TAKE CHARGE OF YOUR OWN LEARNING!
As the diversity of Michigan’s school-aged students grows at unprecedented rates, teachers are held accountable for all students reaching the highest levels of achievement and need to find new solutions to challenging academic and socio-emotional issues. To find solutions to these issues, educators must engage in collaborative professional learning. Adaptive challenges require collaborative exploration, discovery and innovation.
A growing body of research indicates that teachers learn best when they collaboratively study problems of practice relevant to their work. Collaborative inquiry unleashes the resourcefulness and creativity of educators to continuously improve their instruction. It situates professional learning in iterative cycles of shared data analysis, practice, dialogue, and reflection around one’s own practice. As an active member of this Collaborative Inquiry Network, you’ll engage in your own inquiry and, together with colleagues, build your capacity to design, facilitate, and evaluate collaborative inquiry in schools.
BY THE END OF THIS EXPERIENCE PARTICIPANTS WILL:
- Recognize the benefits of Collaborative Inquiry.
- Understand what Collaborative Inquiry is, and what it is not.
- Explain the purposes of each step in the Inquiry Cycle.
- Experience steps in the Inquiry Cycle.
- Describe conditions necessary to implement and sustain Collaborative Inquiry.
- Identify Collaborative Inquiry strategies in schools and districts.
Please contact Amy Colton (firstname.lastname@example.org) or Melissa Usiak (musiak@michiganASCD.org) with any questions.
Equipping ourselves to engage......in professional growth through a persistent inquiry mindset is embodied in the professional learning model, collaborative-based inquiry CBI. This is the deepest model for engagement to impact practice; that’s why I am seeking to frame the learning we promote about assessment through CBI.Kathy Dewsbury-White, CEO/President, Michigan Assessment Consortium
In education, there is a need to professionalize the profession.That’s why I am seeking to frame the learning we promote about assessment through the collaborative based inquiry professional learning model.Kathy Dewsbury-White, CEO/President, Michigan Assessment Consortium