Acceptance+of+Self+&+Others+project

__ **Chance School Inquiry Project ** __ Of the four schools in the building, we have chosen to focus on Chance School. Chance is an alternate school with three goals: "To continue the focus on meeting student behavioural, social and emotional, and academic needs","To have students see themselves as successful students" and "To improve promote social responsibility by encouraging and working collaboratively with participants of the school community to contribute positively in the creation of a safe and welcoming school atmosphere". ([]). Chance is a smaller school with an emphasis on hands-on learning and making learning situations relevant. The staff at Chance are trained in using student-led teaching methods and successful strategies to collaboratively work with a diverse group of learners in a "non-traditional" school setting. There are no individual desks in Chance school. Each classroom has several tables that can be arranged according to the needs of the day. Students can progress through courses at their own rate. They may advance via individual determination rather than being stymied at a level based on the year they were born. A student who excels in Mathematics, for instance, can take coursework at a higher "grade level." The staff and administration at Chance have worked together to create an "Acceptance" project that will introduce students to the new facility, to each other and the Inquiry Process. This project will also help create a community of people who appreciate themsleves for who they are and to accept others despite their differences. __**Overview**__ The project will begin with "icebreaker" and "all about me" activites. Students will work in small groups on "Think, Pair, Share" type activities and be introduced to the concept of maintaining a reflection journal. During the process of completing the Inquiry project, students will work through an online pathfinder tool (LiveBinder) that will enable them to be self-sufficient at completing all the necessary steps of a student-led research project. Students will eventually present their project to an audience of peers, parents and community members. Assessment will be comprised of self-reflection, peer feedback and teacher evaluation. __**Project Detail: **__ The project will begin on the first day of regular classes.

When the students of Chance school were informed of the required supplies to bring on their first day they were also told to bring a small bag or box containing a few items that represent "who they are". Articles are shared with the class and then an artifact museum comprised of photos of the actual objects is created to house these self-representations for the duration of the project. (Please see detailed description of this activity here).
 * __Day One __**

When the class has gotten to know each a bit better they join up with another class from the same school. Students are then given an ice-breaker activity like a with "find someone who..." descriptors to fill in with classmates' names. Because the planned inquiry project is also going to touch on bullying, one of the squares will be marked “//Find someone who has been bullied//.” Each student must try to find a different classmate/teacher who fits the descriptions in the squares. When students have filled in each box (or as many boxes as can be filled in ten minutes), teachers can take some time to ask "Who found someone with the same colour eyes?" and so on. This can lead to the next activity.

Once the "People Search" has been completed, students will be instructed to find another student with whom they have something in common based on the activity sheet that was just completed. Once all students are in small groups of 2-3, they try to identify two more similarities and two differences among the group members. When they have had a chance to get to know their partner a bit they repeat the process with another randomly selected partner.

The students return to their own classes and think, pair, share about the activity that was just completed. The teacher will ask about differences between the students and ask if anyone has ever been teased or has witnessed someone else being teased about any of these differences. Teachers will be instructed to send the message of "self-acceptance" by focusing on attributes students have that cannot be changed versus things that students do have control over. At the end of this discussion time, the teacher will model how to write a reflection in a reflection notebook and then ask students to journal about the day’s experiences.

This is the day the Chance students get introduced to their new library so they will be able to find resources to help answer the questions they generate on their topics. Both the teacher librarian and the community-employed librarian greet the students. Students are reminded that it is also a community library and they are expected to treat all patrons with respect. The teacher-librarian describes the library club to the students and encourages students to join by making sure everyone knows that their help is needed and wanted. She shows them her current featured display with print materials (including fiction, non-fiction, graphic novels, picture books, etc.), and non-print materials about bullying, self-esteem, respect and other issues that surround a culture of acceptance.
 * __Day Two __**

The teacher-librarian shows students into one of the adjoining computer labs and introduces the idea of digital citzenship and appropriate use of the internet to the class before she shares some web resources she has bookmarked:
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Red-head bullied by a group: []
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Cyberbullying: []
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Words hurt: []
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Too Late to Apologize: []
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Bullied to Death: []
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Bullying begins at home: []

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<span style="font-family: Georgia,serif; font-size: 12pt;">Students are encouraged to watch the videos and any others the TL has previewed. Caution students about simply "following links" as this may lead to inappropriate media. During this time students are expected to note their reactions and feelings about what they watch in their Response Journals.

