tag:blogger.com,1999:blog-54356026972571653042024-02-19T06:05:29.587-08:00Visible Thinking RoutinesThis is a support resource for Bill Roberts teachers to share successes / challenges and have a critical discussion about INQUIRY and how to make it work with the thinking strategies and backward design.Jeff Lewishttp://www.blogger.com/profile/02564433564117231418noreply@blogger.comBlogger204125tag:blogger.com,1999:blog-5435602697257165304.post-24555547847839677882015-05-04T19:35:00.005-07:002015-05-04T19:35:53.420-07:00April Reflection<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">As I reflect on the entire inquiry process that I experienced this year, I am proud of myself for jumping in and trying it. I am happy to say that it was not a complete failure, rather pretty successful in my opinion. Could it be better? Of course, but I gave it a try and I will continue to work at it! Refining the unit I created this year and developing new ones. I also feel that inquiry can and does look very different depending on: the age of the students, the content, the learning objective, and the time. Lastly, I feel that we use inquiry all the time in teaching, but we do not always call it "inquiry". I often find myself encouraging students to "research" that. For example, we are studying the human body, which as you can imagine, sparks a lot of questions. I have had several questions arise during discussions that I do not know the answer to. I explain that I am not a doctor and therefore do not know everything about the human body and I encourage those students to dig into their questions through research.</span><br />
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<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">1. What are the ways that inquiry has had a positive impact on your teaching and / or student learning?</b><br />
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<ul>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">I have a clear end in sight when I use backwards design, I know what I want students to understand and learn</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">Students are very engaged</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">I am able to give students individualized feedback</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">I am able to differentiate student learning through my feedback</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">students are motivated</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">students collaborate with one another</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">students have choice in their learning</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">students find purpose in their learning: through presenting their learning to an audience</span></span></li>
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<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">2. What are the drawbacks? What are the ways that inquiry still feels uncomfortable? What are you still unsure about?</b></div>
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<ul>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">I'm still unsure of what inquiry looks in other content areas, such as Math</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">Students need to have strong skills in paraphrasing </span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">students need have strong skills in identifying the: important and relevant information</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">When students skills in the area of paraphrasing, identifying important information, organizing a final project are lacking, you may need to have further mini-lessons</span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">I am still unsure of how we balance inquiry with standards</span></span></li>
</ul>
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Colleen Sechresthttp://www.blogger.com/profile/15006785706627974239noreply@blogger.com0tag:blogger.com,1999:blog-5435602697257165304.post-82860734247179548062015-05-04T19:27:00.002-07:002015-05-04T19:28:06.894-07:00As the end nears.....<span style="color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><b style="background-color: #fff9ee;">1. What are the ways that inquiry has had a positive impact on your teaching and / or student learning?</b><br /><span style="background-color: white;">The biggest impact inquiry has had on my teaching this year has been in the way that I plan my units/lessons. When I used inquiry as my vehicle for student learning, my planning became much more authentic. I was meeting the students where they were in their learning and allowing them to live and learn on their own time. </span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><span style="background-color: white;">The struggle to allow them this time was FIERCE! I felt pressured by testing and "getting it all in". Our inquiry group question "How do I know they know what I think they know?" (or something like that) constantly stayed with me. What I do know is that kids were engaged. They were thinking. They didn't want to stop at an "answer". This is what will inspire me to dive in deeper next year.</span><br /><br /><b style="background-color: #fff9ee;">2. What are the drawbacks? What are the ways that inquiry still feels uncomfortable? What are you still unsure about?</b></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14px; line-height: 19.6000003814697px;">Inquiry still feels somewhat uncomfortable to me due to all the unknowns that I feel exist still. I know kids are learning, but what data can I use to support this? I would like the going public piece of inquiry to become more meaningful and authentic. So far kids have produced products very guided by me as far as what information they need to convey. </span></span>Caitlinhttp://www.blogger.com/profile/02623361433307509458noreply@blogger.com0tag:blogger.com,1999:blog-5435602697257165304.post-17367142712303361052015-05-04T18:57:00.000-07:002015-05-04T18:57:03.204-07:00April Inquiry Reflection<b>Inquiry...inquiry...inquiry...</b><br />
