Springing Forward: From Me to We to You!
Looking forward at my ImagineIt project, it is time to determine how to continue this journey from me to we to you. Inquiries, some guided, some independent, have begun in several of the classrooms. Students have raised and recorded many impromptu questions throughout our study of scientific methodology and human body systems. They have investigated further by using models to understand structures of body systems and how various body systems function and interact with others. Extending labs on heart structure, students sought out more evidence to understand how the organs and structures in the circulatory system function and work together with the respiratory system. Students were able to discuss, collaborate and problem solve as they designed a model to show the interaction of two body systems - creativity tapped, open-mindedness encouraged. From Me to We.
Students have begun using their inquiry journals to record topics and questions they might investigate further. Next big areas for growth: Technology and Assessment. I’ll be introducing students to several modes of presentation through the modeling of my own inquiry process. We’ll create and use a classroom blog where my students will be able to share and collaborate around a specific life science topic such as disease. And finally, we’ll use Genius Hour to give them time to devoted to their own independent inquires. Assessment will take the form of student reflection and feedback to others - Peer Review! My ultimate goal is to have every student present their Inquiry Projects at the school wide health fair in April. From We to You.
Looking forward at my ImagineIt project, it is time to determine how to continue this journey from me to we to you. Inquiries, some guided, some independent, have begun in several of the classrooms. Students have raised and recorded many impromptu questions throughout our study of scientific methodology and human body systems. They have investigated further by using models to understand structures of body systems and how various body systems function and interact with others. Extending labs on heart structure, students sought out more evidence to understand how the organs and structures in the circulatory system function and work together with the respiratory system. Students were able to discuss, collaborate and problem solve as they designed a model to show the interaction of two body systems - creativity tapped, open-mindedness encouraged. From Me to We.
Students have begun using their inquiry journals to record topics and questions they might investigate further. Next big areas for growth: Technology and Assessment. I’ll be introducing students to several modes of presentation through the modeling of my own inquiry process. We’ll create and use a classroom blog where my students will be able to share and collaborate around a specific life science topic such as disease. And finally, we’ll use Genius Hour to give them time to devoted to their own independent inquires. Assessment will take the form of student reflection and feedback to others - Peer Review! My ultimate goal is to have every student present their Inquiry Projects at the school wide health fair in April. From We to You.