Inquiry

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Inquiry Design InstituteJune 18 - 22, 2007

• "The truth is that our finest moments are most
  likely to occur when we are feeling deeply
  uncomfortable, unhappy, or unfulfilled. For it is
  only in such moments, propelled by our
  discomfort, that we are likely to step out of our
  ruts and start searching for different ways or
  truer answers.
• M. Scott Peck

Day 4
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Eyes on the Prize Lyrics Attributed to Alice
Wine Paul and Silas, bound in jail Wouldnt let
nobody go their bail Keep your eyes on the prize,
and hold on! Hold on, hold on, hold on, hold
on, Keep your eyes on the prize, hold on! Paul
and Silas began to shout Jail doors open and they
walked out Keep your eyes on the prize, hold on!
Mary wore three links of chain Every link tell
freedoms name Keep your eyes on the prize, and
hold on! Well the only thing that we did
wrong Stayed in the wilderness too long, Keep
your eyes on the prize,
Only thing we did right Was the day we began to
fight! Keep your eyes on the prize, and hold
on Well I got my hand on the freedom plough It
wouldnt take nothin for my journey now Keep
your eyes on the prize, and buddy hold on Hold
on, hold on, hold on, hold on, Keep your eyes on
the prize, hold on! Sung by Barbara Dane and
Lightning Hawkins
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• Day 1
• ? What is community?
• ? Why create community in schools?
• Experiencing community building
• ? Ground Rules
• ? Create base teams
• ? Research on community building
• Definition of Community
• Vision for community building

Day 1, 2, 3, 4 ? KWG (Know, Want to know,
  Gems of Insight/learning) ? Base team
question/s

Day 4 ? How can a strong classroom   community
support academic   learning? ? How can community
building   and content be integrated? ? Activity
sharing ? Action planning

• DAY 2, 3, 4
• ? What are the conditions for a community to
  develop?
• ? How do we achieve our vision of creating a
  classroom community?
• ? How do we build community in the classroom with
  intention?
• Community building tools
• Facilitator knowledge
• Learning styles and Experiential model

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Ground Rules
Confidentiality Respect Active Listening No Put
Downs Right to Pass
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1. Social pain and physical pain A. Manifest
differently in the brain B. Manifest the same in
the brain
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1. Social pain and physical pain A. Manifest
differently in the brain B. Manifest the same in
the brain
Researchers at UCLA found that physical and
social pain operate in similar ways in the
brain. (Eisenberger, Lieberman, and Williams
(2003)). Researchers concluded that social
exclusion registers in a similar way in the brain
as the experience of physical pain. Brendtro,
L.K. and Larson. S.J. (2006)
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• 2. The tit-for-tat rule is
• A. Our brains way of dealing with new
  encounters
• B. How young people show their power

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• The tit-for-tat rule is
• A. Our brains way of dealing with new
  encounters
• B. How young people show their power

On the first encounter with another person, act
friendly. After that, match the other persons
friendly or hostile reactions. Our brains are
hard-wired to react to the positive or negative
emotions of others in mirror-image fashion.
Brendtro, L.K. and Larson. S.J. (2006)
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3. Research on how Social and Emotional Learning
(SEL) supports academic achievement
shows A. Socially engaging strategies help
students focus on tasks. B. The connection
between school and family is less important than
time on task. C. Caring relations between
teachers and students creates a connection to
school and makes them want to learn.
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3. Research on how Social and Emotional Learning
(SEL) supports academic achievement
shows A. Socially engaging strategies help
students focus on tasks. B. The connection
between school and family is less important than
time on task. C. Caring relations between
teachers and students creates a connection to
school and makes them want to learn.
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3. Research on how Social and Emotional Learning
(SEL) supports academic achievement
shows A. Socially engaging strategies help
students focus on tasks.
Socially engaging teaching strategies, such as
cooperative learning and proactive classroom
management, focus students on learning
tasks. Zins, et al. (2004)
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• 3. Research on how Social and Emotional Learning
  (SEL) supports academic achievement shows
• Caring relations between teachers and students
  creates a connection to school and makes them
  want to learn.

Caring relations between teachers and students
foster a desire to learn and a connection to
school. Zins, et al. (2004)
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• 4. Positive, long-term relationships with
  significant adults help students by
• A. Creating strong neural pathways
• B.Developing social skills which helps them
  academically
• C. Protecting them from destructive patterns

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• 4. Positive, long-term relationships with
  significant adults help students by
• A. Creating strong neural pathways
• B.Developing social skills which helps them
  academically
• C. Protecting them from destructive patterns

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• 4. Positive, long-term relationships with
  significant adults help students by
• A. Creating strong neural pathways

Through positive and ongoing interactions with
significant adults over time, children and young
adults can experience interactions in school that
strengthen new and healthy pathways in the brain
and affect how they act and interpret the world
around them. Caine, R.N., et al (2005)
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• 4. Positive, long-term relationships with
  significant adults help students by
• B.Developing social skills which helps them
  academically

Moreover, students with higher social skills do
better academically. They tend to value school
more and take school goals more
seriously. Caine, R.N., et al (2005)
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• 4. Positive, long-term relationships with
  significant adults help students by
• C. Protecting them from destructive patterns

When students become socially capable they
develop characteristics that protect them from
adopting destructive patterns that lead to
failure in school and in life (Kokko Pulkkinen,
2000). Caine, R.N., et al (2005)
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The freedom of the other person includes all
that we mean by a persons nature, individuality,
endowment. It also includes his or her
weaknesses and oddities, which are such a trial
to our patience, everything that produces
frictions, conflicts and collisions among us. To
bear the burden of the other person means
involvement with the created reality of the
other, to accept and affirm it, and, in bearing
with it, to break through to the point where we
take joy in it. Dietrich Bonhoeffer
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if one advances confidently in the direction
of their dreams, and endeavors to live the life
which they have imagined, they will meet with a
success unexpected in common hours. If you
have built castles in the air, your work need not
be lost that is where they should be. Now put
the foundations under them. Henry David Thoreau
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