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A presentation about my Project of Excellence on Supporting a Culture of Inquiry

A presentation about my Project of Excellence on Supporting a Culture of Inquiry

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  • What do we mean by a culture of inquiry?
  • A proposed framework for understanding a culture of inquiry.
  • Beyond content and skills, what messages are we giving to students about what it means to learn? These messages collectively shape the culture of the class and encourage students to conform to certain behavioral or dispositional expectations.
  • Part of my goal:What are the marks of a thinking-rich classroom?Observe the teachers who intuitively create thinking-rich environments—how do they do it?Can we identify certain practices? How can teachers become more purposeful in creating this in their classes?Started out with observations– hard to separate substance of the lesson with thinking, leaping to interpretation too quickly… Applied See-Think-Wonder to observation methodology…
  • RR’s 8 cultural forces
  • Observing the cultural forces for a thinking-rich classroom environment5 main points of data collection
  • Spontaneous moments are not planned.I contend that these moments can be promoted by actively attending to the cultural forces in our classrooms.Students intuitively pick up on what teachers really value and they are inclined to behave in ways that conform to our expectations of dispositional behavior and attitudes… IF our explicit expectations match up with our implicit messages.
  • Important principle: Cultivating a dispositional stance in teachers to teach for intellectual character—change in how they approach curriculum and instruction will occur organically.

C:\Tablet\Professional\Poe 2009 2010\Culture Of Inquiry Presentation Transcript

  • 1. Supporting a Culture of Inquiry
    Project of Excellence
    2009-2010
    Jeannie Logan
  • 2. Goals/ Guiding Questions
    What does a culture of inquiry look like in a classroom?
    What strategies or practices promote a culture of inquiry?
    How does fostering a culture of inquiry impact student learning?
  • 3. An institutional and classroom culture that values and places a priority on transforming students as thinkers and learners.
  • 4. The Implicit Curriculum
    Notes from the PD Course
  • 5. Looking for the “thinking-rich” classroom
    A classroom in which the group’s collective and individual thinking is valued, visible, and actively promoted as part of the day-to-day experience of all learners
  • 6. How is Classroom Culture Shaped?
    Time
    Opportunities
    Routines and Structures
    Language
    Modeling
    Interactions and Relationships
    Physical Environment
    Expectations
  • 7. Classroom Observations
    How is class time being allocated in this class?
    What kinds of purposeful activities are students engaged in that provide opportunities for thinking?
    What kind of language is being used in this class, by teachers and students, to express thinking?
    How is thinking being acknowledged, modeled, and extended?
    What class interactions demonstrate a respect for others’ thinking or collaborative inquiry?
  • 8. Activities that Provide Opportunities for Thinking
    Procedural ActivitiesDirecting the work of the class, task completion
    Review ActivitiesAccessing prior knowledge for understanding
    Generative InquiryExploring authentic questions, initiation of exploration into a topic
    Constructive LearningBuilding new understanding, expanding understanding of a topic
    Facilitative LearningPromoting the learner’s own thinking, clarifying and refining understanding
  • 9. Language
    ProcessCognitive actions; what you’re doing when you’re thinking
    StateCognitive states; affective domain of thinking
    ProductOutcomes or objects of thinking
    StanceEvaluative position on an outcome of thinking
    OrientationA style of thinking, patterns of thinking
  • 10. Acknowledgment, Modeling, and Extension of Thinking
  • 11. Interactions that demonstrate a value for collaborative inquiry
    Activities
    Referencing others’ thinking
    Public documentation of thinking
    Inclusive language
    Student ownership
    Purposeful goal for the collaborative process
  • 12. General Observations & Implications
    Purposeful documentation to promote thinking value of activities
    Developing student language for thinking
    Teachers engaging students more directly with their thinking
    Distinguishing between collective vs. collaborative inquiry
  • 13. Spontaneous Moments in a Thinking-Rich Class
  • 14. Implications for PD
    PD Model: Engage teachers in a reflective journey
    Goal: Be more purposeful in cultivating a thinking-rich environment that will promote transforming students as learners.
    Thinking dispositions embedded in subject matter
  • 15. Transformed Ways of Thinking
    Disciplinary Thinking
    Interdisciplinary and Flexible Thinking
    Metacognitive Thinking