Groups of desks/tables/chairs for group discussion
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
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
3. Further Inquiry—Closing the Discussion (3-5 minutes)
As a group, come up with at least TWO questions relating to the reading that could potentially be further investigated. You may need to revisit the reading 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 during the reading that was never answered?
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
Develop interview questions and conduct pract interviews
Contact specialists and experts
Maintain research notebook
Plan to actively use knowledge and take action
Sample Calendar Inquiry Model: Literature Circle-Week 1 Monday Tuesday Wednesday Thursday Friday -form groups -set a reading schedule -KWL -mini-lesson: during reading activity -inquiry time -inquiry time -discussion director meeting -discussion #1 -teacher observes -student reflection -mini-lesson: new during reading activity -inquiry time
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
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