Make It Real using RVS Instructional Design Framework*
What is the focus of the learner inquiry & project?
Martinez and Stager (2013) pose this question regarding what qualifies as a good project: “Who does the project satisfy?” and contend “Great projects benefit the learner more than the teacher” (p. 60). With the attitude of endless possibilities and the belief everyone can contribute in their own unique way, is how we form our inquiry into connecting STEAM within a grade four unit of inquiry. Fostering, as David Jardine (2014) eloquently describes, "a place where we can gather together in our differences and work in ways that each of us has something to offer to this place that is irreplaceable". In a recent synthesis of K-12 science studies, Minner, Levy & Century (2010) found a clear and positive trend supporting inquiry-based instructional practices and strategies which support active thinking and drawing conclusions from data. Further, the Alberta Program of Studies and thus, this inquiry STEAM project, is learner directed and teacher facilitated. Students will explore the grade 4 Alberta Education learner outcomes in math, science, social studies, english language arts, health and art through a STEAM lens. STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. “STEAM is a movement championed by Rhode Island School of Design (RISD) and widely adopted by institutions, corporations and individuals” (STEM to STEAM, 2015). Essentially the goal is weaving core disciplines in transdisciplinary experiences, uniting Science, Technology, Engineering, Art & Design and Math (Crawford, K., Leonard-Glapsey, C., Turner, A., and Van Eyk, E., 2015). The arts integrated within this inquiry will help foster universal design for learning (Rose, Meyer & Glass, 2013) and also support human development (Gardner, 1980; Sousa and Pilecki, 2013).
Throughout this inquiry, the learners and teachers will gain a deeper understanding of the importance of land, space design, the artistry of expression, and the power of Personal Learning Networks as a valuable resource in expanding learning opportunities for all. We can all learn from each other. Through exploring our Big Ideas, learners will be challenged with designing a physically and visually engaging outdoor space near the school grounds with an intention of increasing the percentage of the footprint used for living things.
What is the focus of the learner inquiry & project?
Martinez and Stager (2013) pose this question regarding what qualifies as a good project: “Who does the project satisfy?” and contend “Great projects benefit the learner more than the teacher” (p. 60). With the attitude of endless possibilities and the belief everyone can contribute in their own unique way, is how we form our inquiry into connecting STEAM within a grade four unit of inquiry. Fostering, as David Jardine (2014) eloquently describes, "a place where we can gather together in our differences and work in ways that each of us has something to offer to this place that is irreplaceable". In a recent synthesis of K-12 science studies, Minner, Levy & Century (2010) found a clear and positive trend supporting inquiry-based instructional practices and strategies which support active thinking and drawing conclusions from data. Further, the Alberta Program of Studies and thus, this inquiry STEAM project, is learner directed and teacher facilitated. Students will explore the grade 4 Alberta Education learner outcomes in math, science, social studies, english language arts, health and art through a STEAM lens. STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. “STEAM is a movement championed by Rhode Island School of Design (RISD) and widely adopted by institutions, corporations and individuals” (STEM to STEAM, 2015). Essentially the goal is weaving core disciplines in transdisciplinary experiences, uniting Science, Technology, Engineering, Art & Design and Math (Crawford, K., Leonard-Glapsey, C., Turner, A., and Van Eyk, E., 2015). The arts integrated within this inquiry will help foster universal design for learning (Rose, Meyer & Glass, 2013) and also support human development (Gardner, 1980; Sousa and Pilecki, 2013).
Throughout this inquiry, the learners and teachers will gain a deeper understanding of the importance of land, space design, the artistry of expression, and the power of Personal Learning Networks as a valuable resource in expanding learning opportunities for all. We can all learn from each other. Through exploring our Big Ideas, learners will be challenged with designing a physically and visually engaging outdoor space near the school grounds with an intention of increasing the percentage of the footprint used for living things.
What Questions will frame the study for the learners?
1. How does caring for our natural environment contribute to our wellbeing?
2. How can we design a visually creative outdoor learning space using natural materials?
3. What role can I take on throughout this inquiry to gain knowledge through research, collaboration and demonstration of learning in a way that is meaningful to me?
1. How does caring for our natural environment contribute to our wellbeing?
2. How can we design a visually creative outdoor learning space using natural materials?
3. What role can I take on throughout this inquiry to gain knowledge through research, collaboration and demonstration of learning in a way that is meaningful to me?
What community resources & experts will support making it real?
Galileo Educational Network (n.d.) states inquiry involves "real work that that someone in the community might tackle. It is the type of work that those working in the disciplines actually undertake to create or build knowledge". By connecting learners with real life experts, such as local gardeners, landscapers, local artists and ACAD instructors, they will be able to communicate with an authentic audience, in a variety of formats, to gain knowledge, feedback throughout the learning process and opportunities to act like an expert.
Galileo Educational Network (n.d.) states inquiry involves "real work that that someone in the community might tackle. It is the type of work that those working in the disciplines actually undertake to create or build knowledge". By connecting learners with real life experts, such as local gardeners, landscapers, local artists and ACAD instructors, they will be able to communicate with an authentic audience, in a variety of formats, to gain knowledge, feedback throughout the learning process and opportunities to act like an expert.
