​Now that we have stretched our learning to think a bit deeper about our standards, let’s think about how we are going to leverage the local community and beyond to add value to the learning and teaching.  There are many people within our local community that want to give back, but don’t know how to do it.  They are a valuable resource to adding a richness to the learning and teaching. 

​Let’s take a look at our information from our last episode and build onto it by finding some experts at the local level and planning for action to occur. 

​As you can see, when we think from the lens of making local connections, it naturally blends into taking action.  How could it not?  We are trying to solve real world problems with resources in our local area.  

The main objective of a local-based inquiry is to help our learners to recognize that there are resources locally that can solve most of our problems. They might require a lot of planning, time, energy, and resources, but it can be done.  It won’t be instant, but it can be done. 

For children who live in lower income areas, this demonstrates that there are people within the local community that care and want to help where they can.  It’s about building awareness of systems and tools to leverage in order to maximize the support.  I learned a lot about this when I was working in my last school.  I was always impressed how our counselor, wrap around specialist, and Community in Schools representative gathered resources from local community members and sponsors to better the life of our community. 

For children who live in other areas of the city, it helps them to see a broader range of living conditions and issues within society.  They actively take part in making a difference for someone else.  This is powerful in getting these learners to recognize that not all of the world lives like them and to learn some gratitude, while serving others. 

In my book, it’s a win-win.  All people walk away better through local inquiries. 

​In the last episode, we ended with the idea of connecting our local issue to our curriculum and standards.  So, I’d like to dedicate this episode to examining possible ways to explore this.  I am providing some tips, but you and your team must decide what best fits for your school and learners.  I love challenging myself in creating curriculum connections that are not so blatant or that we haven’t seen.  Isn’t this the purpose of inquiry?  See, you are making deeper connections already!

Oftentimes, we create curriculum that is segmented by subject areas, even if we are not intentional about it.  It just happens.  Here’s something to consider when looking at your curriculum.  We will examine one content standard, so you can truly examine how it’s being explored deeper and where you can connect to other content that you must teach. Let’s begin by defining each category heading. 

Content Standard: the standard(s) that must be taught that is determined by a governing body, board, or head of school

Issue: the possible ways we can explore the content standard and connect it to other ideas being explored.  

Local Evidence:  the different ways that we see the issue being demonstrated in our local community.  

Resolution:  the ways the local issue is being addressed and the people who are helping to make a difference. 

We looked at a social studies example of how this might be solved.  Now, let’s apply our learning to science. ​

​Once you unpack one issue, you are able to bring in your other curriculum to support through the issue, local evidence, and resolution.  I would choose a content standard that is centered on the concept from your transdisciplinary theme descriptor for the unit.  Then, make the natural connections across your content areas as a means of support.  This might add some richness to an existing unit in a way that you may not have considered. 

I would love your thoughts on this idea @thinkchat2020  @lugerlach

Welcome to our new series on local and global inquiry.  After the book club on “Getting Personal with Inquiry Learning” by Kath Murdoch, I wanted to extend my thinking towards making local and global connections to our inquiry.  This seemed like the natural next step.  

When I think of local inquiry, my mind immediately shifts towards place-based learning.  There are numerous definitions of what it is.  I have two favorites from Edutopia and University of Liggett School: Center for Innovative Teaching and Learning. ​

​“Place-based learning engages students in their community, including their physical environment, local culture, history, or people. With place-based learning, students get to see the results of their work in their community. They build communication and inquiry skills, learn how to interact with any environment, and gain a better understanding of themselves, as well as their place in the world.”  

I’m immediately hooked into the notion of connecting our local physical environment to its culture, history and people.  Can you imagine how much that would open up the minds of our young learners?  It makes learning relevant to their personal lives and inspires action.  
 
In my current city of Houston, Texas.  I can see so many options of exploration through the lens of the founding of America, Mexican-American interaction, migration, industry, identity, and truth to name a few.  
 
As a teacher, I tried to expand my learners' thinking about historical events.  Instead of learning about the Battle of the Alamo as a right of taking America.  I had my learners explore this singular event from various lenses:  the Americans, the Tejanos (Mexicans),and the Native Americans. I would ask my learners these types of questions: 
 

• Who was the true winner of the Battle of the Alamo? 
• Who was the ultimate loser? 
• How do history books shape our understanding of our past? 
• How can we get a more broad understanding of past events?
• How do these events influence our culture today? 

​“The goal of place-based humanities is to allow students to explore their locality in order to understand the trends that are going on at a larger level.  Place-based humanities, you might look at the stories of your locality and draw greater trends in history; what’s going on in the nation; the world; and how does your place fit into that?”  
 
Hemler continues, “So they (teachers) are learning about the stories that have been forgotten, purposefully or unintentionally buried and we’re helping teachers to uncover those and more importantly learn how to uncover those and what community partnerships to create in order to help to bring those stories back to the surface and bring them back to life.”

