Having introduced the inquiry unit to my students, as I mentioned, I've decided to reflect the study of seasonal changes to focus on birds. I have put together a unit draft that reflects what I think will engage my students and give them the opportunity to further their inquiry process.
Being mindful of the language barrier, I have compiled some French vocabulary that my students will be exposed to and that I will be using as we discuss the learning topics. I will continuously be modelling usage of the vocabulary, but will not immediately expect them to be able to use it. I will allow time and space for them to engage with the vocabulary naturally. I know that the most efficient way for my students to pick up the language is in an authentic, natural environment where they are naturally engaged and making connections.
In reflecting on my own inquiry process, I am happy with the direction of my progress. I met some discomfort in changing the direction of my unit, but have been able to push past it and accept it as a valuable part of the inquiry process. I've felt the pressure of the timeline I've set for my proximal goals, but have been able to keep on track mostly. I have found proximal goals to be very motivating and keep me accountable for what I need to accomplish to be able to reach my end goal. I have also found great value in setting collaborations with my colleagues as they have been a great source of knowledge and advice for me. It's been valuable to be able to hear their experiences and input.
I have had to change the date for the unit plan draft and I ended up adding an inquiry introduction lesson separate from the assessment lesson to be able to give myself time to engage further in the initial inquiry introduction, which is such a key component to the unit. It ended up working well this way and I'm glad I made those changes!
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