What Competencies will your learners develop & demonstrate?
Competencies are the attitudes, skills, and knowledge that contribute to students becoming engaged thinkers and ethical citizens with an entrepreneurial spirit (Alberta Education, 2015). Wolters (2010) examines the connection between 21st century competencies and self-directed learning, observing that "individuals’ adaptability or ability to adjust efficiently to varied roles, responsibilities and contexts" and the need "to be flexible with regard to their ability to incorporate feedback effectively" are characteristic of the 21st century learner. As inquiry and project-based learning call for the development of self-direction, flexibility and responsiveness to feedback, we have focused on the integration of 21st century competencies, as outlined in greater detail in the Inquiry Unit Plan.
Competencies are the attitudes, skills, and knowledge that contribute to students becoming engaged thinkers and ethical citizens with an entrepreneurial spirit (Alberta Education, 2015). Wolters (2010) examines the connection between 21st century competencies and self-directed learning, observing that "individuals’ adaptability or ability to adjust efficiently to varied roles, responsibilities and contexts" and the need "to be flexible with regard to their ability to incorporate feedback effectively" are characteristic of the 21st century learner. As inquiry and project-based learning call for the development of self-direction, flexibility and responsiveness to feedback, we have focused on the integration of 21st century competencies, as outlined in greater detail in the Inquiry Unit Plan.
How could your learners explore the driving questions?
To provide ample opportunity for student engagement in learning, we have designed a unit that encourages the students to make choices about their various roles in the learning project, how they can work with communities, and how they will make use of their personal learning networks. Students will explore the skills and outcomes through a variety of means:
For examples of a school division that successfully pursues inquiry projects with their learners, refer to this toolkit.
To provide ample opportunity for student engagement in learning, we have designed a unit that encourages the students to make choices about their various roles in the learning project, how they can work with communities, and how they will make use of their personal learning networks. Students will explore the skills and outcomes through a variety of means:
- Learners have choice on taking on several roles in the various stages of the inquiry project
- Through tasks outlined in the Inquiry Unit Plan
- With support from their PLN network
For examples of a school division that successfully pursues inquiry projects with their learners, refer to this toolkit.
What Learning Supports and resources will make learning accessible for everyone?
Determining which tools a learner needs will depend upon the individual needs of a learner and the specific task they need to perform (Zabala, 2005). While Universal Design is important to consider within educational physical environments, not all assistive technology can be determined without a specific learner in consideration, as not all tools will meet the needs of all individuals. Considering teaching and learning strategies originally stemming from modifications for one learner which could be universally embraced as options made available to all learners by engaging learner choice (CAST, 2014; Glass, Blair, & Ganley, 2012; Turner, 2015).
A tool that works for one leaner may not necessarily work for another. Focusing on specific needs of each individual and the tasks they wish to be able to perform independently within an art setting is key to success. By providing accesses to a rich professional learning network, students are exposed to a diverse community of experts, tools and resources that can help differentiate the project to meet areas of interest, as well as area of need. Universal access to tools in the Assistive Technology Lab ensure students are able to remove barriers to optimize their skills and talents and work alongside their peers with exceptionalities. While we have defined 4 learner profiles to consider in areas of needs, strengths and interest, we have designed our environment to be inclusive, universally accessible and flexible to all the students in the learning environment.
Refer to The Learner for specific learner needs and the SETT framework in action.
Refer to this toolkit for more strategies to support students with emotional or behavioural concerns.
Determining which tools a learner needs will depend upon the individual needs of a learner and the specific task they need to perform (Zabala, 2005). While Universal Design is important to consider within educational physical environments, not all assistive technology can be determined without a specific learner in consideration, as not all tools will meet the needs of all individuals. Considering teaching and learning strategies originally stemming from modifications for one learner which could be universally embraced as options made available to all learners by engaging learner choice (CAST, 2014; Glass, Blair, & Ganley, 2012; Turner, 2015).
A tool that works for one leaner may not necessarily work for another. Focusing on specific needs of each individual and the tasks they wish to be able to perform independently within an art setting is key to success. By providing accesses to a rich professional learning network, students are exposed to a diverse community of experts, tools and resources that can help differentiate the project to meet areas of interest, as well as area of need. Universal access to tools in the Assistive Technology Lab ensure students are able to remove barriers to optimize their skills and talents and work alongside their peers with exceptionalities. While we have defined 4 learner profiles to consider in areas of needs, strengths and interest, we have designed our environment to be inclusive, universally accessible and flexible to all the students in the learning environment.
Refer to The Learner for specific learner needs and the SETT framework in action.
Refer to this toolkit for more strategies to support students with emotional or behavioural concerns.
*Framework Adapted from Rocky View School's Instructional Design Framework
Click here to look at design exemplars from fellow RVS teachers |
contributing authors: Kathryn Crawford, Alison Turner, Emily VanEyk
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