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Inquiry Circles Phat Monday Inquiry Circles Phat Monday Presentation Transcript

  • P.H.A.T. Monday Inquiry Circles for deeper comprehension March 8 th , 2010 Jessica Crooker www.evhsliteracystaff.blogspot.com
  • Millennials—born 1980-1995
    • “ consumerism” attitude towards education
    • education=acquisition; not learning process
    • Accustomed to 24-7 conveniences
    • This expectation carries over to academia
    • Most socially connected generation; crave social connection in the classroom
    • Engaged in a learner-centered & process-driven classroom (versus teacher-driven & content-centered)
    • “ Good job!” generation; need constructive criticism, but thrive on praise
    “ Millennials in College: How Do We Motivate Them?” by Angela Provitera McGlynn
  • Why Inquiry Circles?
    • Engage students in reading content texts
    • Offer choice to increase “buy in”
    • Differentiate for a diverse population of students
    • Push students to be seekers of knowledge
    • Foster thinking skills
    • Allow students to explore areas of interest
    • Promote ownership of learning
    • Deepen comprehension
  • Benefits of Small Group Work
    • Lifelike; generate energy for challenging work
    • In small groups, we are smarter
    • Diversity is an asset
    • Engaged, interactive learning
    • Differentiated instruction
    • Employers increasingly require collaboration
    • Well-structured=enhances student achievement
    • Harvey & Daniels 2009
  • Inquiry-oriented models
    • Project-based learning
    • Expeditionary learning
    • Problem-based learning
    • Group investigations
    • Inquiry groups
    • Study groups
    • Topic studies
    • Guided inquiry
    • Inquiry circles
    • Literature circles
    • Question circles
    • Writing circles
    • Peer writing groups
    • Negotiated curriculum
    • Multi-genre projects
    • Simulations
  • What does inquiry look like?
    • Managed choice for students
      • Book/topic choice
      • Article
      • Section of the chapter
    • Mini-lessons (10-15 minutes)
      • content-driven
      • skill-driven (comprehension continuum)
      • strategies for comprehension
      • small group communication
    • Groups of desks/tables/chairs for group discussion
  • discussing ideas collaborating & communicating revisiting the text
  • Steps in Inquiry Process appear linear, but are actually recursive Immerse
  • Immerse invite curiosity, build background, find topics Teacher Students Invites curiosity, questioning Express their own curiosity Shares own curiosity Explore, experience, and learn Models personal inquiry Wonder and ask questions Demonstrates questioning & finding a topic Read, listen, and view to build background Immerse students in topics to build background knowledge Connect new information to background knowledge Confers with groups & individuals Meet with teams to set schedules, ground rules, and goals
  • Comprehension Continuum
    • Gives students a visual for levels of questioning & thinking
    • Shows the difference between explicit and implicit questioning
    • Important to model the process with students
    • Can be used with any kind of text
      • Photographs, music lyrics, sculpture, nonfiction, fiction, textbooks, etc…
  • Small-group discussion
    • Discussion Directions:
    • 1. Share and Add (10 minutes)
      • Give each person in the group an opportunity to share
      • Begin with Levels 1-2; add to your sheet when you hear new ideas
      • Then, move through each level until you’ve all shared.
      • During discussion, you have permission to talk through the questions of the group.
      • Try to answer questions posed from the group—make inferences!
    Be sure to model this for students as well.
  • Small-group discussion
    • 2. Further Inquiry—Closing the Discussion (3-5 minutes)
    • As a group, come up with at least TWO questions relating to the text that could potentially be further investigated. You may need to revisit the text or reflect on the discussion.
      • What are you still wondering about?
      • Did anyone pose a question during discussion that went unanswered?
      • Did you have a question that was never answered?
  • Investigate develop questions, search for information/answers Teacher Students Flood students with resources and materials Articulate thoughts and questions about own interests and experiences Model how to read with a question in mind Listen, talk, read, view to gain information Demonstrate how to determine importance, take notes (post-it, code) Develop questions; then read, listen and view to answer them Helps students sharpen inquiry focus Use text and visual features to gain information Confers with groups & individual Meet with teams to set and monitor schedules and task completion
  • What this looks like…
    • Investigate
    • Students will…
    • Discuss what they collectively know about the new topic?
    • choose a question generated by class discussions
    • investigate in groups or individually
    • gather and collect information
    • determine which information is important
  • Coalesce intensify research, synthesize information Teacher Student Show how to infer answers and draw conclusions Engage in deeper reading and research Engage students in guided discussion and debates Keep asking: So what? What about this really matters? Share how to evaluate sources Conduct “people” research: interviews, surveys, focus groups Teach interviewing strategies Synthesize information to build knowledge Confer with groups and individuals Meet with teams to monitor schedules, complete specific tasks and plan for sharing
  • Go Public share learning, demonstrate understanding, take action Teacher Student Co-construct expectations for final project Co-construct expectations for final project Share widest range of possibilities for sharing/performing Demonstrate learning with performances, posters, models, essays, poetry, etc… Helps students find real audiences Become teachers as they share knowledge Responds, assesses, and evaluates projects Reflect on their knowledge building, cooperative processes & changes in their own beliefs or behaviors Helps students share learning by taking actions Take action through writing, speaking, community work, advocacy
  • What this looks like…
    • Coalesce
    • What do we want to know now? Who will research these questions?
    • How many diverse resources can we include?
      • Information, opinions, written texts, videos, music, cartoons, pictures/photographs, maps, charts, graphs
    • Go Public
    • How can we best share this information with others?
  • Review of the process
    • Immerse
      • Teacher introduces topic
      • Students read a short common text to build background
      • Mini-lesson: Comprehension Continuum “Scaffolded”
    • Investigate
      • Comprehension Continuum Independently
      • Discussion
    • Coalesce
      • Determine interests for further investigation
      • Regroup by interest area
    • Go Public
      • Share learning with other classmates
  • Getting the most out of discussion
    • Give each member of the group a job with certain responsibilities.
      • Group facilitator, time manager, organizer of materials, group-teacher liaison
    • If the group is to work effectively, each person must do his/her job.
    • Participation and self-control are important ingredients in successful inquiry projects.
    • Practice =improvements
  • During-reading activities
    • Story Map
    • Concept Map
    • 3-2-1
    • Double Entry Journal
    • Circle, Triangle, Square
    • What? So What? Now What?
    • KWL
    • Coding the Text
    • Comprehension Continuum
    Provide thought-provoking during- reading activities. Then, let students use them during discussion.
  • What should students do during inquiry time?
    • Read to themselves
    • Read to each other
    • Conduct research online
    • Respond in writing and/or drawing
    • Respond by talking
    • Develop interview questions and conduct practice interviews
    • Contact specialists and experts
    • Maintain research notebook
    • Plan to actively use knowledge and take action
  • Assessment & Evaluation “ We grade the learning, not the knowing.”
    • Assessment fills us in on what students are doing & how effective our instruction has been
      • Teachers reflect, revise, and reshape instruction
      • Observations, note-taking, self-reflection sheets
    • Evaluation gives a value to what students have learned
      • Body of evidence: work samples, student talk, performances, artifacts, conference notes
    • Individual accountability=key to small-group assessment