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I feel like I've studied, experimented with, and discussed inquiry in so many different ways throughout the year. My 'idea' of inquiry has been challenged as I've continued to add to my schema. My biggest ah-ha this year has been realizing that inquiry can look really different depending on the classroom, content area, and grade level. My definition of inquiry has truly evolved throughout our year long study.<br />
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<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">1. What are the ways that inquiry has had a positive impact on your teaching and / or student learning?</b><br />
<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /></span>
<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"> Below are just some of the ways my instruction and student learning has been impacted. </span><br />
<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /></span>
<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">-Student engagement is very high during inquiry studies. </span><br />
<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">-Students feel empowered by the work and have risen to the challenge. </span><br />
<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">-Students who typically breeze through most work have been 'pushed' in a new way.</span><br />
<span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">-Students are learning an authentic process that they will use forever. </span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-I have learned what students are truly curious about. </span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-I think about our content differently. Yes, we have to meet our standards, but there are many ways to do that.</span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-Inquiry provides the 'so what?' for so much of our learning. For example, researching a question after reading a text is authentic and powerful. Before we were just reading the texts, but not pushing our thinking. </span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;"><br /></span></span>
<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">2. What are the drawbacks? What are the ways that inquiry still feels uncomfortable? What are you still unsure about?</b><br />
<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /></b>
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">There is so much I'm still unsure about regarding inquiry, but I know I'm surrounded by a community of learners that will continue to support me along the journey. </span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;"><br /></span></span>
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-How can I keep mini inquiries 'mini'? One of my frustrations is how long inquiry can take. What can I do to limit the amount of time to ensure we cover everything we need. </span></span><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"> </span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-How can I set up skills using an inquiry model?</span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-What feedback can I provide to students to help them live curious lives? (Thinking about process and product) </span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-What lessons need to be taught and when? I know I need to use data I gather from conferring and looking at student work, but I think it's super challenging. </span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-What are some methods for holding students accountable for learning from their peers? If everyone inquires about different topics, how can we learn from one another? </span></span><br />
<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: #fff9ee; font-size: 14px; line-height: 19.6000003814697px;">-Is there such thing as too much inquiry? Is it ok to use the inquiry model in multiple subjects at once?</span></span><br />
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Clearly I still have numerous questions, but the positive impact outweighs my unknown or doubts. Incorporating the inquiry model is something I will continue to learn more about.<br />
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<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /></b>Jamie Salturellihttp://www.blogger.com/profile/05553122062866867311noreply@blogger.com0tag:blogger.com,1999:blog-5435602697257165304.post-13290436269490614492015-05-04T13:56:00.001-07:002015-05-04T13:56:08.357-07:00April Post- Lynn Burnham<span style="background-color: white; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">I can't believe we are at the end of another school year and another PDU!! So much interesting learning this year for me!</span><br />
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<b style="background-color: white; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">1. What are the ways that inquiry has had a positive impact on your teaching and / or student learning?</b><br />
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Even though we have been working on inquiry for most of this school year, I still feel like my dive into it feels very messy! I am still struggling to define what inquiry looks like for me, but I am so glad to have been pushed to take the risk to at least try.<br />
