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FCIS Presentation - Innovating Inquiry


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Innovating Inquiry FCIS presentation. November 8, 2013, Orlando, FL

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FCIS Presentation - Innovating Inquiry

  1. 1. Innovating Inquiry Sabrina McCartney, Blythe Marulanda and Tina Patruno From: Carrollwood Day School an IB World School S
  2. 2. Inquiry Inquiry is an expression of our curiosity. It leads us, as we question and wonder, beyond our present understanding.
  3. 3. Guided Vs Open Inquiry S What is Guided Inquiry? S Guided inquiry is teacher-led. The teacher guides the students by giving starting questions, and facilitating discussions. The teacher may also lead any experimentation or research that is needed to answer questions or clarify misconceptions.
  4. 4. Guided Vs Open Inquiry S What is Open Inquiry? S In open inquiry students are allowed to formulate their own questions on a topic. They then design the procedure to test their theory or research their topic. Finally the student creates a way to communicate their findings. The teacher is facilitator in this case. The teacher supports the student and helps to clear up misconceptions that may arise.
  5. 5. Guided VS Open Inquiry S In general the younger students or students who are new to inquiry based learning benefit the most from Guided Inquiry. The Guided format helps them to understand how to formulate worthwhile questions and gives them a guide as to how to proceed with their own open inquiries. S Open Inquiry CAN work for children in primary grades. The teacher has to have given them a good base knowledge of how to discover the information they seek and how to present that information in a meaningful way.
  6. 6. O-T-Q S Observe- What do you observe? S Think- What do you think you see? S Wonder- What questions do
  7. 7. Questions through a Perspective S Now, view this photo from a point of view. S What questions do you have?
  8. 8. Color, Symbol, Image As you are reading/listening/watching, make note of things that you find interesting, important, or insightful. When you finish, choose 3 of these items that most stand out for you. • For one of these, choose a color that you feel best represents or captures the essence of that idea. • For another one, choose a symbol that you feel best represents or captures the essence of that idea. • For the other one, choose an image that you feel best represents or captures the essence of that idea. This routine asks students to identify and distill the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas.
  9. 9. ANALYTIC LEARNERS Work Preferences •You prefer a formal workspace. •You prefer a bright or natural light. •You prefer a quiet working environment. •You prefer no distractions. •You like working independently or with structured guidance.
  10. 10. ANALYTIC LEARNERS Work Habits: S You like to do one thing at a time and see tasks through to completion. S You like to have accurate instructions and to have things in the correct order. S You like to look at the details and build them up carefully to form a BIG PICTURE or IDEA.
  11. 11. ANALYTIC LEARNERS Might catch themselves saying: S Will we be tested on this? S Everything has a place and everything in its place! S I’ll do that right away
  12. 12. ANALYTIC LEARNERS Strengths: S You are logical, practical, diligent and reliable. Needs: S Constant reassuring feedback or tangible success to demonstrate that you are doing things “right”. In education: S You are similar in learning orientation to approximately 65% of teachers.
  13. 13. GLOBAL/ HOLISTIC LEARNERS Work preferences S You prefer a relaxed comfortable workspace. S You prefer a low or directional light. S You prefer a some background noise. S You prefer the possibility to drink, eat, move and/or fiddle whilst concentrating. S You like working socially and comparing ideas.
  14. 14. GLOBAL/ HOLISTIC LEARNERS Work Habits: S You tend to multi-task, but may lose interest in some tasks part way through. S You particularly enjoy choice and use creativity to learn and communicate ideas. S You like to see the BIG PICTURE or IDEA and then examine the elements.
  15. 15. GLOBAL/ HOLISTIC LEARNERS Strengths: You are innovative, creative, spontaneous and interesting. You Need: Someone to keep you on track and pick up all the things you lose along the way. In education: You are similar in learning orientation to approximately 75% of primary students.
  16. 16. GLOBAL/ HOLISTIC LEARNERS You might catch yourself saying: S Why are we doing this? S My desk is a mess but don’t touch a thing or I will never find anything again! S I need a break. I’ll get back to this later.
  17. 17. Please consider… S Are Analytic or Holistic Learners best served by traditional educational practices? S What might be done to redress a balance? S How would a classroom that encouraged Analytic and Holistic learners look like?
  18. 18. How can we differentiate inquiry for different learners?  Knowledge Boxes  Differentiation Centers/Chart  Inquiry Centers  Enrichment Activities/anchors  Apps
  19. 19. Differentiated Instruction:
  20. 20. Differentiation should be based on tiered activities: S Bloom’s Taxonomy S Richard Paul’s Wheel of analysis
  21. 21. Bloom’s Taxonomy
  22. 22. Paul Richard’s Wheel of Analysis
  23. 23. Knowledge/Inquiry Boxes  Can be used for differentiation with tiered activities.  Can require certain activities be completed based on the ability of student.  Can color code levels for specific students or abilities.  Can pre-assess and then choose activities based on their prior knowledge.  4 areas of activities:  Read  Write  Activity  Challenge
  24. 24. Differentiation Centers/Charts S Can arrange the charts with anything you want (central idea, lines of inquiry, theme, concepts, etc.) S Create tiered activities and place them in colored boxes. S Each student will work in the tier based on their level. S Can base them on units and change them.
  25. 25. Differentiation Chart
  26. 26. Inquiry Centers S Start a unit or activity with items placed on a table. S Do not say anything about the items. S Have the students discuss the items (observe them to assess prior knowledge) S Ask them to Observe, think, inquire. S Have students generate inquiries based on the items. S Organize the unit according to what they “want” to know. S Create differentiated groups according to prior knowledge, inquiries.
  27. 27. Enrichment Menus by Laurie E. Westphal S Activities that encourage not the regurgitation of information, but applying new knowledge in other ways. S A point value “menu” of tiered activities and a proposal form for “free choice.” S Rubrics are included in the book. S Examples: S Power Point Presentation S News Report S Interview S Product Cube
  28. 28. Apps for Differentiation Erudio Voice Thread Whiteboard Lite Educreations Drawing Pad Five Dice Popplet Lite Evernote Springpad Toontastic Skitch Doodle Buddy Too Noisy Encyclopedia Britanica Pic Collage Poster Maker Billboard Maker Screen Chomp Geometry Pad Angle Finder Number Pieces (Base 10) Khan Academy Nova by PBS Scoot Pad Kutaba Face Talk PBS Kids
  29. 29. Assessments S Inquiry Books S Portfolios S Anecdotal Observations S Rubrics S GRASPS