Framework Mash-Up

After experiencing and studying 10 curricular planning frameworks. I have come to realise that my foundation is in the Critical Thinking and Inquiry/Knowledge Building Frameworks. I truly believe that these two frameworks inform and shape how I conduct my lessons, scaffold my students learning and plan my assessments. However, to support these two overarching frameworks, I use elements of the Self-Regulated Learning, Reading Like a Historian, Flipped Classroom, and Maker Education frameworks. In addition to this I believe the social emotional experience has a strong impact on learning as well. ​

My Curricular Practice

As a teacher who has taught in the International Baccalaureate (IB) through the Middle Years Program (MYP) (Grade 6 - 10) and the Diploma Program (DP) (Grade 11 and 12), inquiry is at the heart of learning and acquiring knowledge. In my MYP Science classes we have unit questions which are explored with students and extended through project based learning. How the project based learning looked like depended on the topic and how I wanted to bring variety into my classes. This was determined and informed by my student’s needs and interests. This variety would be presented through my supporting frameworks. Science could be investigated further through self-interest in self-regulated learning, giving students autonomy over their learning through a flipped classroom, gaining perspective by reading like a historian, and create like a ‘maker’. Each element could support Fullan’s (2013) 6 C’s creativity, collaboration, critical thinking, citizenship, character, and communication, which also supports the 7 dimensions of inquiry as outlined by the Galileo Educational Network (2019).

In cooperation with  the inquiry framework, the critical thinking framework adds further depth by:

1. Taking a curriculum embedded approach, 
2. Emphasis on teaching intellectual tools by providing criterion, thinking routines such as the ones established by Harvard’s Project Zero (2019) and habits of mind,
3. Developing powerful questions (Case, 2005)​

Inquiry and critical thinking is also at the heart and soul of Theory of Knowledge (TOK). In this course, I teach students to explore the question, ‘How do we know what we know?’ over the course of their time in the IB DP. Students engage in various means of learning and present their findings through self-regulated projects, flipped classroom situations, and reading like a historian to gain perspective. However, inquiry and critical thinking is at the core of this course which out weight the use of supporting frameworks.

As Gini-Newman (2013) questions when he presented his graph, ‘What do we make students do to make learning real-real?’ or authentic really grabbed my attention since bringing ‘wonder’ into learning is important to me. It brings a sense of intrinsic motivation to why we want to learn. As a result of being both challenged and taking on a task where one is present brings one into ‘Flow’. Being in ‘flow’, results in deep learning and high levels of personal satisfaction. (Csíkszentmihályi, 2008) However, our students need to be in the ‘zone of proximal development’ according to Vygotsky. When thinking about authentic learning, connecting with one’s presence and having a balance of challenge and competency - I continue to ask myself as an educator what can I do to foster a plan which is well suited for my students learning, work on key competencies and be well supported emotionally? As a result, my aim will always be to achieve a level of rigour, but balanced with moments for professional reflection to remind myself why we do what we do as educators. 

References:
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Case, Roland. "Bringing Critical Thinking to the Main Stage." Edu Can 45.2 (Spr. 2005): n. pag. Wilson Web. Web. 14 July 2019.

Csíkszentmihályi, M. (2008). Flow: The psychology of optimal experience. New York, NY: Harper Perennial. 

Fullan, M. (2013). Great to excellent: Launching the next stage of Ontario’s education agenda.

Galileo Educational Network. (2019). What Is Inquiry? Retrieved from https://galileo.org/teachers/designing-learning/articles/what-is-inquiry/  

Gini-Newman, G. (2017, October 27). Inspiring wonder through learning and thinking | Garfield Gini-Newman | TEDxKitchenerED. Retrieved from https://www.youtube.com/watch?v=qBREL3VVbZI

Harvard Project Zero. (2019, September 16). Visible Thinking. Retrieved from http://www.pz.harvard.edu/projects/visible-thinking