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I think that inquiry has had many positive impacts upon my teaching and student learning:<br />
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<ul>
<li>I look at content differently- maybe more deeply? In the past I feel like I might have been just a "deliverer" of content, rather than the facilitator of learning</li>
<li>Whenever I plan for a group, I now think about the skills and strategies that are underlying the work the kids will need to be able to do independently. Am I facilitating their growth around those strategies, rather than just hitting on surface skills.</li>
<li>I feel like I am asking my students to stretch their thinking much more than I have done in the past</li>
<li>My students are more in control of their own learning: much more engaged, and much more thoughtful and willing to ask questions</li>
<li>I think my students are beginning to realize that sometimes there really is not a right answer, and that we are all responsible for our learning</li>
<li>I think my students have more fun in my room now!</li>
</ul>
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<b style="color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /><span style="background-color: white;">2. What are the drawbacks? What are the ways that inquiry still feels uncomfortable? What are you still unsure about?</span></b><span style="background-color: white;"><br style="color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;" /></span><br />
<b style="color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><span style="background-color: white;"><br /></span></b>
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<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14px; line-height: 19.6000003814697px;">Inquiry still feels uncomfortable for me for a few reasons, but I am definitely more willing to sit with the discomfort and push my own thinking than I have been in the past. </span></span><span style="background-color: white; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">Some of the questions I am still struggling with are:</span></div>
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<ul>
<li>Can I really use an inquiry model within an intervention setting</li>
<li>If so, what is the "perfect" balance between time spent on inquiry, and the direct instruction my strugglers need</li>
<li>Do struggling students actually need direct instruction, or can they learn at the same rate in an inquiry model? My professional knowledge leads me to believe that when there is such a skill deficit for a student, there is a need for highly scaffolded instruction... but should these kiddos always have content handed to them in small increments, or should we push them to realize there is success and growth through a carefully facilitated "struggle?"</li>
<li>Can I bridge both direct instruction, guided instruction and inquiry into a "guided inquiry" model? Does that exist? </li>
<li>Or, are mini-inquiries the route I am taking?</li>
<li>I am also really worried about using my group of kids as "guinea pigs" for my own learning. I guess that if I can prove acceleration of their growth (not just a year's growth), then I will have my proof... just not sure how to assess for that.</li>
</ul>
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Lots of questions still remain for me, but I have loved this topic so much. I am looking forward to continuing my discovery next year!</div>
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Anonymoushttp://www.blogger.com/profile/11363878626494754032noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-36960882381646466452015-05-04T08:28:00.002-07:002015-05-04T08:28:54.124-07:00April Post<b>What are the ways that inquiry has had a positive impact on your teaching and / or student learning?</b><br />
I have to admit that I was very hesitant to approach student learning through inquiry. When I first started teaching 17 years ago, my first principal expected the teacher to be in front of the room teaching the entire time. It has taken me many years to shift my thinking about good teaching. Therefore, allowing students to take their own learning into their own hands was extremely uncomfortable for me. How will they learn all of the curriculum? Will some kids learn anything? What if they don't research effectively? What if they don't understand what they are reading? All of these questions ran through my mind as the students attacked the weather systems unit through their own guiding question. What I found is that they did learn and amazingly, they learned a deeper level than they did when I sit in front and fed them the information. Not only did they learn from their own research but they learned from each other and questioned each other.<b> </b>It was a very positive experience for me and one that I am very excited to cultivate next year!<br />
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<b>What are the drawbacks? What are the ways that inquiry still feels uncomfortable? What are you sill unsure about?</b><br />
<b> </b>I have found that inquiry in science feels very natural. However, I do not have the same feeling about inquiry in math. I have still not been comfortable enough to even attempt it in math. I do give the students word problems and such for them to ponder and ask questions about and finally try to solve. I think my biggest fear is the students getting a incorrect foundation from the beginning. In science it is easy to research information and form questions about the information you are reading. However, I don't think at this point it is easy to research math algorithms and learn how to use them as easily. I also feel like the questions that they may ask after trying to research them may cause even more confusion. This is just a roadblock that I have to overcome and I am hoping that next year as I pursue the science side with inquiry I will be able to push aside my block and try inquiry in math. Anonymoushttp://www.blogger.com/profile/11589286433785614930noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-80332757926780805982015-05-03T20:55:00.002-07:002015-05-03T21:13:55.776-07:00Opinion Writing Inquiry<div style="direction: ltr; margin-bottom: 0pt; margin-top: 0pt; unicode-bidi: embed; vertical-align: baseline;">
