Project plan
Inquiry Based Learning
Galileo.org is a site designed to encourage teachers and provide the tools necessary to implement inquiry based learning in their classrooms. Included on the "designing learning" page of the website is a rubric which can be used for assessing inquiry based learning.
Galileo.org is a site designed to encourage teachers and provide the tools necessary to implement inquiry based learning in their classrooms. Included on the "designing learning" page of the website is a rubric which can be used for assessing inquiry based learning.
Project Schedule
Week: Learning Task :
1 & 2 Building Relationships
3 Introduction to Photography
4, 5, 6, 7, & 8 Shooting Photos and Evaluating Them
9 Selecting the best photos based on a specified criteria
10 Capturing the artist statements
Celebration of Learning to follow
Week: Learning Task :
1 & 2 Building Relationships
3 Introduction to Photography
4, 5, 6, 7, & 8 Shooting Photos and Evaluating Them
9 Selecting the best photos based on a specified criteria
10 Capturing the artist statements
Celebration of Learning to follow
10 Weeks was the amount of time we felt was necessary for our students to benefit from the mentor/mentee relationship as is described by Karcher (2005),
In cross-age peer mentoring, a middle- or high-school-aged mentor (a youth at least 2 years older than the child being mentored) and mentee must meet regularly, usually weekly, for a sustained, consistent period of time (minimally 10 time; ideally 20 or more) to engage in conversations, play or curricular/structured activities (ones that do not solely teach information or skills in which the mentee has been found lacking) that help forge a close relationship in which the mentee experiences empathy, praise, and attention from the mentor. (Karcher (2005), Handbook of Youth Mentoring, p.233).
We will explore how collaboration between high school students and kindergarten students allows for development of relationships that will foster greater motivation and engagement while providing opportunities for younger students while encouraging self-reflection.
We will see the benefits of an increase in engagement/motivation if the high school students have less absenteeism, greater homework/task completion, and greater class participation (Green et al., 2013, p.1113). According Fredricks et al. (2011) the definition of engagement has grown to include feeling a sense of belonging and an increase in self-regulation, which, we hope, will also be a product of our project. Zumbrunn, Tadlock, and Roberts (2011) state, “Self-regulated learning is a process that assists students in managing their thoughts, behaviors, and emotions in order to successfully navigate their learning experiences. This process occurs when a student’s purposeful actions and processes are directed towards the acquisition of information or skills” (p.1). If there is an increase in self-regulation in the kindergarten students then there should be less time repeating instructions, more time on task, and less time redirecting students. In essence: these students should be able to make good behavioural choices that keep them on-task with fewer interventions from adults.
We intended to have the high school students keep a journal of how their observations of the kindergarten students behaviours and responses to their researched problem solving solutions. In addition, we will also ask students to reflect upon their work as mentors, which can be kept in a variety of methods: blog, written, video log, etc. and we will use guiding questions they can pick from and reflect upon.
References:
Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098.Regional Educational Laboratory Southeast. Retrieved from: http://files.eric.ed.gov/fulltext/ED514996.pdf
Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key
processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111-1122. Retrieved from: http://www.sciencedirect.com/science/article/
pii/S014019711200036X
Karcher, M.J. (2013). Cross Age Peer Mentoring, In DuBois, D. L., & Karcher, M. J. (Eds.). Handbook of Youth Mentoring (pp.. 233-258). Los Angelos, CA: Sage Publications.
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research
Consortium (MERC).Retreived from: http://www.self-regulation.ca/download/pdf_documents/Self%20Regulated%20Learning.pdf
In cross-age peer mentoring, a middle- or high-school-aged mentor (a youth at least 2 years older than the child being mentored) and mentee must meet regularly, usually weekly, for a sustained, consistent period of time (minimally 10 time; ideally 20 or more) to engage in conversations, play or curricular/structured activities (ones that do not solely teach information or skills in which the mentee has been found lacking) that help forge a close relationship in which the mentee experiences empathy, praise, and attention from the mentor. (Karcher (2005), Handbook of Youth Mentoring, p.233).
We will explore how collaboration between high school students and kindergarten students allows for development of relationships that will foster greater motivation and engagement while providing opportunities for younger students while encouraging self-reflection.
We will see the benefits of an increase in engagement/motivation if the high school students have less absenteeism, greater homework/task completion, and greater class participation (Green et al., 2013, p.1113). According Fredricks et al. (2011) the definition of engagement has grown to include feeling a sense of belonging and an increase in self-regulation, which, we hope, will also be a product of our project. Zumbrunn, Tadlock, and Roberts (2011) state, “Self-regulated learning is a process that assists students in managing their thoughts, behaviors, and emotions in order to successfully navigate their learning experiences. This process occurs when a student’s purposeful actions and processes are directed towards the acquisition of information or skills” (p.1). If there is an increase in self-regulation in the kindergarten students then there should be less time repeating instructions, more time on task, and less time redirecting students. In essence: these students should be able to make good behavioural choices that keep them on-task with fewer interventions from adults.
We intended to have the high school students keep a journal of how their observations of the kindergarten students behaviours and responses to their researched problem solving solutions. In addition, we will also ask students to reflect upon their work as mentors, which can be kept in a variety of methods: blog, written, video log, etc. and we will use guiding questions they can pick from and reflect upon.
References:
Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098.Regional Educational Laboratory Southeast. Retrieved from: http://files.eric.ed.gov/fulltext/ED514996.pdf
Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key
processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111-1122. Retrieved from: http://www.sciencedirect.com/science/article/
pii/S014019711200036X
Karcher, M.J. (2013). Cross Age Peer Mentoring, In DuBois, D. L., & Karcher, M. J. (Eds.). Handbook of Youth Mentoring (pp.. 233-258). Los Angelos, CA: Sage Publications.
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research
Consortium (MERC).Retreived from: http://www.self-regulation.ca/download/pdf_documents/Self%20Regulated%20Learning.pdf