The Program Proposal for
LDISS
Project-Based Inquiry
within
An Integrated BroadBased Technology
Program Across the
Curriculum
Grades 7 - 12
The true sign of intelligence is
not knowledge but imagination.
Albert Einstein
It is time, in education, to celebrate imagination which is
the cornerstone of creativity and innovation.
Al White
Former:
Education Officer, Ministry of Education;
Wrote and implemented business
Education Curricula for all levels;
Superintendent in Human Resources,
Thames Valley District Public School
Board;
HMI and a Strong Advocate for Quality
Education for Students of LDISS
Resident of Douro-Dummer
LDISS
School
-organization
-credits
-assessment
Advisory
Committee
-teachers
-mentors
-program support
-other groups
Teachers
-re-trained as mentors
-revised assessment
7-12
Project-Based
Inquiry
a 21st Century teaching
program to meet the
future need of students
Community and
Parents
-support of parents
-shared responsibility
-celebration of student
achievement
The Ontario Guideline for Technological Education
(2009) promotes the integration of learning across
subject disciplines
• Students take the courses they sign up for in a full range of subjects.
• This school operates in the same manner as is currently planned;
• The proposed curricular change for LDISS is the inclusion of an
additional type of teacher instruction which includes students
taking responsibility for their own education.
• Each project would cross over many subject areas.
• A student may take on a project in any topic area.
For example: If a student asks: “ What is the theme song of the
UN?”.... and then, decides “I’ll create one!”..... This topic would
become their project which would cross over many subject areas
including: Music, English, French, History and Computer Coding.
LDISS is Open
Project-Based
Inquiry
a 21st Century Teaching
Program to meet the Future
needs of our students.
School Organization
1st
Year
• School Organization:
same as currently present;
• Grades 7 &8: no change;
• Teacher training in support
of implementing ProjectBased Inquiry.
2nd Year (Possibly)
• Modify periods of the
school day (40-minute
periods per day, all year) to
improve learning in some
subjects;
• Others are improved with
a double period and/or full
semester program
3rd Year
(Shared
Development)
• Program delivery
modified for quality as
per recommendations
from staff, corporate
partners, community
and parents.
Note: All curricular initiatives will be within the current requirements and
regulations of the Ontario Ministry of Education.
LDISS Advisory Committee
• 10-12 members representing parents, teachers,
administration, corporate partners and
community representatives;
• Work with community and corporate partners
to identify mentors, co-op placements and
support;
• Prepare 3-4 newsletters per year for circulation
to parents and the community.
• Manage offers of support by Business, Colleges,
Universities, venture groups, and
Foundations.
All Teachers and Administration
• Shift in role to mentor and coach in support of
student success;
• Hold students to their responsibilities as learners
and members of the school community;
• Adopt a more multi-dimensional assessment
model which recognizes all student
achievements, including projects.
•
•
•
•
Parents:
Support and share in their child’s
education;
Review School Newsletter and return
questions and comments;
Celebrate Achievement of all students;
Attend 2-3 community meetings per year.
Students:
• Direct responsibility for their
education;
• Ownership for their learning;
• Ready and prepared to play an
active role in their education;
• Engaged, active and inspired
learners.
All students will have a Daily Logbook for the
year containing a record of:
•
•
•
•
•
Prioritizing Plans of Action;
Strategies to manage time;
Activities and research completed with time invested;
Research summaries in an annotated bibliography;
A record of meetings with mentors noting advice and
support given;
• A record of all investigative activities and related activities;
• A record of meetings with advisors noting responses given;
• All draft documents pertaining to the final project report and
the presentation of the project.
All students will have a Porfolio containing:
• All project reports;
• Assessment documents pertaining to all formative
and summative project reports;
• All records of achievement;
• An updated resumé and supporting references
from teachers as well as in-school and
out-of-school mentors, advisors and co-op
supervisor(s) etc.
The Ontario Guidelines for
Technological Education 9-12
promotes the integration of learning
across subject disciplines.
(2009)
An Example: A new sports air bag system, designed to be worn as a
vest in a ski suit, which would automatically inflate during a fall, and
prevent serious injury during downhill ski races.
Science -
the scientific principles involved in design, construction and
application of the technological device and its use;
Mathematics The Arts-
dimensions and shape of the technological device;
aesthetic qualities of the design of the inflatable vest;
History and Geographyassociated with the
compared with
the regional and societal impact
use of this new inflatable vest
similar earlier protective devices.
