Our work together began over a year ago when we met for the first time to develop an integrated inquiry unit- one that combined a big idea from the social studies and science curriculums as well as some literacy expectations. We planned using the backward design model by defining what we wanted students to know, be and do by the end of the inquiry. Although Sam was able to work through the inquiry with the students and definitely wanted to continue this inquiry journey, there were some things she wanted to 'rethink.' She and I had done so much of the pre-thinking for the students in the planning phase that they really didn't take ownership of the learning or see themselves in it. It was too teacher driven. She was the one steering the course, making all of the decisions and troubleshooting along the way. It was a lot of work for her to keep it going. Knowing that inquiry involves exploring and learning together, Sam knew this was not quite the way it should feel. But how was she going to really get her students invested in the process? This was our next challenge.
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| Our Backward Design Planning |
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