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Comprehension and Collaboration: Inquiry Circles in Action-
Transcript of Comprehension and Collaboration: Inquiry Circles in Action-
Building Background Knowledge
1. Select a rich text from an area of focus.
2. After introducing the topic, have students discuss what they know about the topic.
3. Before reading the text aloud, create an anchor chart with "What we think we know" and "what we learned"
4. Record their thoughts
5. Read text aloud striking out the misconceptions and filling in new learning.
6. Have students try it on their own.
Think and Wonder About Images
1. Share an image with students based on a theme
2. Model how to notice information, infer and ask questions.
3. Allow for collaboration by giving out a variety of pictures and have students practice the modeled skills.
4. Have students practice reading images in nonfiction texts by collecting information on a topic.
What do you notice?
1. Explain that nonfiction has two distinct types of features-visual and text.
2. Choose a range of different reading texts with both visual and text features (magazines, newspapers, nonfiction)
3. Highlight the two types of features in a whole group lesson.
4. Model how you make sense of a subheading, title, or bold print.
5. Create a Features/Purpose chart
6. Think aloud the features and purpose of each text feature.
7. Have students work in pairs to continue to extract the features and purpose from a variety of texts on your theme.
Using Text and Visual Features
"Extensive research tells us that when kids know and employ comprehension strategies, they better understand what they read and engage in a more fulfilling reading experience. Comprehension is about
. And reading is not merely about word calling. Reading is about thinking" - Daniels
Annotate Text: Leaving Tracks of Thinking
1. Explain that annotating means writing down your ideas as you read.
2.These tracks are places for readers to hold their thinking.
3. Think aloud through a piece of text and jot connections, questions, inferences and important information in the margins.
4. Show how you notice when you find and answer or how you might have to research further if your question is not answered.
check mark= something known
L = New learning
? = a question
?? = Confusion
* = important information
! = exciting or surprising information
R = a connection
Principles of Inquiry Circles
Choice of topic based on student interest
Heterogeneous, non-leveled groups with careful differentiation
Student responsibility and peer leadership
Use of proficient-reader/thinker/research skills
Multiple, multigenre and multimedia sources
Going beyond fact-finding to build background knowledge
Go public by sharing their learning
Matching student learning to curriculum standards
Model your Own Inquiry Process
Create Research Notebooks
Explore and Use Multiple Sources
Choosing Topics to Investigate
Checking Our Sources
Organize Group Findings: Create Question Webs
Demonstrate and Practice Interviewing
Co-construct Interview Guidelines
Response Options: Take Learning Public
Inquiry Research Board
"Inquiry is any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem"-Wikipeida
"The core premise of inquiry include the requirement that learning should be based around student's questions requiring students to work together to solve problems rather then receive direct instruction on what to do from the teacher." Daniels
Examples From A Human Rights Inquiry~Grade 7/8
Mini to Full Scale Inquiries
Creating Group Ground Rules
To solve problems before they arise.
1. Have students brainstorm in groups what would be some important rules to have on a team.
2. Record ideas on a chart.
3. Once the list has 10-12 items, ask students to decide what rules they want to adopt. They should choose 3 or 4.
4. When they have decided, they write them down on a "Ground Rules" sheet.
5. Post the rules where students can see them.
6. This activity can be for "whole group" or individual groups.
Create Research Notebooks
As students begin small-group inquiry, they need to create notebooks for the purpose of holding thoughts, questions, and notes related to their inquiry.
CONTENT TO INCLUDE:
topics, project ideas, drawings, diagrams, charts, quotes, interviews notes from research, bibliographic info, written drafts, maps, photos.
Choosing a Topic to Investigate
To help students discover what truly interests them.
1. Explain that research works best when we choose topics we know something about, care about, wonder about, want to know more about and may want to teach someone.
2. Model this by creating a list of three topics that you know something about.
3. Quickly draft a one-pager about your topic right in front of the students.
4. Read through the paper and share anything you wonder about your topic.
5. Have students come up with a list of 3 topics.
6. Share list with a partner.
7. For independent practice, give students time to write freely on the focus topic of their choice.
Leaving Tracks of Thinking
RAN CHART~ Tony Stead
Text Features and Purpose
When students are discussing, there are bound to be disagreements. So, before they begin, we need to show them how people can disagree and still remain friends.
1, Let students know they are going to learn how to argue.
2. Provide a sample of an argument in the form of a role-play, show a video clip of someone who has a strong opinion on a topic or an article.