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<i><span style="font-family: Georgia, Times New Roman, serif;">"Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other." - Paulo Freire</span></i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; text-align: center;"><br /></span><span style="text-align: center;"></span><span style="font-family: Georgia, Times New Roman, serif; font-size: large; text-align: center;">"To often we...enjoy the comfort of opinion, without the discomfort of thought." - JFK</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;"> My goal was to teach students how to write their opinions in a short essay with emphasis on elaboration. <i>W.3. 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. introduce the topic, state an opinion, create an organizational structure that lists reasons. b. provide reasons that support the opinion. c. use linking words to connect opinion and reasons. d. provide a concluding statement or section. </i>It was easy to ask them their opinions, to teach them ways to insert details and anecdotal stories to elaborate upon their ideas. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"> But I want so much more for them. I want their opinion pieces to be meaningful; beyond their opinions of pizza and the color red. I will open up this writing to inquiry tomorrow. I'll ask students to turn their opinion into a question using http://wonderopolis.org</span><span style="font-family: Georgia, 'Times New Roman', serif;">, find others that have the same question, argue both sides of the opinion, find research to support your claims, THEN write an opinion piece that is rich with care and vigorous pursuit. Finally, reflect upon question driven opinion writing.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">I use to think...</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"> It was enough to teach to the standards.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"> Now I think....</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">It is a disservice to students if we limit their learning to JUST the standards, to the structure and skills required of all third graders... they deserve 100 times more... they deserve to be asked to CARE, to OWN, to INVESTIGATE, to ARGUE, to COALESCE, to move to ACTION, to be EMPOWERED to have educated opinions and open minds throughout their lives....</span><br />
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Anonymoushttp://www.blogger.com/profile/04768509833052636280noreply@blogger.com3tag:blogger.com,1999:blog-5435602697257165304.post-7525134165512687472015-05-03T20:14:00.002-07:002015-05-03T20:14:44.987-07:00Mini-Shakespeare Inquiry<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
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<a href="http://www.brainyquote.com/photos/w/williamshakespeare164317.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: black; font-family: Georgia, Times New Roman, serif;"><img alt="We know what we are, but know not what we may be. - William Shakespeare" border="0" class="bqPhotoFullDesktop" src="http://www.brainyquote.com/photos/w/williamshakespeare164317.jpg" height="206" width="320" /></span></a></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><u><b>Shakespeare Mini-Inquiry</b></u></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">The Shakespeare Festival snuck up on me this year. I knew it was coming, that my students were auditioning and running around in fantastic costumes, but somehow I thought I had more time! Nevertheless, Monday came, the Festival was on Friday, and I wanted to teach my third graders as much as I could about Shakespeare in four days. Was there no time for inquiry?</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">My inclination, my go-to, was to teach my heart out with books, skits, videos, and passion in my voice. But this year, with our study into inquiry, although I did provide background knowledge for two days, on the third and fourth days I opened the study up to inquiry. My personal question was, "Would inquiry provide the understanding and hunger for knowledge that a longer unit was capable of providing?" I was wonderfully surprised! Although my students questions were basic, "Who is Shakespeare? Why is he important? When was he alive? Why do we still learn about him?" and a few a little deeper, "How is Shakespeare still influencing us today?" they couldn't get enough. Three online resources and a stack of books turned into, "Can we study him more? Is our unit over?" and continued pursuit of Shakespeare knowledge even today!</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Students coalesced their learnings into an essay persuading me to take them to the Sh<span style="background-color: white;">akespeare Festival. It was a blast!</span></span></div>
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<b style="line-height: 19.6000003814697px;"><span style="background-color: white; font-family: Georgia, Times New Roman, serif;">1. What are the ways that inquiry has had a positive impact on your teaching and / or student learning?</span></b></div>
