For the third year, Hamlin teachers delved into reflective learning through inquiry projects that they personally designed. Teachers used data, research, and reflection, to investigate, modify, and improve their teaching practice. Several teachers participated in the Inquiry Project Year, sharing their findings with colleagues at a year-end celebration on June 13. This reflective work serves to make Hamlin a learning institution that continues to grow and strive for excellence in a variety of areas. Below are some of the project descriptions.
For the 2018/2019 school year, I created a student satisfaction survey that was given to 3rd – 8th grade students after their yearly Outdoor Education trips. The survey was created using Google Forms and given to students the week after returning from their Outdoor Ed trip. The survey combined short answer questions and five-point Likert scale questions where respondents could express how much they agreed or disagreed with the particular statement. This data will be used to examine how students feel the Hamlin Outdoor Education program is doing in relation to:
-the Hamlin Creed
-the mission & purpose of Outdoor Education
-student’s lives at home and at school
Lindsay Bothwell & Meagan Andrews
Structured Word Inquiry (SWI) is an instructional approach using the principles of scientific inquiry as a basis of word-level literacy instruction. This word study approach is based off of the idea that the primary function of spelling is to represent meaning instead of phonology. This year, our fourth graders got to experience this type of word study approach.
Maggie Jo Feldman
Drawing as a foundation skill is one way to build a student’s confidence and help them manifest their ideas more fully. I wanted to apply different methods of presenting drawing techniques and creating stronger lesson plans. My focus was on three different areas: observation drawing (5th & 6th grade curriculum), field drawing (for Outdoor Ed projects) and portraiture (Elective class).