Concluding the Inquiry Cycle

Showcasing Learning 

At the end of each inquiry cycle we celebrate our learning with a showcase. This has become part of our classroom culture for several years and we feel it has many features that solidify the learning process and support what we are trying to achieve in helping develop lifelong learners. In planning a showcase for learning celebration students prepare by gathering evidence that justifies their transformation of their thoughts, beliefs and actions with respect to the overall inquiry question and their own personal inquiry question. Students select the best evidence of learning throughout the inquiry cycle to showcase at the celebration. The process of selection requires one to self assess and articulate how their choices prove transformation.  

As teachers we prepare for the showcase by sending invitations to parents, grandparents, uncles and aunts. We open the invite to close relatives because sometimes parents are unable to attend. This allows for students to share their learning with their support network. Sometimes we include other classes from within and outside the school. School District representatives and school trustees are also invited along with Vancouver Island University education students and faculty as a way to support their program and preservice teachers. Visitors are asked to come with three questions for the students: what are you learning about, what supported your learning and what will you take to your next learning experience. (These are questions I got from the Network of Inquiry and Innovation, Halbert and Kaser.) This predictability of knowing what they will be asked allows students to feel more comfortable in preparing and sharing their learning. 

A showcase usually takes approximately 2 to 3 hours in length depending on the age of the learners. Students take this event seriously and some even dress up in their best outfits because it is so special for them. They are eager to share and talk about their learning with everyone that stops to visit. As their teacher I feel proud of their efforts and recognize their sense of ownership for their learning as they prepare for the event. A community of learners is strongly evident at our learning showcase celebration. 

Checking the criteria to give descriptive feedback

 When visitors listen to students present they are in awe of how articulate and confident they are about their learning. Students are able to personalize their learning experience in such a way that it captivates their audience. This results in most visitors taking the time to visit as many students as possible. Evidence of students being metacognitively aware is recognizable by the  way they answer the three questions: what are you learning, what supports your learning and what will you take to your next learning experience. In addition, they are able to answer who believes in them as learners. Often they will name their parents, classroom teacher, principal, another teacher in the building, but most importantly they answer, "We all believe in each other because we are a community of learners!" Then they spontaneously chant each other's names. When learning looks like a community of learners it is a joy to learn and teach.

Students preparing for showcase by giving each other descriptive feedback on their showcase presentations.