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<span style="background-color: white;"><span style="font-family: Georgia, Times New Roman, serif; line-height: 19.6000003814697px;">This mini-Shakespeare Inquiry is a great example of my personal shifts around instruction, especially when I feel crunched for time. Last year, my inquiry projects looked a lot like research projects that took six weeks to culminate. Now, I use inqu</span><span style="font-family: Georgia, Times New Roman, serif; line-height: 19.6000003814697px;">iry as a teaching tool instead of a unit. I am sure that this impacts student learning because of the way my students OWN their learning. They love the questions. They love the co</span><span style="font-family: Georgia, Times New Roman, serif; line-height: 19.6000003814697px;">llaboration. They all follow their own interests and bring it to the whole class to share as experts. How did I ever teach a different way?</span></span></div>
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<span style="background-color: white; font-family: Georgia, Times New Roman, serif; line-height: 19.6000003814697px;">Shakespeare's quote sums up open inquiry for me..."We know what we are, but not what we MAY be." The end game of inquiry is unknown, yet inquiry is an authentic and meaningful way to learn. It allows students to discover their own interests and learning potential.</span></div>
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<span style="background-color: white; font-family: Georgia, Times New Roman, serif;">There is a quote from the book, <u>Collaboration
and Comprehension: Inquiry Circles in Action, </u>“In the world of standards and benchmarks, it seems like teachers
must always know what kids will know a 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</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; line-height: 19.6000003814697px;"><b style="background-color: white;">2. What are the drawbacks? What are the ways that inquiry still feels uncomfortable? What are you still unsure about?</b></span><br />
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<span style="background-color: white; font-family: Georgia, Times New Roman, serif; line-height: 19.6000003814697px;">I am uncomfortable with the way explicit lessons on collaboration and process of inquiry take time away from content lessons, though I KNOW those skills are as important in life as knowledge. </span></div>
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<span style="background-color: white; font-family: Georgia, Times New Roman, serif; line-height: 19.6000003814697px;">I continue to be unsure about weaving the standards into inquiry, so I need to:</span></div>
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<li><span style="background-color: white; font-family: Georgia, 'Times New Roman', serif; line-height: 19.6000003814697px;">create a routine for the inquiry process that feels as comfortable as a readers workshop. </span></li>
<li><span style="background-color: white; font-family: Georgia, 'Times New Roman', serif; line-height: 19.6000003814697px;">trust inquiry to create the environment of lifelong learning that I believe in! </span></li>
<li><span style="background-color: white; font-family: Georgia, 'Times New Roman', serif; line-height: 19.6000003814697px;">learn when to pull students back to me for a critical lesson at the right moment. </span></li>
<li><span style="background-color: white; font-family: Georgia, 'Times New Roman', serif; line-height: 19.6000003814697px;">learn how to create more thoughtful scaffolds and differentiated lessons so that all learners have access to the information.</span></li>
<li><span style="background-color: white; font-family: Georgia, 'Times New Roman', serif; line-height: 19.6000003814697px;">be clear on the true outcomes, skills and essential knowledge</span></li>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="line-height: 19.6000003814697px;">Although, my "need to" list continues to grow, and may grow throughout my career, Shakespeare helps me rest in the process...</span></span></div>
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<span style="background-color: white; font-family: Georgia, 'Times New Roman', serif; line-height: 20px; text-align: left;">"Good night, good night! Parting is such sweet sorrow, that I shall say good night till it be morrow." - </span><a href="http://www.brainyquote.com/quotes/authors/w/william_shakespeare.html" style="line-height: 20px; text-decoration: none;"><span style="background-color: white; color: black; font-family: Georgia, Times New Roman, serif;">William Shakespeare</span></a></div>
Anonymoushttp://www.blogger.com/profile/04768509833052636280noreply@blogger.com0tag:blogger.com,1999:blog-5435602697257165304.post-28410451093164203312015-05-03T16:43:00.003-07:002015-05-03T16:44:52.185-07:00Year Summary - ECE (April Post)<b> 1. What are the ways that inquiry has had a positive impact on your teaching and / or student learning?</b><br />
ECE students are naturally curious. Inquiry therefore has had a positive impact on my teaching and student growth because it has provided a framework in which to teach valuable background knowledge to students in a way that engages and invest them. It also teaches my students from the beginning of their educational career their thinking is valued and that school is not just a place where you learn your ABCs and 123s. The most important lesson I can teach my students is to think and question the world around them. They must learn not only what a question is and how to formulate one, but also develop foundational strategies to support where to find the information necessary to answer or build upon their questions.<b><br /><br />2. What are the drawbacks? What are the ways that inquiry still feels uncomfortable? What are you still unsure about?</b><br />
