Effective Teaching Practice

Process for Collaboratively Designing

Inquiry-Based Learning Studies
Identify a .Topic, Issue, Problem, Question. worthy of study
Identify how would this would hook the students and be intellectually
engaging?
Big question: What happens if we care about Structures,
People and Environment within our community and the
tensions that exists between those?
(If youre picking one it effects the others)
How do we find a balance that works (releasing / reducing tension)
best for everyone?
Hook- OpenMinds
- homelessness, environment, public art and structures, public spaces
Clarifying, sharing and understanding Learning Intentions
Through this task/project/study/question I want my students to come
to understand that
- there is tension between structures, environment and people. If
you change or play with one variable it changes the others.
- Critical collaboration how do we bring our voice forward, how
do we speak to get our point across, how do we honour other
peoples opinions?
- They can make an action or change in their community (they
have a voice)
we are the change - by caring about their community they can
take actions to make it better

Clarifying, sharing and understanding the success criteria

Identify clear and specific process and product success criteria to
guide and evaluate the understanding demonstrated in the
culminating performance task(s).
I want my students to
- Learn to critically collaborate demonstrate awareness and
value the positions of others
- Reflect on their time at OpenMinds
- Teach others about what they learned
- Use keynote to share their ideas
- Work together with their team to reach their goal
Created by Galileo Educational Network 2013

Defend and self-assess their position

Culminating Performance Task

Write the culminating performance task as if you were speaking to the
students.
1. By December with support of an artist in residence student will
have completed a model of greenhouse as well as helped to
support the artist in building a full scale model for our school to
grow food for the Interfaith Food Bank.
2. By March, with the support of a city planner / architect, students
will build a full scale model of a community (downtown and Royal
Oak) that demonstrates the tensions between structures, people
and environment
each class designs a blueprint. Whats the difference in the tension
between Royal Oak and downtown? (ie. Homelessness downtown,
lack of public art in Royal Oak) Why are they different?
3. By June, students are applying real world community action and
critical collaboration on an issue identified through the previous
culminating tasks.
Identify the learning intentions/understandings within the culminating
performance task.

Learning Activity Time Period 1: (2 or 3 lessons)

Building knowledge that supports and aligns with the following
learning intentions/understandings

Lessons/Activities
Create documentation Keynote to
make the learning at OpenMinds
visible and to make connections to
our Inquiry question.

Created by Galileo Educational Network 2013

Process/product success
criteria
Differences and similarities of
purpose, shape, location between
structures (opera house vs.
Nexen)
What is present and what could be
there?
Differences and similarities

Lessons/Activities
By December students will create
models of greenhouses and a full
scale greenhouse to investigate
the needs of plants and grow food
for the homeless

between Royal Oak / Rocky Ridge

and downtown structures (Refer
to Keynote presentation rubric)
Process/product success
criteria
Refer to greenhouse rubric

Learning Activity Time Period 2: (2 or 3 lessons)

Building knowledge that supports and aligns with the following
learning intentions/understandings
Lessons/Activities
By March investigate
characteristics of public space
through various lenses and apply
through a physical and virtual
build.
1) Choose community (Royal
Oak/ Connaught)
2) Identify landmarks
3) Identify tensions
4) Design blueprint
5) Build
6) Come up with solutions to
various tensions/ problems
Lessons/Activities

Process/product success
criteria
1) Can students identify tensions
and propose solutions?
2) Teach each other what they
have learned
3)

Process/product success
criteria

Learning Activity Time Period 3: (1 lesson)

(Rubric Co-Design with students)
Identify product/process success criteria for the Culminating
Performance Task

Learning Activity Time Period

4:
Created by Galileo Educational Network 2013

Rubric
Provides ongoing & summative

(dependent upon the complexity

and scope of the Task)
Culminating Task
1. By June, students are
applying real world
community action and
critical collaboration on an
issue identified through the
previous culminating tasks.

Ongoing Embedded
Assessment
Determine the Feedback Loops

Created by Galileo Educational Network 2013

Feedback
- during the work
- summative assessment of
the product/presentation