<span style="font-family: Georgia,serif; font-size: 12pt;">The students return to class to think, pair, share about the aspects of whatever they found most important to them during the videos and sharing. Each pair is then grouped with another pair to discuss their findings. Then those groups are paired with other groups, and so on until the whole class is back together. Students are then given the opportunity to think, pair, share with the same class they joined yesterday and encouraged to look for differences in what each found important.

<span style="font-family: Georgia,serif; font-size: 12pt;">At this point, students will be given "homework". The will be handed a card on which they need to write down three things they wish to know about acceptance, bullying, self-control, self-acceptance, how to make the school a great place to be, digital harrassment, or any other topic or issue that arose during the day's activities.

<span style="font-family: Georgia,serif; font-size: 12pt;">Students will review last day's activities and share their questions generated from the "homework" assignment. Teachers will allow discussion to occur naturally around topics and will make note of any questions that arise from class discussions. At the end of this time, teachers will review the topics that were covered and questions that arose. Students will then be directed to form small groups based on a topic they would like to learn more about, keeping in mind the topic area is Acceptance of Self and Acceptance of Others. Encouraging students to maintain a group size of 2 - 4 is important, even if ideas need to be combined to bring solo students together. After forming groups, allow for more discussion on the chosen topics and encourage students to generate questions and answers. Any question that cannot be answered by the group becomes a "possible research quest". After each group has come up with several questions, it is time to move back to the Library. <span style="font-family: Georgia,serif; font-size: 12pt;">(Note: If a grade will be assigned to the project, it is important to go over criteria at this point and develop a rubric with the class with regards to product, research and participation).
 * __<span style="font-family: Georgia,serif; font-size: 12pt;">Day Three __**<span style="font-family: Georgia,serif; font-size: 12pt;"> (Generating Questions / Planning)

<span style="font-family: Georgia,serif; font-size: 12pt;">The teacher-librarian shows students into one of the adjoining computer labs and reviews the main points of digital citzenship and appropriat<span style="font-family: Georgia,serif; font-size: 12pt;"> e use of the internet to the class before she shares some web resources they can use to help search for their topics. She shows them a __<span style="font-family: Georgia,serif; font-size: 12pt;">Livebinder __<span style="font-family: Georgia,serif; font-size: 12pt;"> pathfinder tool that will help them along the inquiry process. After a brief overview of how to use the binder and introduction to the steps of the Inquiry Process, students will be able to use it on their own. The Livebinder was designed for students aged 10 - 15 to use with ANY topic. Language is "kid-friendly" and the steps and suggestions are not "topic specific" - students could be researching "Anti-Bullying methods for a middle school community" or "How animals fly" or any topic in between.

<span style="font-family: Georgia,serif; font-size: 12pt;">The teacher-librarian introduces the concept of reliability and relevance when finding digital sources (See LiveBinder "Finding Answers" section a. for more information) and give some examples of search engines that students can use and how to generate good "key words" for their searches (See LiveBinder "Finding Answers" Section f. for more information). An introduction on using wikis may also be appropriate here. (See LiveBinder "Finding Answers" Section c. for more information.)

<span style="font-family: Georgia,serif; font-size: 12pt;">While the groups are settling they receive copies of the graphic organizers on the planning tab of the librarian’s [|Livebinder] (Alberta Learning, 98-99), as well as a chart using Kuhlthau’s modified KWL (4). The groups are encouraged to brainstorm and plan together. Students are expected to continue journaling throughout the remainder of the project.

<span style="font-family: Georgia,serif; font-size: 12pt;">Students return to the computer lab with their groups, ideas, and the beginning of their plans on how to present their learning. This time their links include kid friendly websites about feelings and bullying: <span style="font-family: Georgia,serif; font-size: 12pt;">The TL also uses the LiveBinder "Sharing Your Learning" tab to demonstrate several different methods of digital presentation tools.
 * __<span style="font-family: Georgia,serif; font-size: 12pt;">Day Four __**<span style="font-family: Georgia,serif; font-size: 12pt;"> (Retrieving)
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<span style="font-family: Georgia,serif; font-size: 12pt;">Students learn how to record sources of information and create a bibliography. (LiveBinder: "Finding Answers-Citing Information"). The class will share their feelings on the process of searching. The students trade ideas on search terms and useful sites with input from the teacher. The teacher starts scheduling mini-conferences for each group to see how they’re doing and how she can support them better. ====<span style="font-family: Georgia,serif; font-size: 12pt;">Another activity that could be attempted at this point is a "School Wide Share": <span style="font-family: Georgia,serif; font-size: 12pt;">Students from all 4 schools line up in two lines and walk around the current building - after about 5-10 min one line moves forward or back by about 10-20 students. They will repeat this until they are finished the walk. While students are walking they're expected to talk with the student opposite them in line about the project they are working on. They can talk about anything, but are encouraged to discuss what they’ve been experiencing and learning during their first week. Students will be given time to use their Reflection Journals to make note of any questions that their discussion partner has asked, which may lead to further research and group collaboration. ====
 * __<span style="font-family: Georgia,serif; font-size: 12pt;">Day Five __**