The drawbacks are more around process rather than Inquiry itself. As I stated earlier, ECE students are naturally curious which is a great place to start. However, they have limited background knowledge on so many topics that often their questions can be either off topic or seemingly random or they can be superficial because they have nothing to go on. Inquiry therefore for us is VERY guided which makes it feel uncomfortable and less authentic. What I have discovered though in this messy process is that for ECE, inquiry must be guided in order to support children building enough background knowledge to delve into a topic more deeply. My job is to build a foundation to these thinking skills and not feel so responsible and accountable for them to learn everything there is to know about a topic. In the end, I've discovered I've been too reflective and tried to hard to make it all feel natural. It just will not always feel that way in a classroom of 4 year olds. Our Creative Curriculum is a sound example of guided curricular inquiry and as I become more familiar with it, I can use it as a framework to build upon. After 2 years of using it, I am discovering ways to make it fell more authentic and purposeful and I've been able to divert from it on many occasions to explore new concepts within a study or try something they have suggested but in my own way.<b> </b><br />
For next year, my hope is that I am so familiar with the curriculum that I can focu my energies on using the ideas and strategies I attempted this year with more routine. I also hope I can be more efficient and flexible with my planning allowing us to explore the questions most engaging to my new students. <b><br /></b>LeslieHaltinerhttp://www.blogger.com/profile/04933517810936586988noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-79926797109141582852015-05-03T11:42:00.002-07:002015-05-03T11:44:21.745-07:00Looking Back<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /></b>
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<span style="background-color: white; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">I know I have been doing "Inquiry" with my students since I first began teaching back in 1981. Children are naturally curious about everything, thus the "everything" provides a base for all learning. I think the evolution of inquiry for me this past year has had a positive effect on both myself and my students.</span></div>
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<span style="background-color: white; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">The positives for me, personally, are multilayered. Coming in to a new building with new standards, new teammates, and new teaching styles has been both a blessing and, at times, a bit overwhelming. Through inquiry, I have been forced out of my comfort zone and challenged to rise to a new level. I know what kids need to know in order to be successful, and I know how to get them there. However, I had to take a long hard look at how to do this. I had to let go of some of my past beliefs as I dove headfirst into my first "formalized" inquiry unit. My gut told me to make it a balance of student driven focus and direct instruction. To be perfectly honest it has been a trial and error year for me. I see the power of student driven units. My kids are more engaged and excited. I have become a master at planning and making sure materials are available for them. I have learned to gently guide students to ask deeper level questions. They have evolved along with me. The positives have been:</span></div>
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<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;"><b>Higher student engagement and ownership of learning.</b></span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;"><b>Deeper level thinking.</b></span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;"><b>More opportunities for scaffolding learning and differentiation</b></span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;"><b>More time for "coaching" students rather than "feeding them information"</b></span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;"><b>Final products of students are authentic and thoughtful</b></span></span></li>
<li><span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;"><b>Taking a much closer look at standards and figuring out where I can focus my time and energy to meet them. </b></span></span></li>
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<span style="color: #222222; font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="font-size: 14px; line-height: 19.6000003814697px;">As for drawbacks...While I see the power of Inquiry, I struggle with how much to use it. With the ever growing demands of our standards we have so much material to cover. I have always believed it is necessary to go slow to move fast, yet the sense of urgency often times interferes with the process. For the first half of the year our focus was learning new material and increasing stamina. As the kids practiced their new learnings, we moved on and continued to build on those. The second half of the year I was able to sit back and watch the fruits of our labors as kids used those skills to become more in charge of their learning. I was able to incorporate several mini inquiries and a major inquiry into our learning. Baby steps to be sure...</span></span></div>
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Anonymoushttp://www.blogger.com/profile/03755388899647513980noreply@blogger.com2tag:blogger.com,1999:blog-5435602697257165304.post-85758447330363524722015-04-30T14:11:00.002-07:002015-04-30T14:12:40.250-07:00Reflecting on Inquiry<div class="MsoNormal" style="background: #FFF9EE; line-height: 14.7pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">1. What are the ways that inquiry has had a positive impact on your
