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Inquiry Presentation

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by

Emalei S.

on 14 April 2010

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Transcript of Inquiry Presentation

Inquiry curriculum:
A new approach to learning What is inquiry instruction? Why isn't what we're doing good enough? 91% of students' school day is spent either listening to a teacher talk or working alone. (Pianta and Belsky (2007) Because of high-stakes testing like the WASL, students are being pressured more than ever to perform well, which means more individual work and endless drill-and-kill test prep worksheets. In an effort to "cover the standards," deep thinking is replaced by efforts to cover massive amounts of content. Why small groups? Small groups are life like. Small groups generate energy for challenging work. In small groups, we are smarter.
In small groups, diversity is an asset. Small groups make engaged, interactive learning possible. Employers increasingly require small-group skills Small groups allow us to differentiate instruction Well-structured small groups work enhances student acheivement. "When we focus on teaching STRATEGIES for reading, listening, viewing, communicating, collaborating, and researching, learners come away with lots of strategy knowledge for sure, but also a ton of content. Learning, understanding, and remembering subject matter is a direct product of knowing how to THINK, WORK TOGETHER, and WONDER." (Comprehension and collaboration pg. 12) Principles of Inquiry Circles: choice of topics based on genuine student curiousity, questions and interests digging deeply into complex, authentic topics that matter to kids flexible groups, featuring small research teams, groups, or task forces heterogeneous, nonleveled groups with careful differentiation student responsibility and peer leadership use of proficient-reader/thinker/researcher strategies drawing upon multiple, multigenre, and multimedia sources going beyond fact-finding to synthesizing ideas and building and acquiring knowledge Actively using knowledge in our schools and communities; sharing, publication, products, or taking action matching or "backmapping" kids' learning to state or district standards Inquiry Approach versus Coverage Approach student voice and choice questions and concepts collaborative work strategic thinking authentic investigations student responsibility student as knowledge creator interaction and talk teacher as model and coach cross-disciplinary studies multiple resources multi-modal learning engaging in a discipline real purpose and audience caring and take action performance and self-assessment teacher selection and direction assigned topics and isolated facts solitary work memorization as if/surrogate learning student compliance student as information receiver quiet and listening teacher as expert and presenter one subject at a time reliance on a textbook verbal sources only hearing about a discipline extrinsic motivation forgetting and moving to next unit filling in bubbles and blanks "It's about combining what we know about the research process, about thinking, and about people working together, to create a structure that consistently supports kids to build knowledge that matters in their lives." (Stephanie Harvey and Harvey Daniels)
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