Reflections on i-time

August 24, 2013 kathmurdoch

One of the most interesting projects I have been involved in this year, is the
introduction of personal inquiry routines into several of my partner schools.
Weve been keen to look at ways to open up more opportunities for regular
inquiry into personal passions. Most of the teachers who have implemented
some form of personal inquiry time already use a model that allows for student
led inquiry but this has tended to be within the scope of the big idea the class
is investigating. While maintaining this, we have also been keen to explore the
benefits of investigations that cater more specifically for the particular interests,
ways of thinking, ideas, passions and curiosities. We have not been alone in this
venture! Increasing reference is made worldwide to such approaches 20% time,
innovations days, passion projects, oasis time, genius hour whatever we choose
to call it, the intention is similar. The term I-time (which I first heard used by
some teachers in the Sandhurst Diocese of Victoria, Melbourne) appealed to me
the letter I turned out to have a lot of potential being the initial letter for many
of our favourite wordsinquiry, independence, investigations, inspiration,
initiativeas well as the obvious digital reference.
Providing opportunities for personal inquiry has been an instructive experience
for us all and has required teachers to have a strong inquiry mindset as we
reflect on and strengthen the structures and strategies to ensure learning is
rigorous and purposeful as well as truly owned by the students. Students
feedback and reflections have been the most useful source of learning for
teachers.
Recently, Michele Martin Inquiry learning leader and year 3 teacher at
Elsternwick Primary school, asked her students to reflect on how their views of
itime had changed since the beginning of the year. Their honest and thoughtful
comments show a growing insight into the nature of quality inquiry itself. It
reminded me of just how powerful learning can be when we allow time and space
to re-think and when we give them opportunities to express their thinking about
the process learning itself.
Heres what some of them had to say
I used to think..

Now I think ..

You had to make stuff for every I time

Oliver S.

I know I have a big choice and even though I like making, its much more
challenging if I ask questions and do research.
That you already had to know the information and that you couldnt research it.
Also, I wasnt very organised and forgot to bring things in to help me!
Elinor W.
You can research, so that lets you choose anything at all so you try new things! I
now ask for help getting resources (like I asked MM to bring in some of her cook
books) and I remember to bring my own when I can.

I thought that you could just choose a random thing to learn about.
Lucy O.
You should choose something that you want to learn about!
I thought that you needed to do something really simple and you only needed
one question.
Bethany
You need to choose something that challenges your learning. You need more than
one question to challenge yourself. You need to ask yourself open questions, not
yes/no questions.
I didnt really get why you needed a question.
Will
Questions help you learn!
I thought you could just get other peoples words from the computer or books
and cut them up and paste them on.
Liam and
Lucy D.
That when I summarise what I have read, by writing my own words, it helps me
understand and it helps my audience when they read my thinking and learning.
That to find information you must use a computer.
Alice
You can use people (experts / primary sources) and books.
Only I had to understand what I had found out.
Sequoia
Its good if other people can understand your information.
I thought I was so smart because I did easy things that I sort of knew about.

Oliver L.
Im challenging my learning and its harder to find the information, but Im not
giving up. Im
persisting!
Its just writing some simple information (a tiny bit!).
Chloe
Finding more complicated and detailed information challenges me to learn more
11% of the time I focused. Most of the time I just wandered around. I wanted to
do things but I got distracted.
Spencer
70% I am totally focused and its increasing! I think about what I need to do, like
going to the library or bringing something from home to help me.
We should regularly check in with students about how their views of themselves
and their learning is growing and changing. And what better context for
exploring the self as learner then open, personal inquiry! Do your students have
a similar opportunity? Do they have the time and permission to change their
thinking?

Just wondering.