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Pita inquiry

Pita inquiry






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    Pita inquiry Pita inquiry Presentation Transcript

    • Inquiry Learning PITA  2013   October  25   Faye  Brownlie   www.slideshare.net/fayebrownlie  
    • Learning Intentions •  I  have  a  beAer  understanding  of  inquiry  based   teaching  and  learning   •  I  have  a  plan  to  determine  which  social  and   thinking  skills  my  students  need,  and  a  plan  to   explicitly  teach  these   •  I  have  an  inquiry  based  strategy  to  try  
    • Inquiry based teaching … •  •  •  •  •  Is  problem  or  quesJon  driven   Encourages  collaboraJon   Makes  kids  into  explorers  and  discoverers   Requires  kids  to  think   Puts  teachers  in  nonconvenJonal  roles   –  Steph  Harvey  and  Harvey  Daniels,  2009  
    • Inquiry based teaching … •  Requires  explicit  teaching  of  social  skills  and   comprehension  skills   •  Is  open-­‐ended   •  Is  inclusive   •  Can  permeate  a  day   •  Is  fun  
    • •  American  5th  graders  spend  91%  of  their  day   either  listening  to  a  teacher  talk  or  working   alone.     –  (Pianta  &  Belsky,  2007).  
    • •  10  years  aYer  high  school,  graduates  who  had   honed  their  teamwork  skills  while  sJll  in  high   school  had  significantly  higher  earnings  than   those  who  failed  to  do  so.   –   (Science  Daily  2008).  
    • •  CreaJng  meaningful  and  ambiguous  tasks  that   reflect  how  knowledge  is  used  in  the  field   •  Engaging  students  in  acJve  learning  so  they   will  apply  and  test  what  they  know   –  Powerful  Learning:    What  We  Know  about   Teaching  for  Understanding  (2008)   Darling-­‐Hammond,  Pearson,  Barron,  Schoenfeld  
    • Sarah  says  that  when  she  babysits,  she  earns  $5   an  hour  plus  a  flat  rate  of  $10  to  feed  the   children  dinner.    How  can  you  represent   relaJon  this  in  an  equaJon?  Sarah  earned  $45   for  babysieng  on  Saturday.    How  many  hours   did  she  work?    How  did  you  figure  it  out?  
    • Brian  babysits  as  well.    He  earns  $7.50  an  hour.     Show  Sarah's  wage  and  Brian's  wage  on  a   graph.    Which  mode  of  payment  would  you   prefer,  and  why?    Use  the  graph  to  explain   your  thinking.  
    • Inquiry Circles on Mesopotamia •  Fishbowl  of  inquiry  circles   –  Read  to  find  what’s  important  and/or  interesJng  and   defend  with  2  pieces  of  evidence  -­‐  “because”   •  •  •  •  Co-­‐create  criteria  for  effecJve  group   Assign  students  to  topic  groups   Students  read  to  choose  ‘the  best  invenJon’   In  groups,  each  talks  by  supporJng  his/her   opinion  with  evidence   •  With  Sue  Jackson,  Minnekhada  
    • The 10 A Scholastic Series for Inquiry Editor: Jeff Wilhelm •  100  Jtles  grades  6-­‐10   •  50  Jtles  grades  4-­‐8   Smartest Adaptations in Nature -Scholastic  
    • What is the smartest adaptation? How do animals adapt?
    • Teacher Collaboration •  Mary  Neto,  Tina  Sikkes  and  Teresa  Monkman     •  English  teachers  and  librarian   •  Smithers  Secondary  School   •  UDL,  Backwards  Design,  AFL   •  What/so  what?   •  EssenJal  quesJon  
    • World  Religions   hAp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg  
    • A/B  Partner   My  partner,  __________,  and  I   decided  who  would  be  A  and  who   would  be  B  in  a  religious  kind  of  way   by  ______________.  Therefore   _______  is  A  because   __________________________  
    • EssenJal  QuesJon  -­‐     How  might  religious  beliefs   nega7vely  impact    human   behaviour?  
