Collaborative Inquiry Project
 Full-Day Kindergarten (FDK)

Project Overview
Project Overview

Educators in this project conducted collaborative inquiry to investigate the big question:
How can we embed authentic assessment into play-based learning so that children will be successful, engaged, and independent learners?   They developed specific, focussed inquiry questions related to the Theory of Action and are sharing the results of their ongoing professional learning on this site.
Project Description

Project Description
Two boards in two regions participated in the first year of the project. Four boards from the remaining six regions have been added in the second year so that every region in the province has representation in the Full-Day Kindergarten CIP projects in 2012-13.  The FDK teams consist of at least three teachers, three early childhood educators, their school administrator, and a board lead. Groups meet regularly over 8-10 release days and engage in a cycle of planning, implementing, observing and reflecting together as they work on their collaborative inquiry. In the first year participants worked directly with Education Officers from the Assessment and Reporting Unit.  In the second year the regional Early Learning Education Officers work directly with the FDK teams with support from the Education Officers in the Assessment and Reporting Unit.

Project Theory of Action:
Year 1 – 2011-2012

If we ensure students know what they are to learn and

  • if we ensure that students know what it looks like to learn successfully and
  • if we provide feedback to help them learn and
  • if we model/ support opportunities for self-assessment and peer assessment and
  • if we help them set individual goals,

Then our students will be able to be increasingly independent, self- monitoring learners.  

Board-Developed Inquiry Questions:
Click on a question to view more information about the project.

 

Project Theory of Action:
Year 2 – 2012-2013

Work in Progress

Board-Developed Inquiry Questions:

Work in Progress