​​I immediately zoomed into the notion that certain stories have been buried purposefully and unintentionally.  This matters.  If there are hidden stories, it changes the narrative of our history and identity when they come to light.
 
For example, being in Houston for the past 8 years, I have a fascination with all things NASA and space.  Like most people, I had the misconception that mission control was full of male engineers who guided our astronauts on their first landing on the moon.  Since the book and film, “Hidden Figures” has come to light.  It changes the narrative that women, especially black women, were involved in this endeavor. Just like “Hidden Figures”, what other stories have not come to light of events that really happened to shape our local, national, and global history? 
 
The next challenge is to identify resources within our local area that will shape the narrative for us.  Some educators who are listening right now are under control of what and how they can teach.  By partnering with our community resources, they are taking on the burden of providing the information, not you.  Consider this as a viable option. 

As I get started in uncovering local inquiry, here are some questions that percolate in my mind.  This will help you to know where you want to go with the inquiry. 
 

• What is inquiry at the “local” level?
• What knowledge and skills do we need?
• How do I actively connect with my local community?
• Where do I find the necessary resources?
• How do I know if there is an inquiry opportunity within my local community? 

Here are some practical tips that were suggested about Edutopia

• Pay attention to local events and places that impact your students.
• Celebrate unsung heroes in your community.
• Reach out to your community.
• Search the internet for ideas.
• Connect place-based learning curriculum to standards

  
Edutopia:  Place-Based Learning: A Multi-faceted Approach
CITL:  Placed-Based Learning Workshop and Video Overview

Prior to the pandemic, I would have described myself as a boisterous introvert.  I shared ideas with my team and workshop participants, but I wasn't present on social media.  To be honest, it all kind of frightened me.  

Then, our world fell apart and I saw so many teachers struggling to process and put the pieces together.  As a result, I decided to begin podcasting.  I had no clue what I was doing and I still don't.  I just spoke from the heart the ideas that were  percolating in my brain. 

My hope is that it's helped new teachers in the PYP to feel like they have a friend in the process.  It can be overwhelming, so I hope I've helped to ease some of the burden. 

Here's to a 100 more episodes!

At the beginning of the book club, we all committed to engage with a personal inquiry.  I had it in my mind that I’d become a TikTok expert while traveling the country leading IB workshops.  Fast forward a few months and that did not happen.  It’s still on my radar, but it’s been tabled for the fall when I have a two month break to figure it all out.  I have considered doing a traveling TikTok show from all the places I visit mixed in with PYP tips.  What do you think of that idea? Would anyone actually watch?  Let me know on Twitter @thinkchat2020.  

This time around, I wanted to make a personal inquiry that would not take a lot of time, but would take some energy on my part. Over the summer, my body has suffered from all of the travel and I didn’t not advocate for it as best as I could. I’m going to get really personal with my inquiry, but it’s my truth at this moment in time. 

My water intake used to be about 80-100 oz when I worked from home.  With in-person workshops, I’m lucky to get in 60 oz.  What plan can I put into place to ensure that I get enough hydration? 


Water Schedule
Drink 20 oz each time indicated below in order to reach my goal
​

• 6:00am
• 10:00 am
• 12:00 pm
• 2:00 pm
• 6:00 pm

Participate with intermittent fasting until 2:00 p.m. and finish eating by 8:00 pm.

Home

• Fish or chicken with steamed veggies; soups; salads
• Fresh fruit; smoothies
• Oatmeal; eggs
• No sugar drinks or take out
• Bone broth detox

Away

• Grilled fish; salads; natural food products
• No sugar drinks or take out
• Natural snacks
• Harder when lunch is served; social occasion

I need to return to my physical exercise routine and enjoy it again

Home

• Circuits: medicine ball, kettle bell, weights, half-dome stand
• Walking at part for 45-60 mins

Away

• Elliptical or treadmill for 45-60 mins
• Weights if available

Take my supplements consistently and be prepared for times when I am away
​

• Take supplements daily; pack them into daily kits
• Order singles for bottled products
• Be prepared for travel

After this book study, I decided to try something different.  Instead of picking random goals for my action plan, I pulled quotes from each week and partnered them with the enhanced PYP types of action: participation, advocacy, social justice, social entrepreneurship, and lifestyle choices.  I chose 3 or sometimes more quotes that resonated with me and placed them in a column.  At the end, I created a menu of options.  My next task is to choose ONE goal from each column to work on this school year.  

Now, let’s go through the process together and you choose which one resonates with you. To be honest, it might be easier to read the blog post for this one, but we’re still gonna try it out!  I’d have paper and pencil ready too. 

​Download the attached file to see the table of possible reflections.  Have fun with it!