    • While  looking  at  the  image  think  about  this  EssenJal  QuesJon  –     How  might  religious  beliefs  nega7vely  impact    human  behaviour?   What?   1.   2.   3.   4.   5.   6.   So  What?  
    • hAp://markwadestone.files.wordpress.com/2009/09/kkk2.jpg  
    • hAp://radiocrisJandad.files.wordpress.com/2007/05/kingdom-­‐of-­‐heaven-­‐jersusalem-­‐crusader-­‐knight.gif  
    • From  Niwhts’ide’niHibi’it’en:  The  Ways  of  Our  Ancestors  (p.261)    
    • hAp://rabbijaffe.today.com/files/2009/08/holocaust-­‐children.jpg  
    • hAp://www.gosai.com/krishna-­‐talk/graphics/burning.jpg  
    • hAp://mikeely.files.wordpress.com/2008/09/wtc1JlJngfromsouth.jpg  
    • What  do  you  noJce  about   these  images?  
    • Some  things  my  partner,  ____________,  and  I   no7ced  about  the  image  of  __________  are:   ______________________   ____________________________________  
    • Religion  and  Conflict   •  •  •  •  •  •  •  Extremism   Terrorism   Racism     War   Ethnic  cleansing   Genocide   Oppression  /  Control    
    • hAp://www.gnrc.net/mm/image/Kids_prayer_ecuador.JPG  
    • Something  to  think  about  –     How  might  religious  beliefs   posi7vely  impact    human   behaviour?  
    • How  might  religious  beliefs  posi7vely   impact    human  behaviour?   Brainstormed  ideas  from  students  -­‐     •  •  •  -­‐  -­‐  -­‐  -­‐  -­‐  -­‐  Help  others  in  need   Find  peace  if  you’re  worried   Sin  go  to  hell  /  be  good  go  to  heaven   InspiraJon   Connects  people   Encourages  peace,  love  and  unity   Something  to  believe  in  –     Places  that  offer  support  –  caring  for  others   Forces  us  to  be  beAer  people  
    • How  might  religious  beliefs  negaJvely  impact   human  behavior?  -­‐  Amanda   What?               1.  Crosses  on  fire   So  What?   -­‐very  strongly  with   religion  maybe   someone  commiAed   a  sin  and  they  want   them  to  be  disposed    -­‐wearing  robes  and  hoods   -­‐do  not  want  to  be  seen   2.  Wearing  Jerusalam  sign    -­‐wearing  all  white   -­‐maybe  out  to  kill  from   other  religions   -­‐a  religious  colour      
    • 3.  School   -­‐taught  by  priest   -­‐all  naJve   4.  Striped  pajamas   -­‐taught  by  white  priest,  the   ways  of  white  man   -­‐maybe  from  a  Nazi  death  camp   -­‐behind  lots  of  barbed  wire   -­‐wearing  something  on  heads   -­‐being  kept  in  for  their  religion   -­‐for  religion  maybe   5.  Girl  being  burned   -­‐because  she  was  not  a  ChrisJan   -­‐holding  cross  in  front  of  her   face   -­‐so  it  is  the  last  thing  she  sees   and  knows  her  sin  
    • How  might  religious  beliefs  posiJvely   impact  human  behavior?  -­‐  Amanda   •  •  •  •  Being  people  together   Let  people  believe  in  something   Bring  people  peace  of  mind   Can  create  a  safe  environment  and  let  you  be   with  people  who  are  like  you  
    • What?   So  What?   Cross  on  fire   Group  of  people  with  hoods  and  crosses   on  cloaks   White  cloaks   Don’t’  believe   Protest  against  ChrisJans   In  a  field  going  somewhere   Cult?   ChrisJanity?   Soldier   Ginger  hair   Crosses  on  robe,  cape,  shield   Has  a  sword   Olden  Jmes  -­‐  knight   ChrisJan   Knight   Same  religion  in  one  place   Boys  and  girls  standing  on  stairs   Man  with  cross   Uniforms   Same  hair  cut  for  girls   Same  hair  cut  for  boys   ChrisJan   At  school   Boy  and  girl  school  
    • +  impact?   •  •  •  •  •  Something  to  believe  in   Something  to  do   InspiraJon   Connects  people   Encourages  peace,  love  and  unity  
    • Questioning from Pictures
