Core Concepts: Collaborative Inquiry

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Knowledge Transformation

many -to many interactions

stakeholder engagement

community knowledge sharing + innovation and knowledge growth

easily contribute small informal knowledge chunks

space and time dispersion

integration in work processes

Integration of new contributions

Burning Questions (Click side box) -->

1. How can members of the same team with the same vision overcome conformation bias or any other bias when analyzing their data?
2. Do educators involve their students in the collaboration team when it comes to working towards improving student learning?
3. Would it be more beneficial to give students only ill-structured problems if it meant that they were more prepared for real-life problem-solving situation?
4. Would a group with members that have conflicting views have a more accurate analysis if not everyone on the team has the same mindset as the rest of the members?

Core Concepts: Collaborative Inquiry

Not every teacher is "buy-in" to the idea of C.I.

Not enough support from administration

Support Factors

Culture of collaboration within school

Data literacy support

GUidance

Leadership

Release time

Inefficient as professional development structure

May not be relevant to some teachers if not shared focus

Teachers prefer agency in deciding topic of focus

May take up too much time

Collaboration 2.0

Strengthen data security

increased efficiency

lower cost

share mission0critical information with less risk

improved productivity

promote more collaboration and idea generation

Group Decision-Making Process

Implementation

Choice

Design

Intelligence

4 Stages

Sharing information

Sharing information tools

Canva

Prezi

Youtube

Padlett

Wix

Mindomo

Powerpoint/Google Sldies

Weebly

-Next steps and recommendations -Share new understandings

Analyzing Evidence

Beware of confirmation bias when reviewing data only use it as a tool for evidence and not as a deciding factor for decisions

-Make meaning of relevant data patterns to form conclusions -5 steps of data: organize, read, describe, classify and interpret -Use both qualitative and quantitative data when analyzing -Beware of bias when reading data, should be used as a tool and not as a deciding factor

Collecting Evidence

Data Collection Tools

Excel

Microsoft/ Google forms

SurveyMonkey

-Determine type of data collected -Determine where the data is coming from (must be valid and reliable, many sources need)

Problem Framing

Design a plan to research and learn more about the inquiry question

Technology for collaboration design

Mindomo or Coggle

Google sheets

Google slides

Google docs

Microsoft OneDrive

Google drive

-Create a shared vision -I.D. current student needs -Develop an inquiry question to meet criteria and focus on common goal

Participants come together to examine thier own work and thinking using research

Reflective dialogue

Seeking research

Asking questions

Community Knowledge Advancement

Knowledge negotiation

Work toward co-construction of understanding inquiry focus

Examine varying perspectives and beliefs

Shared experiences and focus in group

Sharing knowledge through public and collaborative communication

gains in individual knowledge is contributed towards the group, it becomes gains in group knowledge

Collaboration of overall ideas from several individuals

Communication

Video conferences

Microsoft Teams

Google Meets

Discord

Zoom

Social media

LinkedIn

Pinterest

Gmail/Outlook

Whatsapp

Facebook

Cyclical process

Reflecting

Connecting areas for professional learning with ongoing reflection (both individual and group levels)

Taking action

Collecting student data Adapting practices to the changing inquiry Working together with other teachers

Dialogical sharing

Shared leadership Shared responsibility Shared vision and goals

7 Characteristics

Reciprocal

Adaptive

Ask questions on how to improve plans/what went wrong and try it again --> examine new changes

Reasoned

Iterative

Reflective

Collaborative

Relevant

Problem Solving

IDEAL problem solving

Lock back and evaluate

Act on strategies

Exploring possible strategies

Defining and representing problem

Identify problems

Ill-structured problems

-Not constrained by domains -Multiple solutions can be made -Problem elements unknown -Multiple evaluation criteria -Require judgements and personal beliefs

Well-structured problems

-Generally given in classroom environment -All elements present -Application of limited number of structured rules -Comprehensible solutions depending on decisions

open-ended learning environment

goal-based scenarios

Potential Issues

Subtopic