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