5 STAGES OF COLLABORATIVE INQUIRY LETS FIND OUT TOGETHER!
The collaborative inquiry is used at all levels: 1)Students design, access and monitor their own learning. 2)Teachers collaborate to assess, design, implement, reflect and adjust learning. 3)Leaders assess the learning conditions that support deep learning and design strategies to create improved conditions.
Collaborative inquiry teams may comprise as few as two educators. Teams ranging from five to seven participants are ideal. the collaborative inquiry team should consist of individuals who are able to take action and who are willing to engage in and promote an inquiry approach to professional learning in their schools, departments, or divisions. FORMING A COLLABORATIVE INQUIRY TEAM:
THE MODEL CYCLE:
STAGE 1: FRAMING THE PROBLEM
1 The team identifies student learning needs, determines a shared vision, develops an inquiry question, and formulates a theory of action. 2 Examples of framed problems: Student Learning Need: Students have difficulty with applying the knowledge in their work term and studies. Problem Framed: Students fail to see the relevance or purpose of the content being presented in the classroom. Purpose Statement: The purpose of their inquiry is to discover how to establish relevance and purpose so that students can make better connections to what they learned in their classroom. The team described a focus and inquiry questions about current student learning needs and the evidences. If the instructor used case studies in the course, then students will be familiar with the real-world contexts and transfer knowledge and skills in their work term. If the students engage in role-playing activities, the students will be more prepared for their work term settings. The theory of action for the above-farmed problems could be:
STAGE 2: COLLECTING EVIDENCE
Triangulation is the process of corroborating evidence from different individuals, types of data, or methods of data collection and how many different viewpoints have been considered as the result. The main purpose of this stage is to test new pedagogical approaches and collect feedback on the effectiveness of these approaches from various perspectives. Data collection methods should be collected by what they intend to collect and be designed to answer the questions from the previous step. The team must ensure that the evidence is triangulated when considering the sources of data collected that will inform the team’s inquiry.
STAGE 3: ANALYZING EVIDENCE
General Overview Data is analyzed, which includes organizing, reading, describing, classifying, and interpreting. A great deal of data and material will be generated by the group members. Challenges The challenge is to make sense of what has been collected. The team must synthesize the organized data into general written conclusions or understandings.
STAGE 4: CELEBRATING AND SHARING
During this final stage, teams come together to document, share, and celebrate their new understandings. The presentations for the whole findings will be prepared and will be concluded. The majority decision will take place and analyze the advantages and disadvantages of the collaborative inquiry.
STAGE 5: CONSIDER NEXT STEP
At the end, teams debrief the process by considering how their work was reflective of the characteristics of collaborative inquiry. Teams consider next steps by identifying additional student learning needs and reflecting on what they learned through their inquiries.
THE END