Capacity Building for Collaborative Inquiry Networks Course

by | Sep 5, 2022 | CursoRedPublico

RESOURCE CENTRE

Access to downloadable material from Escuelas Chile Programme training sessions.

RESOURCE CENTRE

Access to downloadable material from Escuelas Chile Programme training sessions

Capacity Building for Collaborative Inquiry Networks Course
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Collaborative inquiry networks: experience-based resources

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Since 2021, the Escuelas Chile Programme has run the Collaborative Inquiry Networks course for school managers and teachers. In the course, participating schools form a network in which they work together to enhance their teaching and management practices by means of the collaborative inquiry methodology. This methodology enables professionals from the same school, from different schools (via a network) or between the school and other entities from within the same environment to work on common challenges and generate specific and useful knowledge and/or actions for each educational reality. This portal contains a bank of theoretical and practical resources with which to raise awareness about the collaborative inquiry methodology and facilitate its self-implementation by professionals.

What is collaborative inquiry?

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Experiences

This video introduces testimonies and reflections of a group of school managers and teachers who participated in the “Capacity Building for Collaborative Inquiry Networks coursein 2021 delivered by CIAE, part of the Institute of Advanced Studies in Education from the Universidad de Chile. The course was implemented under the framework of the Escuelas Chile Programme, devised by the Chilean International Cooperation Agency for Development, an agency under the purview of the Chilean Ministry of Foreign Affairs.

This section details the different projects undertaken by teams of schools from all over Latin America, under the framework of the Capacity Building for Collaborative Inquiry Networks course, in addition to the range of resources created in each project. The majority of the resources relate to questionnaires and workshop material that can be used independently by other educational communities to explore the issues discussed in the course.

This video introduces testimonies and reflections of a group of school managers and teachers who participated in the “Capacity Building for Collaborative Inquiry Networks coursein 2021 delivered by CIAE, part of the Institute of Advanced Studies in Education from the Universidad de Chile. The course was implemented under the framework of the Escuelas Chile Programme, devised by the Chilean International Cooperation Agency for Development, an agency under the purview of the Chilean Ministry of Foreign Affairs.

This section details the different projects undertaken by teams of schools from all over Latin America, under the framework of the Capacity Building for Collaborative Inquiry Networks course, in addition to the range of resources created in each project. The majority of the resources relate to questionnaires and workshop material that can be used independently by other educational communities to explore the issues discussed in the course.

Thinking routines: developing skills remotely

In the context of the pandemic, the prioritization of the curriculum and the distance learning context obliged teachers to concentrate solely on teaching content, while postponing the development of cognitive skills. In response, the concept of thinking routines emerged as a well-structured strategy to implement in distance learning. The Abejas Latinoamericanas team conducted a survey on thinking routines and held a workshop in which teachers from their respective schools shared the strategies they use to shed light on student thinking.

Worksheet
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(.zip 4Mb)

Impact of the pandemic on teacher motivation

The COVID-19 pandemic proved to be a challenge for teachers, both personally and professionally, since it forced them to teach under unprecedented conditions for which no one was prepared. The Arcoíris Alojatogua del Norte team observed that teachers in their schools became overwhelmed and demotivated, so they deemed it important to look into their social-emotional state due to the impact it was having on their teaching practices.

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(.mp4 465Mb)

Learning motivation: getting to know students

In the wake of the pandemic, the learning gap between students from different backgrounds widened, with student motivation and autonomy in learning becoming an indispensable factor for successful teaching. The Iniciativa Ecumexco team decided to investigate the most effective strategies to boost student motivation, incorporating the opinions of both teachers and the students themselves.

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(.zip 4,2Mb)

Social-emotional skills of teachers: healthy classroom environments

The pandemic had a considerable impact on the social-emotional health of students. As a result, teachers were forced to build resilient and healthy classroom environments in order to keep learning, despite the complex situation. Therefore, the Emocionalmente Comprometidos team looked into the social-emotional skills that have been shown to be most effective in giving rise to emotionally healthy environments, both in theory and in practice.

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Practical tools

Two tools are provided which facilitate a guided and autonomous implementation of collaborative inquiry in school networks.

Inquiry log

A log in which inquiry teams can record their progress, supported by brief theoretical reminders.

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Worksheet

Guide that explains how to implement each phase of the collaborative inquiry cycle, from the theoretical perspective and that of the schools’ own experience.

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Technical resources

These documents provide a more in-depth understanding of the fundamental principles of collaborative inquiry networks and their benefits for school innovation and improvement.

Technical report. Collaborative inquiry: theoretical and practical elements for use in educational networks

Technical note: Collaborative inquiry, a methodology for developing networked learning

Document that reviews the foundations, principles and values of collaborative inquiry networks, including a description of their main phases and a look at two key experiences which exemplify how they can be used and past results.

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Article: collaborative inquiry

Article that describes the implementation of the collaborative inquiry networks methodology in two Chilean primary school networks, and the results obtained.

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