their inquiries, meeting regularly with instructor and/or colleagues to share progress and to receive feedback.

Phase Two:           Links to practice: Making connections between one’s inquiry project and one’s emerging practice as a teacher; may be in direct relation to one’s practicum or

more broadly to one’s teaching in general.  Links to practice may be by implication (what might this mean for education?) as well as application (how ought I to proceed?)

This phase may occur before or after Representation.

Phase Three:   Representation: Making inquiry results public through such means as poster- sessions, e-folio sessions, an end-of-term conference, or cohort-based seminars (round tables).

Assignments

1. Inquiry Project and Presentation

The inquiry project is driven by the teacher candidate’s own questions, developing areas of interest and/or identified areas of need.  Examples of inquiry projects include inquiry around a theme (e.g., the cohort theme such as “social and emotional learning” or “community”), a disciplinary topic (e.g., historical consciousness or dramatic improvisation), a particular curriculum emphasis (e.g., textbooks as cultural objects) or an educational issue (e.g., the politics of French immersion programs).

The inquiry consists of three parts: a) Preparing the Inquiry Proposal (EDUC 450-Inquiry I) b)

Conducting the Inquiry Project, and c) Presenting the Final Project (EDUC 451-Inquiry II).

a) Inquiry Project

During the weeks devoted to teacher candidate independent inquiries, classes will take the form of group consultation sessions with the cohort instructor with the latter taking the role of project advisor. Teacher candidates embark on their inquiries, meeting with the instructor regularly to report on progress and to receive feedback.

During the days devoted to teacher candidate independent inquiries, classes will take the form of group consultation sessions with the cohort instructor with the latter taking the role of project advisor. Teacher candidates embark on their inquiries, meeting with the instructor regularly to report on progress and to receive feedback.

Reading Log and Commentaries: Students will keep a reading log documenting what scholarly literature they have read (a minimum of 8 articles from peer-reviewed journals). I am recommending you try http://www.citeulike.org/ as a way of managing the reading log. Students will also demonstrate knowledge of the literature and engagement with ideas being explored collectively by the class by posting or making comments on the class weblog a minimum of four times, preferably twice in Week 2 (January 7- 11) and twice in Week 3 (January 14-18).

b)  Inquiry Presentation (January 27, 28 & 29)

The inquiry presentation has ORAL and WRITTEN components:

The oral component includes individual or group (in the case of a collaborative inquiry) preparation and delivery of a 10-15 minute class presentation of your inquiry outlining its purpose, central question(s), approach and newfound understandings. The presentation may take place in a small- or full-group format.

The written component includes an individual (whether a collaborative or individual inquiry) reflection on the inquiry project’s purpose, central question(s), approach and newfound understandings. The written piece should be approximately 5000 words in length (about 15 pages, double-spaced).

The Inquiry Project should reflect an emerging ability to:

ü  engage substantively with a topic as reflected in careful reading of the literature and an understanding of significant issues, perspectives and assumptions,

ü  position oneself in relation to ideas discussed,

ü  consider educational issues critically,

ü  relate one’s learning to curriculum and pedagogy

 Assignment (Tentative) Due Dates:

List of Assignments:	Due Date:
1. Participation	Active participation is required in different forms and modes. Weekly Reflections due on Friday by 3pm. Please submit on blog under “Weekly Reflections.” Your reflection should outline what you have accomplished for the week (participation/peer-feedback based) including a brief summary of the readings/research you are working with and what you have discovered.
2. Inquiry Project Paper Peer Feedback	OngoingForm due January 16th
3. Inquiry Project Paper	Due January 27th
4. Inquiry Presentations	Jan 27: Group 1Jan 28: Group 2Jan 29: Group 3

 Assignments

Students must provide evidence that they have engaged thoroughly and thoughtfully with the subject matter of the course.  To that end, all assignments will be assessed as Pass/Fail/Resubmit.   The course is graded on a PASS/FAIL basis.

 Course Outline:

