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"Pillars" of Inquiry

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Educators Cooperative

on 18 August 2013

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Transcript of "Pillars" of Inquiry

Essential or Driving Questions
Student Choice
Goal Setting
Extending Background Knowledge
Exploration and Inquiry
Feedback and Revision
Pillars
In-Depth

Authentic Audience
What are
Global Competencies?
Collaboration
Communication
Network
Navigation
Global
Perspectives
Expression
“A global-ready graduate [is] a person with a grasp of global systems, global issues, the dynamics of how things are interrelated and interconnected in the world, and how society can best address global issues.”

- Ron Moffatt, Director of the San Diego State University International Student Center
“The skills to listen, observe and evaluate, analyze, interpret, and relate.”

- Darla K. Deardorff, Director of Duke University’s International Education Administrators Assc.
“The ability to be fluent in at least one other language, such as Spanish or Mandarin; fluency with e-commerce and the Internet; a well-verse knowledge of geography; and, maybe most important, some knowledge of the political and cultural history of one or two countries or regions outside of Western Europe.”
- Carol Conway, Director of the Southern Global Strategies Council
to connect across content areas
to increase engagement
to advance problem
solving skills
to increase focus
to reinforce relevance
to reinforce rigorous expectations
How are these competencies being developed within your academic environments?
What is the "Spectrum" of Choice?
Teacher's role and responsibility for learning
Students' role and responsibility for learning
Teacher Directed
Student Directed
Balanced
"Teacher Directed"

Teacher is providing
most of the "choice".
Standardization of
Instruction
Expectations
Resources
Outcome
Assessments
"Student Directed"

Student is providing
most of the "choice".
Complete Individualization
of:
Instruction
Expectations
Resources
Outcome
Assessments
The role of the instructor is to define the parameters of the experience, including:
defining the goals
resources
processes
expectations
timeline
Students role is to work within this structure through:
Inquiry
Exploration
Innovation
Expression
to create an outcome addressing the driving question or within the conceptual framework
"Balanced"
Students can communicate clearly, in a variety of different forms. Students use communication to interact with diverse audiences.
Students can work and collaborative within diverse teams.
Students have an awareness and understanding of diverse issues, countries and cultures. Students need to be able to consider and address different perspectives
Students can access and navigate technology systems in order to learning and higher-order thinking - as they are remembering, understanding, applying, analyzing, evaluating, and creating new information.
Students can develop new ideas plus elaborate, refine, analyze and evaluate to improve these ideas.
They can innovate - acting on creative ideas to make a concrete contribution, and can use various ways and asthetics to express opinions and ideas.
In 2nd Grade
In 5th Grade
In 8th Grade
In 11th and 12th Grade
Essential or driving questions are like the kinds of questions four-year-olds ask: big, open-ended, and almost impossible to completely answer. Why is the sky blue? ..... What is a hero? .... Are democracies the best form of government? ....What does it mean to be rich?
Essential or Driving Questions
An essential of driving question “drives” and focuses inquiry. Also referred to as essential learning, project questions, or overarching questions, these types of questions are open-ended and cannot be answered in one sentence or in one day. They lead students to explore what is essential about a topic and in doing so, students add to and build upon their previous knowledge. These questions have a real-world application that students can understand, relate to, and are motivated by.
At its most basic level, forgetting the details of individual lessons and assignments, what is this project really about?” Your question should be brief, it should be simple on the surface but complex underneath, and it should be important. Essential or driving questions are not always simply academic questions—they are also life questions.
to improve performance
What are
Global Competencies?
Collaboration
Communication
Network
Navigation
Global
Perspectives
Expression
“A global-ready graduate [is] a person with a grasp of global systems, global issues, the dynamics of how things are interrelated and interconnected in the world, and how society can best address global issues.”

- Ron Moffatt, Director of the San Diego State University International Student Center
“The skills to listen, observe and evaluate, analyze, interpret, and relate.”

- Darla K. Deardorff, Director of Duke University’s International Education Administrators Assc.
“The ability to be fluent in at least one other language, such as Spanish or Mandarin; fluency with e-commerce and the Internet; a well-verse knowledge of geography; and, maybe most important, some knowledge of the political and cultural history of one or two countries or regions outside of Western Europe.”
- Carol Conway, Director of the Southern Global Strategies Council
"Global Competencies"
How are these competencies being developed within your academic environments?
Students can communicate clearly, in a variety of different forms. Students use communication to interact with diverse audiences.
Students can work and collaborate within diverse teams.
Students have an awareness and understanding of diverse issues, countries and cultures. Students need to be able to consider and address different perspectives
Students can access and navigate technology systems in order to develop learning and higher-order thinking - as they are remembering, understanding, applying, analyzing, evaluating, and creating new information.
Students can develop new ideas plus elaborate, refine, analyze and evaluate to improve these ideas.
They can innovate - acting on creative ideas to make a concrete contribution, and can use various ways and aesthetics to express opinions and ideas.
In 8th Grade
In 11th and 12th Grade
Formative
Summative
Reflective
What do students need to know?
How will they learn it?
How will you scaffold the learning?
What are the daily and weekly
goals and objectives?
What are your SMART goals?
S - specific
M - measurable
A - attainable
R - realistic, relevant
T - timely
By ________, ________
will _____________ as
measured by ___________
By May 5th, 80 % of students will be ready to present their project as measured by project notebook evaluation.
"Pillars" of Inquiry
1. Essential or Driving Questions to connect across content areas

2. Student Choice in to increase engagement

3. Goal setting to increase focus

4. Extending Background Knowledge to reinforce relevance

5. Student Exploration and Inquiry to advance problem solving skills

6. Feedback and Revision to improve performance

7. Authentic Audience to reinforce rigorous expectation
Does the project encourage
student inquiry and exploration
by providing:
provocative, challenging driving questions leading to research?

instruction and feedback leading students to higher order thinking?
(ex. compare, infer, investigate, hypothesize, synthesize, critique)
Opportunities for immersion experiences or simulations for exploration?
By ________, ________
will _____________ as
measured by ___________
By May 5th, I will be ready to present my project as measured by project notebook evaluation.
Who is providing the feedback for revision?

Teacher?
Peers?
Combination?
Full transcript