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Topic 3: Start Small with a Driving Question

There are several ways you can support teachers and staff with starting the process toward planning an inquiry- or project-based learning experience without asking them to create it from, as the saying goes, “soup to nuts.” In fact, if your goal is create lasting, sustainable change, teachers may appreciate starting

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Topic 2: Setting the Context

When you think about the time you do have available to you, how might you – from your role –  prioritize education, training, and support related to inquiry- and project-based learning. Paula Barkley, mentioned a focus on education, training, and support in the last learning session. How can district- and

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Topic 1: Thinking about Time in the School Day

Schools and districts continue to face significant challenges with a lack of available staff, substitute teacher and bus driver shortages, while also monitoring teacher and staff mental health needs. So, thinking about how to use existing time is more important than ever. Some time may be being repurposed to give

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Lesson 9: Final Thoughts – Incentivizing Innovation

In traditional schooling, we incentivize with time, resources, curriculum, rather than innovation and transformation, student-driven interests and work, etc. In this video, Beth makes the argument that, if our new initiatives, aimed at transforming teaching and learning through inquiry- and project-based learning are going to become sustainable, that has to

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Lesson 10: Final Thoughts – Keep These Things in Mind

As district, school, and instructional leaders, we often focus on the verbal aspects of the 3Cs. Non-verbals are much more difficult to read, and that is where miscommunication and mistrust develops. That is why it is important that we remember the following with regard to recognizing and understanding the non-verbals

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Lesson 8: Coordination (Non-Verbal)

When it comes to rethinking Coordination, there is one key question: Knowing the answer is critical to the success and sustainability of a new initiative like inquiry- and project-based learning.  Downloads/Resources:

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Lesson 6: Collaboration (Non-Verbal)

Let’s turn to Collaboration (non-verbal). How might leaders (district, building, and instructional) get tripped up a bit, if they are not considering how they are walking the talk? We assume our staff (just like we sometimes assume our students) know how to collaborate. Okay, we have a staff team who

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Lesson 7: Coordination (Verbal)

Let’s consider the last ‘C’ – Coordination, again thinking about what this looks like and sounds like from your specific role.  How would you answer the following questions from your teachers: Listen as Paula shares some insights from work in our Ford NGL communities.  Downloads/Resources:

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Lesson 5: Collaboration (Verbal)

Now, let’s focus on the verbals and non-verbals of collaboration, which starts with creating the systems & structures for discussion. So, in this work, how do we, as leaders, ensure that we are creating the support and environment of good collaboration from classroom to district-level. How are we answering questions

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