Inq & lit handout bg 2012

Literacy & Inquiry Bek Galloway April 2012

My THOUGHTS on: FINAL THOUGHTS FIRST THOUGHTS

How can I teach literacy using an inquiry approach? How can I do an inquiry in my literacy programme?

INQUIRY is the vehicle, THINKING is the driver, QUESTIONING is the fuel,DEEP UNDERSTANDING is the destination

There’s loads we can start doing...Have our students doing things like:• Unpacking, Engaging in, Struggling with, Exploring Understandings, Big Ideas, Transferable Concepts• Asking Questions, Answering their Questions• Discovering for themselves• Thinking Deeply to process learning But all within the• Being Curious & Intrigued... context of Literacy:• Engaged in open ended tasks Reading & Writing,• Working Collaboratively• Applying Skills for Learning & Life Speaking & Listening,• Making Connections Viewing & Presenting• Having a voice• Planning backwards from a desired destination• “Use it or Lose it”• Taking “Pitstops” to check understanding• Developing Qualities & Competencies• More...

Although not the “be all and end all” of a thinking classroom...Having a framework of thinking language...• Helps teachers’ understanding of thinking• Improves teacher questioning across the curriculum – “require 2 inquire”• Makes teachers aware of the nature of the tasks they are engaging their students in• Helps teachers to direct students’ thinking to help their learning and inquiry journey• Gives students the language to talk about their thinking processes• Ties thinking & questioning together• Helps teachers communicate what’s important in learning• Empowers students to drive their learning by knowing what kind of thinking to do & when• Can make thinking visible in the classroom!

Remember & Understand Meta- Care and Createcogitate Consider Analyse and Apply Evaluate 5 key ways in which we THINK

What is or could be… wrong, weak, dangerous, difficult… with this idea? Find Causes What are your reasons for why thisPredict outcomes is a bad idea? Judge – Assess What is likely to go wrong if...?Rank – Recommend What would the negative consequences be if…? Decide – Choose What was the likely cause of…?Persuade – Argue Is it… Right? Acceptable? Advisable? Worthy? Important? Possible? Debate – Justify Which is… Better? Worse? More Important? More Effective? Should we…?

Imagine what might happen if...? Generate What could we do to…?Come up with What Imagine original, innovative, unusual or Design inventive idea...? Invent How could we... Improve Solve, Improve, Create, Invent, Make, Design…?Forecast the What are the possibilities for…? futureDevise Action In how many different ways could we…? Plans

Make Connections with... How does this fit with what IMake Links to… already know?Relate it to... How does this relate to…?Use… What connections are therePut into practice… with...? What links can I make to this? things you already know about How could I use this...? Where else could I use my understanding?

Think Tank with some TLC Black Hat and Yellow Hat Evaluating– like a Judge! Write, Draw, Draw and label, Mindmap, Voicethread, Bubbl.us, primary wall,• What are the good things and bad things that are • What 5 behaviours and attitudes are the most likely to happen if we punish students who are important to be successful in learning and in life? disrespectful by making them miss out on Why is that? lunchtimes? • What are the 3 most effective things you can do• What are the positives and negatives that are to ensure you become the best that you can be? likely to happen if we bully other people? Why is that?• What are the advantages and disadvantages of • What are the best ways to encourage others to making school start at 8am and go until 4pm? learn? Why is that?• What would be the negative consequences if we • What is the most important thing about school? don’t learn how to improve our thinking? Why is that?• What if thinking wasn’t a key part of our • Which is more important: Learning at school or classroom? learning at home? Why is that?• What are the benefits of and problems around • Which famous New Zealander is the most listening to and sharing opinions with others? important? Why is that?• What if we didn’t have computers? • Is it right to give children homework? Why is• What if teachers became students for a week? that?• What might go wrong in our class if people don’t • Is it acceptable to be mean to someone because show respect to themselves and each other? they have been mean to you? Why is that? • Is it possible to have respect for others but not for the environment? Why is that? • Should school be compulsory? Why is that?

A Question of Competence? WALT: ask a range of questions What do we need to: VALUE KNOW BE DO FEEL

Guided – Shared – Reading To• What are you wondering about this text?• What questions are swimming round in your head?• What questions are you thinking about?• What questions: – could we ask about this? – need to ask if...? – should the character ask here? – do good readers ask? – would help us to...? – do you want to explore today?

What are concepts?• A general idea, understanding, or thought embodying a set of things that have one or more properties in common• A word or simple phrase• A common theme• Multi-disciplinary Help us identify, label, classify and relate phenomena to construct systems of ideas that we can apply to new situations and use to ask questions and solve problems.

What are “big ideas?”• What we want students to understand about the concepts• The ideas and understandings we want students to retain long after the details are forgotten or they have left school• “Enduring understandings”• What students will need to have understanding of in order to be creative and innovative• Context independent – but can be found in a range of contexts• Common to all learning communities across the world• Are revisited across a number of relevant contexts

How can we make them explicit? Display ‘em Unpack ‘em Connect ‘em Use ‘em

Unpack ‘Em

If this is the answer...COMMUNICATION, LANGUAGE, CONNECTEDNESS, CHOICES We can use a range of strategies to better understand what we read What are the questions?

If these are the answers...• We write for a range of purposes and each of these purposes has its own set of key features or characteristics• Powerful Writers make careful decisions about the ideas, organisation, sentences, language features and words that they use, in order to meet their purpose and audience What are the questions?