An Example: A new sports air bag system, designed to be worn as a
vest in a ski suit, which would automatically inflate during a fall, and
prevent serious injury during downhill ski races.
Health and Physical Well-Being - the heath and
physical benefits associated
this inflatable vest;
with the use of
Business Principles new inflatable
production and marketing plans for this
vest;
English, Computer Coding and Literacy skillsskill development related to:
a) designing and communicating design ideas;
b) writing a project proposal and project reports summarizing the
materials, design, advantages , and safety of the product; and
c) writing instructions for the most effective and efficient use of this
new product.
The Ontario Curriculum, Technological
Education
(2009 )
Recognizing that to succeed, in today’s society,
students need to be effective problem solvers
and critical thinkers, able to understand,
question, and respond to the implications of
technological innovation, the Ministry of
Education presents a vision of Technological
Education in Ontario which focuses on
developing students’ research skills and
fostering creativity, critical thinking, and problem
solving.
Project-Based Inquiry
- based on a real-life investigation;
- highly effective at developing:
research skills;
problem-solving skills;
critical thinking skills
while fostering creativity and innovation.
LDISS achieved this, in science, between
2007-2013
The Many Faces of Inquiry
The Goal
Rarely
Implemented
Sometimes
Implemented
Most Common
OpenEnded
ProjectBased
Inquiry
Guided
ProjectBased
Inquiry
Structured Inquiry
(also called ProblemBased Learning)
Confirmation
Inquiry
Develop:
• Critical Thinking Skills;
• Creativity and
Innovation
• Collaborative Skills
• Empowered and
.....Engaged Learners
Project-Based Inquiry
Guided
Project-Based Inquiry
Largely TeacherDirected:
Students:
1) Select a topic from a
teacher’s list of possible
topics;
or
1) Select a question from a
pool of teacher’s questions.
Open-Ended
Project-Based Inquiry
Student-Centred:
Students:
 Select a topic of interest for
investigation;
 Conduct preliminary
research;
 Pose a meaningful question
for investigation.
THE INVESTIGATIVE CYCLE OF PROJECT-BASED INQUIRY
Future Directions
A Topic for
Investigation
e.g. Developing an
Oregano Water Filter
Driving Question
Communication
Research
Hypothesis
(predicted answer)
Conclusions
Investigative Plan
Data Analysis
Data Collection
• Sarah Langer:
Model for Human Decomposition in Fresh Water
Model for Human Decomposition in Salt Water
(Bronze and Silver Medals, CWSF 2008 and 2009);
• Alyson Bell:
Antibacterial and Antifungal Properties of Oregano
Oregano Bio-Filter to Purify Water
(Bronze and Gold Medals, CWSF 2009 & 2010);
• Nicole Gastle and Savannah Massimo
Absorptive Device for Cleaning up Oil Spills
(Bronze Medal, CWSF 2013).
•
Adam Noble: Pollution Level from the Head of the Trent to Trenton
(Bronze Medal, CWSF 2010);
•
Adam Noble and Shayla Larson:
Nanosilver Pollution from the Head of the Trent to Lake Ontario
and developed a Model for Nanosilver Absorption by Euglena
(Gold Medal, CWSF 2011);
•
Adam Noble:
Nanosilver Water Filter
(US Intel International Science and Engineering Fair,
First Prize; European International Science and
Engineering Fair, First Prize; Participation in the
Nobel Prize Ceremony, 2012);
Citrate Nanosilver Particle
as a cure for solid mass malignant tumours,
(Gold Medal CWSF 2013; Top Project in CWSF 2013).
Project-Based Inquiry
Role of the Teacher
The Learning Environment




 A Community of Learners
collaborating , supporting and
encouraging each other;
 Learning is student-directed;
 Students are engaged and
motivated each investigating
their own chosen topic.
Mentor
Facilitator
Coach
Advocate
Allyson Bell’s Project (2009-2010)
• Designing an Oregano Bio-Filter
for purifying water
21st Century Skills
Skills and abilities that students need to develop in
order to succeed in this information age:
– Learning Skills:
Critical Thinking; Creative Thinking; Collaborating; and
Communicating.
– Literacy Skills:
Information Literacy; Media Literacy; and
Technology Literacy.
– Life Skills:
Flexibility; Initiative; Social Skills; Productivity; and
Leadership.
The Bill and Melinda Gates Foundation
All students need to be given the
opportunity to discover the power
of their own mind.
Dr. Ann McIlmoyle
Former
Head of Science
Lecturer (U of T, UBC, York University)
and Life-Long Learner