2008ormondale.pvsd.net/userfiles/servers/server_61103/file/guide_to_il.pdf · 2008...

Ormondale School | 2008


Ormondale students engage with the world as learners. They approach education with curiosity and excitement to actively understand and continuously grow.

THE BIG PICTURE

31

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In case you want to investigate more, check out:

– John Dewey and his powerful, and complex, philosophical material

– Jean Piaget and his clear identifi cation of child development

– Lev Vygotsky and the Zone of Proximal Development

– Paulo Freire and learning through authentic problem-solving

– Howard Gardner and his theory of Multiple Intelligences

– The work of Maria Montessori

– The Reggio Emilia approach to early childhood education in Italy


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Some principles that support constructivist learning include:

– Each learner is a unique individual

– The learner is responsible for their own learning

– The learner has intrinsic motivation to learn, through a process of exploring and addressing challenges to their existing mental framework

– Play and experimentation are important aspects of learning, allowing for the learner to discover understanding through their own exploration and approaches

– The teacher takes on a role of facilitator, challenging the learner through asking questions, establishing guidelines, and being in dialog with the learner, o! ering a context for the learner to develop his or her own understanding

– The learning process is social and interactive, allowing learners to discover meaning. This context includes facilitators and peers, and real world stimulus.

Grounded in Theory

3

This becomes increasingly important in the complexity of the 21st century.

Our ability to engage and inspire children through dynamic learning experiences is the way to ensure that all students are successful in the future. Ormondale School creates an environment where learning is an active and refl ective process. We believe all students are naturally inquisitive, and begin as natural learners. To keep this notion alive, we design learning experiences that invite our students to take responsibility for their education by asking questions and discovering answers. We call this Investigative Learning.


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the Bird Beak Buffet.

29

4. CATALYZE

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3. CAPTURE

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Theme defined by students & predefined end goal

5

Table of Contents

Big Picture Statement 3

Developing a Culture of Investigation 6

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In the Classroom 32

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DEVELOPING A CULTURE OF INVESTIGATION

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2. EXTEND

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1. INSPIRE

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THE JOURNEY TOWARD 21 CENTURY TEACHING

ST

25

TYPOLOGYof Learning Experiences

Leading with a theme defi nedby the students

Predefi ned end goal

Exploration defi nes the goal

Leading with a theme defi nedby the teacher

3. CAPTURE

1. INSPIRE

4. CATALYZE

2. EXTEND


Within Investigative Learning there is a range of di! erent learning experiences that are created. They organize into four distinct categories—all valid and compelling. Choosing which type of experience to design depends on what is being taught, the children involved, and the inclination and comfort of the individual teachers.

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STRATEGIC PLAN FOCUS

THE GLOBAL STUDENT

P ORTOLA VALLEY SCHOOL DISTRICT WILL PREPARE STUDENTS WHO:

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21st Century Students

Our district has identified key areas in which we believe our students should be prepared in order to thrive in the future.


We have begun a journey toward a new model of teaching, where experiences are structured to prompt students to investigate the world around them.

A Kindergarten student

makes a choice about

his afternoon experiences

in Plan, Do, Review

23

Refl ect on Learning

Teachers and students re! ect

on what has been learned and

evaluate success

Curricular Goals

Teachers guide the

experience to incorporate

important learning goals

Framing Questions

Starts with an authentic

question framed as an

investigation for students

to explore Engaging Activities

Teachers guide students to

explore ideas " rsthand and

construct conclusions themselves

in order to build understanding

Assessment Throughout

Teachers design assessments

to help shape students’

understanding throughout the

learning experience

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ESSENTIAL ELEMENTS

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All Investigative Learning experiences share the following characteristics:

This leads to consistent student experiences throughout their time at Ormondale.

11

Teacher is responsible for the learning

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TRADITIONAL MODEL(Directed Teaching)


INVESTIGATIVE LEARNING(Student Responsibility)

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Student is responsible for the learning

21

Boy: With math I think you learn more if you decide. Because you might get to do, like, 30 different things. Then you learn what doesn’t work and you KNOW, instead of the teacher just telling you what will work. Because you get to explore a bit.

Boy: I like learning about history with Investigative Learning because YOU get to learn. YOU get to be the expert at it after you’re done. That’s fun... you can answer a lot of people’s questions in the class.

Let’s investigate a little further: When we conducted interviews with students, we asked them about times for investigation and times for quiet learning. Here is how the third grade students described opportunities for Investigative Learning.

Ormondale School | 2008 13

Investigation is an integral component of Ormondale’s philosophy of teaching.


Interviewer: Is the Creek a good place to learn?

Girl: Yeah, because you see so many birds and plants and fish.

Boy: You can see something in nature, and where it’s put.

Interviewer: Why not just look in a book?

Boy: No, because in real life it’s better than in a book. Because... if an artist draws it, then it’s really not good—they might not be placed in the right place. You need to see it in nature.

Responsible for Learning

First grade interview

with IDEO

19

Responsibility

Application

Investigation

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21st Century Learning Standards



15

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Toward A New Model

We are evolving toward a culture that moves beyond the teacher as director of learning.

The engagement in learning that comes from these types of experiences, for both the student and the teacher, is worth the dedication.


California StateContent Standards




DEVELOPING ADDITIONAL STANDARDS

17

In order to measure the variety of skills we care about teaching to our students, including those that extend beyond the required state standards, we have developed an additional set of criteria to measure the qualities that support the 21st century student.

2008ormondale.pvsd.net/userfiles/servers/server_61103/file/guide_to_il.pdf · 2008...

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