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Logic Model for PCI’s

The logic model below was created to outline and evaluate the intentions, activities, short and long term
outcomes of Primary Collaborative Inquiry sessions at Gandatsetiagon Public School in the Durham District
School Board. The web below represents the format PCI sessions take. These guiding questions best represent
program intentions and each is looked at more closely in the logic model below.

Program Constraints for consideration
1. A facilitator with expertise to facilitate transition to inquiry based learning would have been beneficial to help
guide teachers in their implementation, planning, and interpretation of the inquiry process.
2. The overall success of collaborative inquiry benefits from participating teachers having a growth mindset.
3. Coordinating schedules was sometimes an issue.

Program Intentions

Activities

Plan and implement Review the
the inquiry
literature.
Meet to plan inquiry
unit.

Short Term
Outputs

Outcomes

Team members meet half day a
month to study the documentation.

Deeper understanding of inquiry
based learning for teachers.

Students complete first piece piece of “Cold” writing sample provides
writing ‘cold’ with no input or
pre writing sample for later
opportunities for accountable talk.
comparison.
Minutes of each session created.
Staff time, space and resources
required.

Study the
documentation

Individually study
the work of the
children.
Make notes of what
was seen and/or
heard to gather
information.
Review notes with
the team, compare
and contrast
descriptions and
observations.

Team members meet half day a
month to study the documentation.
Co-created success criteria used to
moderate student writing. Compare
pre/post writing samples.
Marker students identified (those
achieving below level 3).
Problematic areas in writing samples
determined. These gaps an area of
focus moving forward.
Minutes of each session created.
Staff time, space and resources
required.

Improved instructional practice for
all teachers (moderation is a
powerful, research-based
strategy for linking assessment to
improved practice).
Improved metacognition for
students.
Improved achievement for all
students.

Program Intentions

Activities

Short Term
Outputs

Outcomes

To interpret the
documentation

Determine what the
documentation
suggests about the
children’s thinking.

Staff meet half day a month to
interpret the documentation and
collectively plan the next inquiry
lesson(s).

Inquiry based learning creates
deeper understanding of subject
matter for students.

Identify new
questions.

Staff to share their teaching
experience and modify subsequent
practice.

Improved student confidence.

Explore and
document ideas and Determine which areas continue to
questions the
present the most difficulty for
children are
students.
exploring.
Staff time, space and resources
Determine how, if at required.
all, teachers words/
actions influenced
Minutes of each session created.
the experience.
Literature review to increase
Note any changes
understanding of how to better
noticed over time.
structure and teach inquiry based
learning.

Improved oral language skills.
Improved overall writing abilities
as reflected on term 2 report card.
Improved overall writing abilities
as reflected on subsequent
EQAO assessment.
Unintended Effects
Some students may be
uncomfortable with sharing ideas
orally.
Some students may resist inquiry
based approach, preferring to
work independently.

Program Intentions

Activities

Short Term
Outputs

Outcomes

Determining
Implications for
Practice

Determine what are
the implications of
this documentation
for assessment and
learning.

Staff meet half day a month to
discuss implications for practice.

Opportunities for accountable talk
and inquiry based learning in
other subjects to improve student
achievement.

Determine how this
information can be
used to plan for
learning.

Small group instruction provided for
marker students after initial lesson to
ensure student understanding.
Those areas identified as presenting
the most difficulty for students will be
the focus for accountable talk
sessions moving forward.
Minutes of each session created.
Staff time, space and resources
required.
Compare students ‘before’ and ‘after’
writing samples and discuss what
effects accountable talk has had on
their writing.

Increased teacher capacity.

Determine
implications for
practice