teaching and / or student learning?<o:p></o:p></span></b></div>
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has proven to have a positive impact on my teaching and more importantly on
students learning. Some of the positives that highlight our experiences with
inquiry this year: <o:p></o:p></span></div>
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differentiation among the diverse academic needs in my classroom.<o:p></o:p></span></div>
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</span></span><!--[endif]--><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Increased engagement of all learners. <o:p></o:p></span></div>
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</span></span><!--[endif]--><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Offered students more choices and more
responsibility to take ownership of their learning.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: #222222; font-family: "Rage Italic"; font-size: 10.5pt; mso-bidi-font-family: "Rage Italic"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Rage Italic";">0<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Fostered the active use and
application of knowledge.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: #FFF9EE; line-height: 14.7pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Rage Italic"; font-size: 10.5pt; mso-bidi-font-family: "Rage Italic"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Rage Italic";">0<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Helped students work collaboratively
in pairs, teams, and with adults. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: #FFF9EE; line-height: 14.7pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Rage Italic"; font-size: 10.5pt; mso-bidi-font-family: "Rage Italic"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Rage Italic";">0<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Gave students opportunities to
practice skills they will face as adults (interviewing, writing emails, making
phone calls, and engaging with adults and organizations in their community).<o:p></o:p></span></div>
<div class="MsoNormal" style="background: #FFF9EE; line-height: 14.7pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br />
2. What are the drawbacks? What are the ways that inquiry still feels
uncomfortable? What are you still unsure about?</span></b><span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<br /></div>
<br />
<div class="MsoNormal" style="background: #FFF9EE; line-height: 14.7pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: #222222; font-family: "Georgia","serif"; font-size: 10.5pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">With the demands of curriculum and the
restraints of testing, time and content-specific skills are always in the back
of mind as drawbacks to inquiry. I find value in weaving inquiry into the
curriculum when it serves as the best avenue towards student learning, but I’m
uncomfortable with the idea of making it the focus of all lessons. Even when
considering the positive impact on student learning, I think it’s important to
incorporate a variety of teaching strategies into our practice. I admit however that this belief may come from the understanding that I'm not sure how to make all content fit into the inquiry model. <o:p></o:p></span></div>
Jessica Borchershttp://www.blogger.com/profile/00904748814829075509noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-15694115476316608882015-04-26T14:05:00.002-07:002015-05-02T06:29:56.410-07:00Open Inquiry in Math?In reflecting about this year of inquiry, I have been all over the map! I initially felt that focusing on math inquiry would be an interesting way to steer my thinking. There are so many topics that naturally lend themselves to literacy, I am always adapting them to math. Then, I thought an easier route would be social studies and science inquiry, which really lend themselves to a more open inquiry approach... not easy at all! Now I am to the conclusion that I perhaps have been a little too reflective! Sometimes I dig myself into a hole of thought and have trouble executing a plan for fear of failing. So, I am going to continue with plans for integrating inquiry into math through the end of the year and focus on successes and challenges there.<br />
<br />
Our last inquiry work with Michelle was around open inquiry, which is by far the most demanding in some ways because it requires me to be so flexible with plans. It all depends on where kids are at in the process of learning. Jamie and I are taking this approach to our current unit on Colorado History. I don't think this is an approach that can be used in math. An open inquiry approach in math would do little to lay the foundation that kids need in order to execute sound math thinking. Am I wrong? My current approach in math is curricular inquiry, where students participate in inquiry around a specific foundational topic. Right now, that topic is perimeter and area.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-YEFPvn-eMh9h2jc8XSCzXUv69BjWMOwpU2YQ27RugDgpFnZHSfErX6suBtG2yLYZcQcgkXk7bhKlMGjtpmk_PXvGyzdOxUKWE6OIoMrEUdSp_VulIFQTEQ5AUnm8bonoxBxjzJ5O4ao/s1600/Chalk+Talk+-+SMP.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-YEFPvn-eMh9h2jc8XSCzXUv69BjWMOwpU2YQ27RugDgpFnZHSfErX6suBtG2yLYZcQcgkXk7bhKlMGjtpmk_PXvGyzdOxUKWE6OIoMrEUdSp_VulIFQTEQ5AUnm8bonoxBxjzJ5O4ao/s1600/Chalk+Talk+-+SMP.jpg" height="200" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Chalk Talk</td></tr>
</tbody></table>
<br />
