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Teacher advisors are given considerable time in their regularly scheduled day to fulfil their role. Teachers, on average, spend about one and one-half hours in their individual offices meeting with their advisees

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.

Blended-learning models Blended learning is gravitating toward six models. The six distinct clusters each share design elements that differentiate them from the others in terms of teacher roles, scheduling, physical space, and delivery methods. As innovators develop new versions of blended learning, the contours of these clusters will continue to evolve.

The fact is that there is a purpose in protecting a level of F2F and real-time interaction even in an online program. In education, the components of online and F2F are stronger together than apart. The power is in a Blended Learning equation: Face-to-Face + Synchronous Conversations + Asynchronous Interactions = Strong Online Learning Environment

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

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

The Vision for DL is to  create a quality, dynamic and engaging learning environment that all students in  the province can access.  Instruction through e-learning methodologies offers  possibilities for sophisticated, interactive, and engaging learning options that  address the ideals for a BC Graduate, and shifts the classroom and learning  beyond brick walls and fixed schedules.

Environmental Inquiry* is an overarching approach to Environmental Education* that integrates Inquiry-based Learning*, Experiential Learning*, Integrated Learning*, and Stewardship* into a dynamic and cohesive pedagogical framework.

At the Calgary Science School we focus on inquiry-based learning, technology-intergration and outdoor/environmental education. We believe these three pillars come together to provide students with opportunities for authentic, meaningful and relevant learning.

While there is an obvious range of student-centered models of education, Barraket lays out the common understanding of student-centered teaching as being a process where students are given more autonomy and control over: * the choice of subject matter * the pace of learning * the learning methods used Contrasted with the central notion of student-centered classrooms, that students should have greater autonomy over the subjects matter and pace they choose to study, I've recently been impacted by the notion of "liberating constraints"

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

Students blending their own learning by through supplemental enrollment will continue to grow by almost 30% as more states expand access and may hit 15 million students by 2020.

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!).

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

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,"

The intentions are to unlock the potential of students to learn in innovative ways.  There is the possibility that what is learned through this school will find its way into our traditional schools to increase innovation throughout.

Learning To Teach Online Episodes context, planning and teaching case studies technical glossary

Often students are interested in things we don't have time to explore in class. This project allows them to do so and reinforces the big idea that the best inquiry begins with high interest.

"Innovation differs from improvement because it disrupts." Sacred cows are being challenged, these include: Physical design of the school Methods of learning The role of the teacher Exams and assessment The day - timetable, duration Libraries, books and other resources