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Connect - Create - Learn This is the process behind the Inquiry Hub, a new initiative by Coquitlam Open Learning and School District #43.  The COL Inquiry Hub is a full-time grade 8-12 program which brings students together in a technology-facilitated environment and encourages them to explore their own questions from key themes: Community and global issues Environmental sustainability Media Art, design and technology

A walk through the new Inquiry Hub in Coquitlam is a bit like walking into a school of the future even through it's located in historic Maillardville and the school is more than 100 years old. There are few desks, and those there are on wheels. Project tables line walls topped with with fish tanks and bits of other projects, and kids sit together or work alone on laptop computers while listening to music on headphones. While Inquiry Hub isn't for everyone, it is worth exploring for any student who is looking for a more self-directed style of learning.

The project was called 'Cause We Care' - a pun I thought particularly witty, since the Driving Question was 'How can we raise awareness in our local community about a charity or cause we feel passionately about?' Whilst I did develop the driving question the students were responsible for the following: deciding on team members and team name, selecting a charity/cause to focus on, their investigation sources and mode of sharing findings (focus questions can be on this document: Cause We Care), the products to demonstrate research, raise awareness and legitimate contribution to cause/charity, their presentation of learning, including sharing learning with experts, defending ideas and celebrating their chosen charity, the Habits of Mind to master for the duration of the project and the outcomes from the Stage 5 English Syllabus they will master during the project ( I gave them a list of the 11 outcomes and the related dot-points, was an eye-opening experience for them!).

nquiry is not merely 'having students do projects' but rather strives to nurture deep, discipline-based way of thinking and doing with students.  As as entry point, inquiry involves learners: ✦tackling real-world questions, issues and controversies ✦developing questioning, research and communication skills ✦solving problems or creating solutions ✦collaborating within and beyond the classroom ✦developing deep understanding of content knowledge ✦participating in the public creation and improvement of ideas and knowledge

What might a 21st-century community look in which students direct their own education? In this world, the following scenario could take place: a student, engrossed in his favorite video game, puts down his gaming console and decides that he has an innovative idea for a new game of his own. From the convenience of his home computer he signs on to his profile at his school website and posts a bulletin within the "projects" section of the school's online network.

"The framework for doing that is inquiry-based learning, where students choose their own theme," Whiffin said. Students at the Inquiry Hub will choose from three main areas: community and global issues; environmental sustainability; and media arts, design and technology.

Footprints Conservation Society is a Greater Vancouver based charitable organization dedicated to inspiring, educating and encouraging children to make choices that result in a healthy, happy life for themselves and our planet. We provide well rounded, captivating programs for children that include workshops, guest speakers, fieldtrips, community projects and environmental education packets... krystal-at-footprintseducation . org

With as much as three fourths of each day spent in project-based learning, principal Buckner and her team actually work through required curricula, carefully figuring out how kids can learn it through the steps of Treffinger's Creative Problem-Solving method and other creativity pedagogies. "The creative problem-solving program has the highest success in increasing children's creativity,"

Challenge Based Learning is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities and around the world to develop deeper knowledge of the subjects students are studying, accept and solve challenges, take action, share their experience, and enter into a global discussion about important issues.

Challenge Based Learning provides: * A flexible framework with multiple entry points * A scalable model with no proprietary systems or subscriptions * A focus on global challenges with local solutions * An authentic connection between academic disciplines and real world experience * A framework and workflow to develop 21st century skills * The purposeful use of technology for researching, analyzing, organizing,  collaborating, communicating, publishing and reflecting. * The opportunity for learners to do something important now, rather than waiting  until they are finished with their schooling * The documentation and assessment of the learning experience from challenge to  solution * An environment for deep reflection on teaching and learning * A process that places students in charge of their learning

BCELC used Black and Wiliam's definition of Assessment for Learning as: Any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupil's learning. 1. Clear Learning Intentions: 2. Criteria 3. Descriptive Feedback 4. Powerful Questions 5. Self and Peer Assessment 6. Student Ownership

here are my take-aways from that response. What would you add to it? You must first set a vision of what's possible in play. Identify that the need(s) available can be met by strategic use of staffing and technologies available. Acknowledge past efforts that failed to be implemented fully. Connect with powerful stakeholders (district department directors), as well as those "in the trenches" (teachers and students) Align the plan with standards and goals at the state level Connect with stakeholders and communicate in an ongoing manner. And, a point that David shared explicitly with me, "Run to the resistors" rather than away from them. To me, this means embrace resistance viewpoint as one that can enlighten the conversation rather than stop it.

" This guide is an unusually thoughtful and valuable resource for teachers. It is distinguished by a powerful focus on the integrity and quality of projects - not just doing them, but doing them well.

All the learning starts from projects and then builds on the knowledge. Developing the skills of the students comes before the learning outcomes. Projects don't occur at the end of the unit to show the teacher what they learned; the units are the projects and the teacher draws out the learning in the context of the project. Students say if it is work worth doing, then they work hard to do their best. Motivation doesn't seem to be a big issue.