Instead of... WALT: find the main idea to help us understand what we readU: As we build towards a deeper understandingof the big ideaAn author’s choice of ideas, • Conceptlanguage, style and structure, will Connectionsgive us clues about their intended • Alreadypurpose and audience • Questions • Find outQ: We will explore the questions How does • Thinkingthe structure of a text give us clues • Successabout the author’s purpose andaudience?DO: and develop the skill to: use theauthor’s clues to find the main idea

Is there something we can do with ....that would make a difference, adding value to our lives or the lives of others?

Engineering Discovery Toolkit1. What do you want students to DO? Verbs Hook – Spark – Immerse – Activate – Wonder – Engage – Connect – Relate – Ask – Hypothesise – Search – Source – Locate – Assess – Interact – Experience – Critique – Check – Organise – Sort – Combine – Construct Source of Info Tool Technique Prior knowledge Donut, Triads Discovery Dice Experience 4 Corners Thought Connector Visit, Experts Human Continuum True Fact Light Experiment Me:Pair:Square Question Magnifier Simulation Inquiry Circles Everyone Flower Video Clip, T.V., Post its sorting Detective SAR Podcasts, Radio Hot Potato Helpful Highlighter Interactive websites Silent Card Shuffle Subheading Sorter Text from internet 1:4:P:C:R Trash to Treasure Newspaper, Mags Mix, Mingle & Moot Witches Brew Fiction books Expert Jigsaw Froggy Senser Non-fiction books Relay or Jellybean Quiz Images, Graphics Pit Stop and Metacognition Tools Diagrams, Visuals

Discovery Dice1. What do we know already?2. What do we need to know?3. How could we find out?4. Which way would be best?5. What roadblocks might there be?6. What could we do about the roadblocks?

We can use a range of strategies to help usunderstand what we read

Thought Connector HEARD REMINDS ME SIMILAR TO

If these are the answers, what are the questions?• We write for a range of purposes and each of these purposes has its own set of key features or characteristics• Powerful Writers make careful decisions about the ideas, organisation, sentences, language features and words that they use, in order to meet their purpose and audience

EVERYONE Flower • V Experiences • • Visits Experts E E • Read • Your Computer E R • Overlooked • Number • Equality N YK I D S C A M E U P WI T H : OE x p e r i e n c e s : R e a d a n d A n a l y s e s o me e x aV i s i t s : L i b r a r y t o f i n d e x a mp l e sE x p e r t s : E n g l i s h t e a c h e r (A u n t y ), A u t h oYour Computer: “features of ….”

What else could we use?• Safesearchkids.com• Google advanced search by reading level “Features of a narrative”

Detective SAR SOURCE Are they credible? skilled? What is the author or creator’s purpose? Do they have a bias? an agenda? ACCURACY What type of source is it? Is it fact or opinion? Is it up to date? RELEVANCE Is this related to what I’m doing? Can I find keywords or search terms for my topic? Does it help me with my questions?

If this is the answer...We can use a range of techniques in oral presentations to increase engagement with audiences What are the questions?

Question using the hats

Target Tasks• To put our understanding to work in thought demanding tasks• To think deeply with and about the ideas• To develop and demonstrate understanding in a variety of ways• To learn your way around a topic• To go beyond just information to applying understanding in new situations and contexts• To challenge misunderstandings, misconceptions• To build skills to think in different ways: critically, creatively, with caring or metacognitively• To have students actively involved, co-constructing, co-operating, co-llaborating

25 Target Tasks that work well Discussing my own thinking Evaluating Cause and Effect Reflecting Drawing Conclusions Relating Making Predictions Making Connections Making InferencesApplying to real or realistic situations Ranking Giving a personal interpretation Evaluating Consequences &Outcomes Critiquing different points of view Making Decisions Empathising Solving Problems Justifying Generating New and Innovative Ideas Arguing Improving Classifying Generalising Comparing and Contrasting Hypothesising Finding Parts-Whole Relationships

Forexample:• Understanding: – We write for a range of purposes and each of these purposes has its own set of key features or characteristics – Powerful Writers make careful decisions about the ideas, organisation, sentences, language features and words that they use, in order to meet their purpose and audience• Target Task: Find examples of different types of writing in school library and categorise them under headings in a way that tells us something about their key features• Deep Question: In how many different ways can we categorise and sort examples of writing under headings?

Forexample:• Understanding: – We write for a range of purposes and each of these purposes has its own set of key features or characteristics – Powerful Writers make careful decisions about the ideas, organisation, sentences, language features and words that they use, in order to meet their purpose and audience• Target Task: Compare and contrast to find the significant similarities and differences in the techniques that author’s use when writing to argue and writing to explain• Deep Question: What are the significant similarities and differences between writing to argue and writing to explain ?

Forexample:

Forexample:• Understanding: – We write for a range of purposes and each of these purposes has its own set of key features or characteristics – Powerful Writers make careful decisions about the ideas, organisation, sentences, language features and words that they use, in order to meet their purpose and audience• Target Task: Debate and discuss whether the structure of a piece of writing or the ideas in the writing are more important.• Deep Question: What is more important – the structure or the ideas?

How to teach thinking explicitly • Teach them the process or strategy that underpins each of the thinking skills. • Show them they do it already • Uncover why it’s important to learn • Break it down step by step • Provide or co-construct a graphic organiser • Have them working collaboratively • Build in metacognition

Deconstruct 2Reconstruct Writing‘Guide on the Side’

Inq & lit handout bg 2012

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