Kath+Murdoch

Kath Murdoch - Faculty Meeting & Reading Reflections 22/02/12


Something I want to implement/do immediately. Retry a focus or deepening understanding activity I had forgotten about
 * My ‘take-away’ **

> about the drawing conclusion phase
 * Bundling strategy
 * Guide action phase
 * Find out more

Read the rest of the book – digest and reflect – a second time THINK about it

Guide action section using questions Use the idea of multiple intelligence workshop Need to read it a few more times // ‘me too - me three’ //

This framework in my planning

Find/explore the synthesis with our PYP

Find out more about ‘finding out’ // (Thanks Andrea M) // and implement

Implement different strategies Do ‘laying it on the line’ activity. Will work well with our excellent media unit

Cover puzzles – use it more often //(me too)//

Would like to use blackline master 2

Develop the ‘action’ part of my understanding

Use the idea of multiple intelligence workshop


 * We are not sure about … … **

How children learn basic skills

How do we know that the inquiry is child driven?

Is it too prescriptive?

Terms that could become/replace natural practice – ‘tuning in’ vs ‘what do we want to know’

Working in a __large__ group to meaningfully go through all the steps

How long each part of framework lasts?

How to provide significant ‘finding out’ activities

Specialist & LA teachers can only use certain items of it (depends on grade level and unit)

Taking the whole class through each stage together or can kids ‘stay behind’ or ‘go ahead’ a stage?

All of curriculum fit in?

The ‘model’ refers to a sequence __and__ not necessarily sequential


 * We like **

That we can use/adapt strategies develop how we see fit

How the role of the learner & teacher change

The structure that organises the learning experiences

The wealth of ideas

Having a framework

Getting everyone on board within a comprehensible framework that allows for seamless planning and flexibility

Common language

Concrete strategies that I can implement easily…

Lots to choose from to fit needs of class

Strategies that can be manipulated

Range of ways/range of sources

Place for ideas

‘Shared experiences – thinking together’

Lots of ideas to try out

Tangible strategies & ideas

Organisation

Strategies/Activities

Open learning – open sharing

Having a common inquiry framework to follow/same language

Having a place to ‘go’ for the next step

A wonderful toolbox to start/support stages of inquiry

Practical ideas to try. __LOTS__ of options. **Some ?????? fit others for** each unit

Concerned about the implementation of it.
 * We do not like…. (or are concerned about) … **

Time on each area?

__ Lock-step __ Need assurance of __flow__ back/forth/return

Action seems not to be as student driven

How the framework may look like ‘activities’ and be misused

Concerned about: keeping the suggested activities open-ended

How teacher driven!

Concern: What and when do we learn when where we are disconnected

Another ‘thing’ in the mix of curriculum frameworks

That we get stuck in Find out/Sort out

Narrowing in many respects


 * QUESTIONS **



How is it __best__ connected with PYP?

How do we apply all this in teaching German?

IS it really child action when so guided?

__ Action __ How do we ensure this doesn’t become strictly teacher-centred from start to finish?

Do we want to?

How do I plan for an action without guiding too much?

__ Is __ it going to be our ‘shared language’?

Is it really PYP?

What can we apply?

How does presentation affect learning?

Why do specialists start to join so late?

Is it really student driven?

How can we put K Murdoch into Rubicon seamlessly?

Should students be made aware of the phrases? Ex: ‘Now we are in the xxx Phase… where we will xxx…’

Please also take a look at this page Inquiry Models

Additional Readings (from Kath's Website - [|Kath Murdoch]):