<span style="font-family: Georgia,serif; font-size: 12pt;">Students return to the computer lab armed with new search terms. A wide variety of graphic organizers are available to help groups keep track of their information and new questions. (LiveBinder: "Planning").
 * __<span style="font-family: Georgia,serif; font-size: 12pt;">Day Six __**<span style="font-family: Georgia,serif; font-size: 12pt;"> (Processing)

__**<span style="font-family: Georgia,serif; font-size: 12pt;">Days Seven-Eight **__<span style="font-family: Georgia,serif; font-size: 12pt;"> (Creating) <span style="font-family: Georgia,serif; font-size: 12pt;">Students are given the freedom to work on their projects. They have mini-conferences scheduled with the teacher to keep themselves on track. The teacher encourages them to share their projects with other groups and ask for feedback. (LiveBinder "Sharing Your Learning")

__**<span style="font-family: Georgia,serif; font-size: 12pt;">Day Nine **__<span style="font-family: Georgia,serif; font-size: 12pt;"> (Sharing) <span style="font-family: Georgia,serif; font-size: 12pt;">Classes take turn viewing each other’s projects in the morning. Each student is assigned to interview three other students “about their reasons for sharing their new knowledge in a particular way… the ways they focused on the needs of their particular audience…what went well with their sharing and what things they need to improve” (Alberta Learning, 68). All students in all four schools set up their artwork and displays in the halls, ensure that enough computers are available in their classrooms, the computer lab, and in the library for the projects requiring them, and whatever else their imaginative and personal projects might need to be shared in the way that the students imagined. The afternoon allows students to view projects from the other schools. They are encouraged to speak with the other students about their experiences with their inquiry projects. Students have some time before ‘Meet the Teacher’ night begins and may choose to adjust their projects if they feel it is necessary. That evening the community is welcomed into the schools to see the students’ work and meet the staff.

<span style="font-family: Georgia,serif; font-size: 12pt;">When students return to class after the day of sharing they are asked to discuss their feelings about everything they saw and heard. The teacher refers them back to their modified KWL chart (Kuhlthau, 4) and asks them to journal what they learned about their topics, inquiry, and sharing projects. She then asks them to think, pair, share about what they would do differently next time. <span style="font-family: Georgia,serif; font-size: 12pt;">Students complete self evaluations regarding their participation as a group member and reflect on some of the projects presented by their peers. The teacher meets with each group to determine the final grade for the project, if it is being used as a formal evaluation piece.
 * __<span style="font-family: Georgia,serif; font-size: 12pt;">Day Ten __**<span style="font-family: Georgia,serif; font-size: 12pt;"> (Reflection and Evaluation)

//<span style="color: #000080; font-family: Georgia,serif; font-size: 12pt;">NOTE: Teachers do not have to follow a strict schedule of completing the entire project in ten school days. Teachers may want to allow extra time for finding information, such as interviewing "experts" or borrowing resources from other facilities. Sharing and presenting may take longer as well, as students would most likely appreciate having feedback in order to "polish" their presentations before showing other students, schools and the public. This plan would be ideally planned for the first ten days of the school's fall session. //

__**<span style="font-family: Georgia,serif; font-size: 12pt;">Referencs for Educators: **__ <span style="font-family: Georgia,serif; font-size: 12pt;">Alberta Learning. (2003). //Focus on inquiry: A teacher’s guide to implementing inquiry-based learning//. Edmonton, Alberta, Canada: Author.

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<span style="font-family: Georgia,serif; font-size: 12pt;">Fulton, S. (2011). How to conduct an inquiry project: A teacher's journal. Retrieved from: [] =====

<span style="font-family: Georgia,serif; font-size: 12pt;">Harvey, S., & Daniels, H. (2009). //Comprehension and collaboration: Inquiry circles in action//. Portsmouth, NH: Heinemann. (Particularly pages 247-263 of Chapter 11 "//Open Inquiries//".)

<span style="font-family: Georgia,serif; font-size: 12pt;">Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Introduction to guided inquiry: What is it, what’s new, why now? //In Guided inquiry: Learning in the 21st century// (pp.1-11). Westport, CT: Libraries Unlimited.

<span style="font-family: Georgia,serif; font-size: 12pt;">Mission statement: []