    • Marco Cianfanelli, of Johannesburg, sculptor 50  ten  metre  high  laser  cut  steel  plates  set  into   the  landscape,  represen5ng  the  50  year   anniversary  of  when  and  where  Mandela  was   captured  and  arrested  in  1962  (prior  to  his  27   years  of  incarcera5on).  Standing  at  a   par5cular  point  (presumably  the  spot  where   the  people  are  standing  in  Photo  #2),  the   columns  come  into  focus  and  the  image  of   Mandela  can  be  seen.    At  Natal  Midlands  
    • How  can  I  help  my  students  see  geography   as  an  opportunity  to  problem  solve,  to   address  the  impact  of  geographical   features  on  people’s  lives…?       Catriona  Misfeldt  in    It’s  All  about  Thinking  (English,   Social  Studies  &  HumaniDes)  2010  
    • Essential Questions  What  stories  do  these  data  or  this  chart,   graph,  or  map  tell?    Whose  stories  are   they?    What  data  are  the  most  revealing  and   representaJve  of  the  quality  of  life?    Catriona  Misfeldt,  MacNeil  Secondary  
    • The  Plan:   •  Co-­‐create  criteria  for  measuring  quality  of   human  life   •  Model  how  to  underline  phrases  that  might   affect  the  quality  of  a  life   •  Students  read  and  underline  phrases  from  2   different  case  studies   •  Students  record  +  and  –  factors  affecJng  life   •  Exit  slip  –  definiJon  of  a  good  life  
    • Emma   “I  hate  you.    You’re  such  an  idiot!”    The  back   door  slammed  loudly.    Emma  opened  her  eyes   quickly  and  pulled  up  her  soY  comforter.    Her   heart  was  beaJng  fast,  and  she  had  a  knot  in   her  stomach.    It  was  her  older  sister  who  had   yelled  and  slammed  the  door.      “Lazy  head,  out  of  bed!”  her  father  shouted   from  the  boAom  of  the  stairs.  
    • Heavy  footsteps  moved  quickly  though  the   house  and  then  the  front  door  opened  and   slammed  shut.    The  car  started  and  with  a   screech  pulled  away.    Dad  must  be  late  for   work.    He  oYen  seemed  angry  now.    Emma   remembered  happier  Jmes  when  he  helped   her  with  her  homework  and  they  would  go  to   basketball  games  together.    She  wondered  if  it   would  every  be  like  that  again.   Caring  for  Young  People’s  Rights  –  Roland  Case  
    • Jose   Turning  over  on  the  woven  sleeping  mat,  Jose  bumped   into  his  younger  brother.    He  could  see  the  early   morning  light  through  the  cracks  in  the  sJck  wall  of  his   family’s  home.    The  sJcks  broke  easily  but  were  a  type   of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the   yard  outside.    Gently  raising  the  thin  bed  sheet  that   kept  the  bugs  off  at  night,  Jose  sat  up  and  climbed  over   Salvador  and  his  Jny  sister  Rosita.    Careful  not  to  wake   them,  he  replaced  the  sheet  and  stepped  on  to  the  dirt   floor.   Caring  for  Young  People’s  Rights  –  Roland  Case  
    • •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –   Collabora7ng  to  support  all  learners  in  Math  &  Science,  2011   •  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea7ng  classrooms   where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011   •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora7ng  to   support  all  learners  in  English  &  Humani7es,  2009   •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke   Pub.,  2006   •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediJon,   Nelson,  2006   •  Brownlie  -­‐  Grand  Conversa7ons,  Portage  and  Main  Press,  2005   •  Brownlie,Feniak,  McCarthy  -­‐  Instruc7on  and  Assessment  of  ESL   Learners,  Portage  and  Main  Press,  2004