3. Discuss the difference between mean and crabby and polite and useful.
4. Allow students to practice with topics they brainstorm.
To equalize "air time", invite deeper thinking, and leave tangible evidence of student thinking.
1. Identify a "debatable" topic for discussion that is open-ended.
2. Explain the rules: use all the time for writing, don't talk, write for a minute or so, write your thoughts, reactions, questions, or feelings about today's topic. When instructed, pass your paper to the next person in the circle. Read what the person before you wrote then just below it, answer for one minute. Tell your reaction, make a comment, ask a question, agree or disagree with reason.If necessary, you may use pictures to support your thinking.
3. After everyone gets a chance to write, continue the conversation out loud.
4. Consolidation: Ask each group to share one highlight, one thread of the discussion.
What Is The Importance Of Free Speech To Hedley?
How can we create peace between races?
How has 911 effected the Muslim community in Canada?
The Inquiry Process
How do the rights of girls compare to the rights of boys in Bangladesh?
Examples from a Student Inquiry on Human Rights Grade 6/7
Assessment and Evaluation
"In the world of standards and benchmarks, it seems like teachers must always know what kids will know at the end of a lesson. But consider this: do real researchers, investigators, and authors know exactly where they are going when they begin an inquiry?"- Daniels
Bob Probst's, coeditor of Adolescent Literacy: Turning Promise into Practice, challenge to teachers is at least once a year, read a book that you have never read before, right along with your class. Then, they can actually watch you think about it for the very first time-making predictions, forming hypotheses, reacting and revising, developing inferences, and more. You students will enjoy seeing
as the learning along side of them.
Assessment Vs Evaluation
"Assessment allows us to reflect on our teaching. When we reflect of evidence of our students learning and understanding, we revise and reshape our instruction."
"Evaluation is the "grade" a student gets based on evidence gleaned from ongoing authentic assessment." -Daniels
-Activate and Build Background Knowledge
-Listen to Your Inner Voice
-Think and Wonder About Images
-Use Text and Visual Features to Gain Information
-Annotate Text: Leave Tracks of Thinking
-Ask Questions and Wonder About Information
-Stop, Think, and React to Information
-Note taking:Read with a Question in Mind
-Drawing Inferences from Images, Features, and Words
-Synthesize Information: Read to Get the Gist
-Turn and Talk
-Home Court Advantage:Showing Friendliness and Support
-Creating Group Ground Rules
-Making and Using a Work Plan
-Practicing the Skills of Effective Small-Group Discussion
-Midcourse Corrections:Reflecting and Replanning
-I Beg to Differ:Disagreeing Agreeably
So how do I get marks from all of this?
"Regurgitating answers to end-of-chapter questions and fill in the blank worksheets does not give us enough evidence to accurately evaluate what kids know and have learned. We need to concentrate on more open-ended responses that allow kids to show their thinking.
Examples: post-it's, thinksheets, short and long summary responses, notes from discussions, illustrations, journals and notebook entries." - Daniels
Assessing Thinking and Learning
Students need to be given an opportunity to share their thinking with us. Ways to do this include:
1. Listening to kids
2. Read kids' work
3. Conference with kids
4. Listen in on conversations
5. Observe behaviours
6. Chart responses (example: RAN Chart)
7. Use technology (voice threads etc)
8. Anecdotal records
Small Group Assessment
Ensuring individual accountability in small groups involves:
1. Defining the concept first
2. Keeping the group size small
3. Use written work plans and checkpoints
4. Make grading standards clear with co-created success criteria and rubrics
5. Observe group meetings
6. Have check-up conferences with individual members.
7. Have members assign themselves individual responsibilities.
Grading Student Inquiry
Inquiry is a process, therefore assessment of this process comes from two places, assessment and evaluation. Each stage of the process should be given an evaluation. At the end of the process, you will have four grades which you average out and include your evaluation. Assessment is the ongoing, daily observations of thinking. These forms of evidence can be the bases of a co-created rubric.
That's All Folks!
Please feel free to take the package of templates with you.
Your Turn To Try
You've Got To Read This!
Student Work-Grade 6
What can you tell me about student inquiry?
Use the chart on your table and add what you know.
Now It's Your Turn...
Choice 1: Classroom management is more important to teach then the curriculum.
Choice 2: Using technology in my daily practice makes me a better teacher.
How do these activities relate to the essential practices?
Take a look at the Essential Practices document. Highlight any of the practices that you see embedded in these activities. Take a minute to discuss what you think with your table.