Phase One: Consultation Sessions
Topic:	Teacher candidates engage in inquiries; individuals and groups meet with course instructor for regular reporting and feedback.
Process:	Teacher candidates consult regularly (about their readings, ideas and questions); they engage critically with other projects generated by their peers; they respond to questions about their own inquiry project from instructor and peers with a view to final refinement for formal presentation and submission.
Mon Jan 6	Session 1: Proposing an Inquiry I: Developing a focus and design Guiding Questions: What does the process of Inquiry look like? What are some questions about education and schooling, teaching, learning and curriculum? Why are these questions significant? To whom are they significant? In what ways cold I pursue my particular interest? In what ways do questions related to my inquiry emerge? Checking in. What is my question and where am I in my research? Reading(s): Mitchell, I. (2003). Why do teacher research? Perspectives from four stakeholders. In A. Clarke & G. Erickson (Eds.), Teacher inquiry: Living the research in everyday practice (pp.199-208) London, UK: RoutledgeFalmer. van Manen, M. (1990). Investigating experience as we live it. In Researching lived experience. Human science for an action sensitive pedagogy, (pp. 53-76). Ann Arbor, MI: Althouse Press.
Tues Jan 7	Session 2: Proposing an Inquiry II: Identifying a framework for UnderstandingGuiding Questions: What values motivate my inquiry? What do I currently know, understand and/or believe about the topic of study? How might my inquiry be situated in the context of the particular theorists and writers who study similar questions/concerns? What is the history of my relationship to the topic of inquiry? In what ways do questions guide the inquiry? What methodological pathways might guide the inquiry? Reading: Practitioner Research http://www.tlrp.org/capacity/rm/wt/campbell/ Tripp, D.H. (1990). Socially critical action research. Theory into Practice, 29(3), 158-166.Consult with Erin Workshop: Leanne, Cimon, Ryan, Michelle C, Jocelyn, Mary-An, Zachary, Hiral, Brad, Rhiannon
Wed Jan 8	Session 3: Proposing an Inquiry III: Anticipating and Addressing Ethical Issues Guiding Questions: What are the fundamental ethical principles, which guide research with persons? What are my ethical responsibilities with regard to those connected to my research and to my collaborators? What distinct ethical issues are raised when a teacher researches?  Reading(s): Hoban, G. (2003). Using the World Wide Web for researching teaching– learning relationships. In A. Clarke & G. Erickson (Eds.), Teacher inquiry: Living the research in everyday practice (pp. 129-153). London, UK: RoutledgeFalmer. Halas, J. & Kentel, J.A. (2008). Giving the body its due. Autobiographical reflections and utopian imaginings. In J. R. Wiens & D. Coulter (Eds.), Why do we educate? Renewing the conversation. Ames, IA: Blackwell Publishing. Yearbook of the National Society for the Study of Education, 107(1), 207-222. Consult with Erin Workshop: Martina, Irene, Judy, Stephanie, Brandy, Michelle, Lindsay, Virginia
Thurs Jan 9	Session 4: Independent Proposal Development with Peer Feedback: Questioning and Design Guiding Questions: Questions are determined by the inquiry projectReadings: Course notes. Further readings are determined by individual inquiry projects. A complete reference list is included with the final paper and therefore a partial one is provided at this juncture.Library 230-430pm Consult with Erin Workshop: Wing, Cristina, Brianne, Georgia, Justina, Emily, Cameron, Cassandra, Matthew

 

 

Phase Two: Links to Practice
Topic:	Making connections between one’s inquiry project and one’s emerging practice as a teacher
Process:	Teacher candidates link their research to their practice as a beginning teacher. This may take the form of planning for integration of the inquiry topic into one’s practicum setting or more broadly into one’s future teaching in general.
Part A:  Sessions 5-8: Consultation Sessions
	Topic: Individuals, pairs, and groups meet with course instructor for audio feedback, negotiation, and revision.Guiding Questions: What refinement does the proposal require? Have further questions arisen? What are the first steps to proceed with the inquiry?Reading(s): Readings are determined by the inquiry project or from the reading list.
Jan 13-15	Individual Meetings set with Instructor. Class open for pair, group and individual study and consulting sessions with ‘peer-reviewers.’ Jan 13: Library 300-430pm. POD construction. Jan 14: Meeting with P0D(s)/ e-folio constructionJan 15: Meeting with POD (s) Writers Workshop / How to Create an E-folio continued.
Jan 16	Assignment due:  Peer-feedback: Summary of critique, further inquiry, and steps forward for project.   (This will be dependent upon your “Inquiry Pod”)E-folio’s continued/ Integration of Inquiry into our Practicums
Part B: Sessions 9-12: Engaging in the Inquiry Project and Consultation Sessions
	Topic: Engage in inquires (generate data), report on class online blog, and meet online, face-to-face, telephone) with course instructor for feedback.Guiding Questions: Questions are determined by the inquiry projectReading(s): Readings are determined by the inquiry project.
Jan 20	*Online Erin will be available by appointment
Jan 21	Sharing Session– Critically engage with one or more inquiry project and respond to questions about your own inquiry project from peers.How to Create an E-folio Continued. / Integration of Inquiry into our Practicum
Jan 22	*Online Erin will be available by appointment
Jan 23	Write-up Day: Final Refinement for formal dissemination and written submission.  How to Cite etc.Assignment: Final Inquiry Paper due January 27th by 9am.

 

 

 

 

 

Phase Three: Sessions 13-15: Representation and Presentations
Topic:	Making inquiry results public through such means as poster sessions, a mini- conference, brief presentations or cohort-based seminars (round tables).
Process:	Teacher candidates present their projects to an audience of peers, mentoring teachers and/or members of the larger community.
Jan 27	Group 1 Presentations:Assignment: Final Paper due today at 9am via E-mail.
Jan 28	Group 2 Presentations:
Jan 29	Group 3 Presentations: