The Collaborative Inquiry Cycle is a process that builds collaboration, constructs new knowledge about deep learning, and shifts practice to ground our collective work at all levels of the Partnership. NPDL Exemplar  Playground Design Inquiry Project  NPDL Exemplar  Community Inquiry Project
ASSESS  use the Deep Learning Competency Framework to identify student progress, strengths and needs. Combine with student achievement and interests to establish learning goals.  
School: Administrator: Division: Junior Subject Area:  Will you work within school groups or grade partners? We are working with our school group  (Junior Division). We will alter some parts based on grade level.  
2. Area of student learning need/ interest:  Achievement and Interest / Wondering Data Consult results from Math preassessment (anonymize data). Grade 4/5:
Grade 6:
What are students’ knowledge, skills, interests and needs? How are you capturing this information? Knowledge, Skills, Interests and Needs
How Captured:
What questions/ wonderings do students have about learning transformational geometry that we can use to guide our deep learning plan?
 
3. Curriculum expectations to be addressed (overall/ specific):  Grade 4:
Grade 5:
Grade 6:
 
 CRITICAL THINKING
COLLABORATION
Deep Learning Dimension – Leveraging Digital Class H  PreAssessment
Class G  PreAssessment
Class S  PreAssessment
Class W PreAssessment
Reference Documents: Towards Defining 21st Century Competencies for Ontario  WCDSB 21C Blueprint  
5. Teacher selfassessment of the deep learning dimensions.  Complete the teacher selfassessment survey of deep learning dimensions. You will automatically receive a copy of your responses by email for future reference (to be used in the assess & reflect stages of the collaborative inquiry) Identify which deep learning dimension(s) you will be focusing on during the project. You will use the deep learning dimension charts in the reflection phase to assess where your project falls within the deep learning dimension and to provide evidence to support your choice. Junior teachers will be focusing on the deep learning dimension of: Leveraging Digital.  
5. Inquiry question  Which pedagogical practices and methods of leveraging digital tools and resources can be employed to positively impact student achievement, develop critical thinking skills, collaboration, and promote deeper learning in the area of transformational geometry?  
Design  work with peers, students and community partners to use the Deep Learning Progressions to design deep learning tasks steeped in a real world problem or challenge of relevance to the learners.  
6. Deep Learning Task Design Project outline and description of how activity addresses area of student learning need/ interest.  Link to TLFM Website (Contains Design and Implementation aspects of the Deep Learning Task) Click image for a link to our transformational geometry tasks that were used for a junior rotation of classes. What content areas will provide the problem/challenge context? Math  Transformational Geometry What is the guiding question (example 1  example 2)? Grade 5 and 6 How can we get students to actively learn more about future careers while understanding the critical role that math (particularly transformational geometry) plays in so many jobs? Grade 4 and 5 How does the teacher providing deep learning, rich tasks in transformational geometry promote engagement and the ability for students to transfer skills to a variety of real life scenarios? How will students and the community be engaged in designing the learning task? Grade 5 and 6 Students will develop the task together by exploring various careers / jobs that use transformational geometry and sharing their findings with others in their class (padlet). From that, they will use ideas from the class to develop possible real world problems, involving transformational geometry, that people in those professions would need to solve. They will again share those problem idea with their class (padlet). In class discussions will be used to fine tune the type of problems that have been proposed. Students were exposed to various types of software / digital tools that could be used to develop an understanding of the concepts presented in transformational geometry. Students along with their teachers wanted to share their understanding of transformations as well as the discoveries about various careers in a meaningful way. We decided to make Google Sites to explain the jobs and to showcase our understanding of how the various careers might use transformational geometry. Grade 4 and 5
~ students follow transformational instructions (Twister style) using fake remote control and listening to directions being called out by the teacher
 

Grade 5 and 6 Students were given collaborative time to experiment with digital tools in both a guided and unstructured way and then began to work toward their goal of designing a website and using GeoGebra to help pose and solve a realworld problem related to their chosen career. Once they were on their way, they were ask to consider what would make their website and GeoGebra problem successful. They were also asked to consider what they were doing well in the area of collaboration and critical thinking. They recorded their ideas on 4 different stickies (Website / Career Focus, TG / GeoGebra Problem, Collaboration, & Critical Thinking) which were then sorted into subcategories and used to develop the success criteria for the deep learning task. Grade 4 and 5 Students were given collaborative time to experiment with digital tools in both a guided and unstructured way and then began to work toward their goal of creating a question challenge based on current facts about global warming and its effect on Earth’s rotation and tilt.
 
8. Learning Design Elements Example 1  Example 2  How will you create a learning partnership with students and the community? Is the learning design steeped in a real world connection of relevance to the learners (i.e cross disciplinary)? This multimedia mathematics resource features a video that shows examples of transformations (flips, slides, and rotations) found all around West Edmonton Mall. Using an interactive component, students explore and predict transformations by viewing animations of translations, rotations, and reflections. The author of this site has created some lessons to assist student connection and application of "real world" scenarios to the concepts of geometry. "Geometry and the real world" is designed for sixth and seventh grade mathematics classes (target group of site). List of careers that use transformational geometry  could reach out to these professions re: a Google Hangout for a virtual visit. Reallife examples of transformations Grade 5 and 6 Students will develop a better understanding of how various jobs in their community involve math skills as well as learning much more about how those professions contribute to our community. Students will also have the opportunity to participate in a “Google Meet” with Jordan Godin, an Engineer EIT working on the reconstruction of the West Block of the Parliament Buildings in Ottawa. He will share information about what types of things he works on as an engineer as well as how his job is tied to math, particularly how he uses transformations in his work. He will also share what digital tools he uses to help him do his job and how critical it is that he is precise in his work. Students have also been discussing their chosen careers with family members and branching out to network with others in the community to learn more about their careers and how they relate to TG. Grade 4 and 5 Students will develop a better understanding of maps and grids, and how the location of the Earth dictates our seasonal changes. In addition they can make predictions of what would happen hypothetically to the planet based on rotations and climate change. We have invited an engineer from Engineers without Borders and an architect who has designed a kiosk, using transformational geometry to come and show the kids how they use transformational geometry in their jobs on a daily basis. How will you focus on the development of Deep Learning Competencies? Grade 4, 5 and 6 Students will be guided to focus on the deep learning competencies of critical thinking and collaboration.  LD  students will use digital as a tool for thinking together and find new ways to apply the knowledge that they collaboratively created. They should also be able to articulate how infusing a digital tool has enhanced their thinking and the organization of their thought.  CKC  Learners think and work together in ways that spark new thinking and original ideas. They effectively used tools to support shared thinking.  ERTAIRW  They are able to articulate the importance of transferring and applying their knowledge appropriately to new and authentic situations and settings  and explain how they conduct their own further analyses to identify where else this could be applied.  WIT  Learners work interdependently matching tasks and expertise to the strengths of individuals in the pair.  ITRS  Learners demonstrate collective ownership of the work and an active sense of shared responsibility for the outcome.  LD  Students use digital tools to deepen the nature of collaboration among members  MTDC  The collaboration is giving students the chance to practice clearly and respectfully expressing their opinions, and listening to and learning from others. They are also becoming more skilled at identifying what underpins their own and others points of view. How will you leverage Digital Content  Digital Tools to accelerate and deepen the learning? Grade 5 and 6 We will use various digital tools to assist the students in deepening their learning. They will use interactive tools to first assist in making connections with transformational geometry, then they will suggest digital tools to learners in other schools in our board and review suggestions from others. Students will research and explore various professions that use transformations and create real world problems based on those professions. They will share those findings with their classmates through two Padlets. Along with the students, teachers will explore Google Sites as a way to communicate our learning beyond our classroom walls. We will learn the GeoGebra Tool alongside the students as well and discuss its applications for uses in the real world. Our classes will use Google Meet to connect with individuals in other professions so they can connect with the students and share how they use transformations in their jobs. Grade 4 and 5 We will use various digital tools to assist the students in deepening their learning. They will use interactive tools to assist in making connections with transformational geometry. They will research the tilt of the earth and what is happening to it and what the repercussions would be if it tilted more or less. What would happen to seasons? Where would Canada end up (grid coordinates), what would happen to infrastructure etc…? Rooting our focus in Geometry and Spatial Sense (GSS), more specifically through the curricular big idea of Location and Movement, which houses transformational geometry, is supported in sound research as noted below. Using Dynamic Geometry Software in Mathematics Teaching Leveraging Interactive Geometry Software to Prompt Discussion Transformations and Dynamic Geometry Software The Effects of Using Dynamic Geometry Software in the Middle School Classroom  
Implement the Learning  implement the deep learning task, leveraging digital to accelerate and deepen learning.  
9. Pedagogical Practises for Creating Deep Learning Example 1  Example 2  How will you build meaningful collaboration through learning partnerships? Grade 5 and 6:
Grade 4 and 5:
How are you optimizing the learning environment for success? Grade 5 and 6: The learning task builds on earlier successes in creating interactive learning environments where all students are deeply engaged and motivated. Learners are collaborating with students in their own and another class to develop their understanding. The learning task includes strategies to engage all students in establishing learning partnerships with and between students and others. Grade 4 and 5: Students will be engaged with their own peers and those from another class. There are 4 tasks for students to complete. Each group working at their own level (groups predetermined by teachers), this will engage all students and all levels. How will you build rapid cycles of student self/peer formative assessment to accelerate the learning? Grade 5 and 6: Students will create success criteria based on four aspects: their website, the math (GeoGebra & transformations), collaboration, and critical thinking. Students will be asked to consider their level of collaboration and critical thinking at various times during the cycle, related to the cocreated success criteria. They will also be encouraged to regularly revisit the success criteria they created to make sure they are moving in the right direction. Grade 4 and 5: Students will follow success criteria and be involved in the creation of success criteria for their culminating task. They will also be asked to peer and selfassess. Students will be asked to consider their level of collaboration and critical thinking at various times during the cycle, related to the cocreated success criteria. They will also be encouraged to regularly revisit the success criteria they created to make sure they are moving in the right direction. How will students leverage digital to accelerate and deepen the learning? Grade 5 and 6: Students use digital tools (internet research, Google Sites, GeoGebra, etc.) to navigate their learning processes with a focus on working within learning partnerships. The learning task enables application of deep learning competencies. Digital is used to share new knowledge, processes and innovations within and beyond the learning group using Sites. Grade 4 and 5: Students will use the internet to research real world problems as well as use digital tools (scratch, padlet) and present their work on their Gafe accounts  
Measure, Reflect & Change – use a range of evidence to measure the outcomes of the learning and effectiveness of the design so that you can reflect on what works and what can be improved.  
10. Collecting the evidence Example 1  Example 2  Measure the Learning Outcomes Observation Guide for teachers on May 8th How will products and performances be assessed? Grade 4/5, 5/6
Links to/ or samples of student learning, anecdotal evidence, video and photo evidence, student voices, baseline data, assessment data that you have collected. Consult results from Math postassessment. (anonymize data). Grade 4/5, 5/6 Refer to the website for examples of student tasks and products. Approved video and photo apps to support pedagogical documentation Deep learning competency postassessment of marker students (anonymize data). Class H  PostAssessment
Class G  PostAssessment
Class S  PostAssessment
Class W PostAssessment
Use the deep learning dimension charts to assess where your project falls within the deep learning dimension and to provide evidence to support your choice. Example 1  Example 2 Grade 5 and 6 Learning Dimension Progression Chart Grade 4 and 5 Learning Dimension Progression Chart  
11. Reflection & Improvement Example 1  Example 2 
1. How has the collaborative inquiry informed your teaching practice (awareness)? It challenged us to:
Our practice has changed:
Refer to your responses from the teacher selfassessment survey of deep learning dimensions (that your received by email).
INQUIRY QUESTION: Which pedagogical practices and methods of leveraging digital tools and resources can be employed to positively impact student achievement, develop critical thinking skills, collaboration, and promote deeper learning in the area of transformational geometry? We discovered that facilitating the learning rather than directly teaching students the concepts, empowered the students to selfdirect their learning, discover new strategies and tools, broaden their understanding, learn from each other, and make connections to potential career paths. 5/6 Success:
5/6 Challenge:
4/5 Success:
4/5 Challenge:
How will you collaboratively go about changing and improving this learning task? 5/6
4/5
