Visioning+Year+3

- continue CIGs, with or without the same group constructions - continue with lines of inquiry, expanding, refining, or refining the LOI - move the LOI into a student centered focus, begin to try to do a LOI with kids and report out on that - retain the works of art, with more focus on the LOI and how it relates to the CIG LOI, or CIG inner workings (eg - use the progress tracking as a session homework assignment with specific questions related to the WOA and LOI from that day's event, eliciting understanding of the connections between the WOA and the CIG's LOI - consider adding some loose mandates - adopt a book or several journal articles for common reading in the CIG / consider discussing this at the end of Y2, and moving the conversation to get folks to ask for this themselves next year - OR, promote the idea that the WOA is the "common text" being read by everyone - again, doing this on the last day with everyone so they understand programmatic changes in Y3 - model types of effective documentation - show blogs or wikis etc, where teachers effectively document teaching practice (not showing participant work, but giving better samples of what kinds of documentation we might like to see in Y3 - make visible some of our potential plans for Y3 on the last day, soliciting input and ideas from Y2 participants.

One of the things we didn't do this year was assign a common text. We weren't exactly sure where the process was going to take us and I think we made the right decision with the information we have. If we reconsider for next year, I wonder if we should get a text that is a teacher-friendly guide to action research. Some of my teachers would have really benefited from a source that helps them develop questions to ask their students, etc. It would also move the process of inquiry to the center of our discussion rather than the "topic" at hand. I guess what I'm saying is that I'm feeling more committed to helping teachers develop skills that enable them to be reflective researchers in their classroom than I am to helping them think through issues of say, curriculum or assessment. Those topics are important, but if we give them tools to learn and to inquire, it helps foster an inquiry stance that will last beyond AE2.0 and will provide them with a dynamic set of skills they can apply to any aspect of their teaching.

-Investigate creating an AE 2.0 app for iPad/iPod/iPhone


 * Notes from Feb 16 year 2 reflection/year 3 planning webinar - [[file:Feb 16 2010 planning webinar notes.doc]]
 * [|Webinar recording]
 * Chat from this webinar (text file) - [[file:2-16-10 chat text.txt]]