Applications for the year are currently closed. The application form will be posted here when they open up.
There are several collaborative inquiry projects taking place in the region as supported by the PNC. Some foci for inquiries include the following: Early Learning Using a Reggio Approach; Improving the Identification and Instructional Practices for Gifted Students; Creating a Culture of Inquiry within Elementary Schools; Using System-Wide Collaborative Inquiry to Shift Instructional Practice; Collaborative Inquiry; Classroom Instruction through Technology; and Developing Teacher Use and Assessment of Higher Order Thinking Skills. The following list describes the projects underway in boards across the region.
Teachers will meet as a collaborative team to research best practices in meeting the needs of students with learning disabilities who have already received a high level of support from resource teachers. Students who are diagnosed with learning disabilities most often do not have the opportunity to make accelerated leaps in learning to close the achievement gap that exists with their peers. As a result, this project will explore ways to further meet the needs of students with learning disabilities.
The research objective will be to investigate effective instructional approaches within a balanced literacy framework in junior classrooms using a collaborative inquiry approach.
In this inquiry, teacher-researchers will co-plan and co-teach a three week unit in mathematics (fractions and decimals). The classroom experience will be expanded to include students from two schools. Available technology will be used including 'adobe connect' and interactive white boards to 'unite' the classrooms so that students can share a broader classroom experience as they continue to extend their thinking and develop new knowledge and skills with grade level peers outside of their immediate classroom.
The following questions were used to frame the inquiry: What would be the impact of building opportunities for students to learn and use the inquiry process? How do we encourage a spirit of inquiry in the Kindergarten program? What evidence do we see of the four stages of inquiry as described in the Full-day Early Learning-Kindergarten Program Draft Version?(p.15) How do we support and extend children's thinking? In this inquiry, educators will engage children in authentic inquiry that sparks curiosity and motivates learning with a lens on identifying how to make that learning visible.
This inquiry will use small group, hands-on sessions, so that teachers can increase their repertoire of critical thinking instructional strategies, structures, and tools. The inquiry will examine if improved understanding and comfort level, will improve teacher practice, while, at the same time, improving student level of engagement and ability to activate higher order thinking skills.
Sudbury Catholic teacher-researchers are investigating: How do assessment for learning strategies such as learning goals, success criteria and feedback improve student learning?
How can the Rainbow District School Board establish a sustainable strategy for the assessment and identification of gifted elementary students, and what instructional approaches could be implemented in all elementary schools in the Board to meet the needs of these students?
A team of researchers in the Rainbow District are addressing the following research question: How can we use teacher research to deepen teachers' and early childhood educators' understanding of young children's learning and pedagogy in Early Learning?
This inquiry is designed to support elementary schools in the Near North District in developing a culture of inquiry. It is intended to support schools in identifying urgent student learning needs, and developing a theory of action appropriate to this need. In following the professional learning cycle, school teams are developing their Collaborative Inquiry projects using evidence to identify areas of concern and supporting the use of co-planning and co-teaching within school teams to improve student achievement.
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