IBL in FDK

I have been thinking a lot about what IBL would look like in the FDK program and it seems that every blogger I follow, FDK teacher and consultant I converse with has a different interpretation of what IBL looks like. So, why is this? Why is there such a decrepency in what IBL in FDK should look like? Could it be because everyone's interpretation is different? Could it be the make up of the class? Could it be our rigid curriculum that constricts us from having the freedom to do IBL? Is it the fear of the unknown and how can be be accountable for what we do when the shift in practice seems to be planning inquiry based on student interest as opposed to curriculum expectations? 

I come from the era of "design down planning" (having the end goal in mind and teaching students With cross curricular units), daily 5, math stations and guided lessons. So, how does IBL fit into all of this? These two seem to have a somewhat contradictory stance in my mind. How can I plan with the end in mind when I should've planning with the students interest first? How can I ensure that what I am doing with my students does in fact cover the curriculum expectations (rather than making the curriculum fit based on what I see)? I guess my answer to this would be to plan my unit for inquiry only after my students have had an opportunity to give input into what they want to learn. But, another question arises, should I be offering a "topic of study" and then seeing where my students interest lie? Or should I just be watching and observing the first few weeks of school to see what inquiries can evolve from their interests? This is such a hard decision as its my first time embarking on IBL in FDK. I feel the best transition for me is to take baby steps. I'm not confident enough to run a full fledged IBL classroom where students have free choice in all aspects so maybe I start off the year with a more guided inquiry and then move towards more freedom in inquiry topics.

I'm both terrified and excited for this new journey.

First 20 days

I have been thinking a lot about the first 20 days and how I would set up my inquiry classroom next year. I think some important class norms need to be in place for inquiry to occur as there will be a lot of group work and collaboration.

Thinking about students as learners. I think it would be valuable to spend a week on an all about me, where students are addressing questions others have about them (addressing how these are factual questions and are needed for the basis of inquiry). There will be a lot of modelling and self discovery during this week to guide them to delve deeper into understanding themselves as a learner (how can you best demonstrate your learning, how do you learn best etc...).

Thinking about collaboration within the classroom. I think a set of classroom norms, rules and expectations need to be co constructed and established early so that students will feel safe enough to take risks but also attempt to change their mindset and their thinking.

Thinking about how inquiry based learning should be meaningful for students and guided by the curriculum, I am considering presenting the students with the curriculum topics and have them unpack the unit expectations and record their wonderings so that all the topics will be known at the beginning of the year (long range plans from the student wonderings and perspectives).

Ideas for IB classroom

- a video corner where students can 

record their wondering a and reflections and at the end of a unit create an iMovie 

- inquiry stations where groups work on the task and then present their work at the end of class and get feedback from class, next day rotate centres and new group works on yesterday presentation refining and adding info as well as addressing questions that were asked or feedback that was given,

- photo journals/iPad documentation

- inquiry buddies

- author board: each student has a board where they can post their most "prized" inquiry work on then when unit is done publish the work into a spiral book they can read in class or take home

- literacy stations could be: researching their wonderings, writing about their inquiries, iPad explain everything, creating writing using technology, reading about the inquiry subject

Thinking about IBL...

As we embark upon this IBL journey keeping in mind the ML framework, a few key ideas that resonates throughout is intentional cross curricular planning, guiding questions and co-construction of knowledge with students. These all seem very interesting as it would me a shift from teacher constructed units and lesson delivery to empowering students to direct and control their learning journey with the guidance from teachers.

Co-constructed Lessons

When thinking about how the process can unfold in the classroom, some idea have inspired my thinking. One is to document the journey as a teacher in terms of class set-up, daily schedule, shift in teacher mind set, shift in teacher instructions, reflecting on practice and re-evaluating the focus of teaching. Some questions that have come to the forefront: how to inspire questioning, how to document the journey for teachers and for students, what will IBL look like in The classroom and is this really a possibility?