After reading Collaborative Inquiry; A Facilitator’s Guide, a publication by Learning Forward Ontario written by Jennifer Donohoo, I was intrigued to find out if there had been any follow-up to the suggested practice. The Guide describes a process by which schools may undertake collaborative inquiry as a means to improve student outcomes. Did schools actually implement this? If so did they have success? Who provided the facilitation, was it the principal, a teacher, someone brought in? The Guide brought forward many great concepts, however I was left with thoughts about participation and process outcomes, would educators take part in this? Is there time for this? I’ve been part of the beginning phases of a process like this, which quickly fizzled out, how do we generate a genuine inquiry?
To begin to answer some of these questions, I read The Transformative Power of Collaborative Inquiry: Realizing Change in Schools and Classrooms, by Donohoo and Velasco. What follows are my major takeaways from this book, which proved to elaborate on many of the questions I was left with after reading the Facilitator’s Guide. Promoting Participation
Factors for Success
Shifting Perceptions
Donahoo, J. and Velasco, M. (2016). The Transformative Power of Collaborative Inquiry: Realizing Change in Schools and Classrooms, Thousand Oaks, CA: Corwin.
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AuthorI teach Paramedicine at Cambrian College, in Sudbury, Ontario. I also continue to work as a paramedic, and ride bikes. This is my third semester in the PME program, and I look forward to learning with everyone! Archives
March 2017
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