As I shared in my last post, students have been thinking about math thinking and created chalk-talk posters for each of the Standards for Mathematical Thinking indicating what each standard meant to them and/or an example of how they have demonstrated that standard. We then used sticky notes to indicate which of the cognitive thinking strategies we need in order to successfully demonstrate each standard. The posters are now hanging in the classroom under the thinking strategies. My next step is to physically connect each standard to its corresponding thinking strategy using yarn. I am going to use the topic of perimeter and area to challenge students to think about how they think to solve problems.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAzULQQuWyAM0WnINbXsAR6t-Eb5YqusJeKhNfqTEOdb9Ktd_wOO0kfb5wI80AuUtcDmej5IHuO5BSwCwBJBrKi0fYLcyJbmSsrqQKXTBnoxja3c_V5AVwfuOmMHf-ee7i6wQuj9CU2VM/s1600/hallway+polygons.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAzULQQuWyAM0WnINbXsAR6t-Eb5YqusJeKhNfqTEOdb9Ktd_wOO0kfb5wI80AuUtcDmej5IHuO5BSwCwBJBrKi0fYLcyJbmSsrqQKXTBnoxja3c_V5AVwfuOmMHf-ee7i6wQuj9CU2VM/s1600/hallway+polygons.jpg" height="200" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Hallway Polygons</td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
I am planning this week using the most logical approach.... searching 'perimeter area' on Pinterest. I found some great inquiry activities, but do these activities lend themselves to true curricular inquiry? Will students be discovering the meaning of each by engaging in activities that really push their thinking. Here is what I have so far:<br />
<ul>
<li>Students will make 'hallway polygons' using the 1 x 1ft. tiles on the floor and painter's tape. This is Tony's favorite! In the past I have made these polygons and had students use red, 1 ft. strips of paper to measure the perimeter and green 1ft. square sheets to measure area. I am thinking that I will make one and have student make 6 or 7 more for the rest of the class to measure. I found that this is a great way for kids to 'walk' the perimeter and get very kinesthetic with the concept.</li>
<li>Using Google Maps and the ruler tool to find perimeter and area. Students find the perimeter of our school, the US, the Pentagon, the state of Colorado, Lake Superior. This will be a great way to really problem solve the perimeter and area of irregular shapes and integrate tech. </li>
<li>Find the area of your footprint using graph paper. Straight out of Everyday Math, this is another great one for looking a irregular shapes and solving problems.</li>
<li>Measuring Penny, a read aloud about measurement that also has an activity where students have to design a dog house and a dog run to maximize area for the dog to have space to run around.</li>
<li>Students will make a visual representation of the meaning of perimeter and area to hang on the wall. The visual can be anything (tool, example, non-example, picture) to cement the meaning of each in the reader's mind.</li>
</ul>
My inquiry questions for my students:<br />
<ul>
<li>How does what we measure influence how we measure? </li>
<li>How do we find areas of rectangles?</li>
<li>How do we find perimeters of rectangles?</li>
<li>How can we find rectangles’ lengths if we know their areas and widths?</li>
<li>How is area connected to multiplication?</li>
<li>Why does area matter? Why does perimeter matter?</li>
<li>Who uses perimeter and area in their lives besides fourth grade math students and their teacher?</li>
</ul>
How does this relate the Standards for Mathematical Practice? I am going to ask students to identify which of the standards they are using when the compute area and perimeter. According to my scope and sequence, they should focus on: <br />
<br />
1. Make sense of problems and persevere in solving them.<br />
4. Model with mathematics.<br />
5. Use appropriate tools strategically.<br />
6. Attend to precision. Jeff Lewishttp://www.blogger.com/profile/02564433564117231418noreply@blogger.com2tag:blogger.com,1999:blog-5435602697257165304.post-15428889495157839462015-04-24T04:45:00.001-07:002015-04-24T04:45:51.589-07:00April post<div class="MsoNormal">
Now that the 8<sup>th</sup> grade science CMAS testing is
almost over, 8<sup>th</sup> graders can take a deep breath and start their
inquiry projects on building water bottle rockets. This is great opportunity for open inquiry as
ample time can be given for students to research, design, test, redesign, retest,
and reflect on their rockets. While doing this, students develop an
understanding for Newton’s laws of motion as well as the different forces
acting upon their rocket.</div>
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<br /></div>
<div class="MsoNormal">
Inquiry has a positive impact as students develop their own
understandings at their own pace. Students are engaged, they collaborate, they
make mistakes and learn from them, misbehaviors all but seem to vanish.
Students hopefully not only develop more long-term understandings of the content,
but also know how physical science can apply to their lives.</div>
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<br /></div>
<br />
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The drawback to open inquiry is time. With the demands of the CMAS test covering
random material from grades 6-8, there is no time for open inquiry until this
time of year. I still struggle with
student accountability with inquiry projects.
I often feel the need to still guide them to learning that still needs
to take place. </div>
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Anonymoushttp://www.blogger.com/profile/10008872426684980167noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-77623081135414630502015-04-23T09:29:00.000-07:002015-04-23T09:29:10.429-07:00April PostIt is hard to believe that April is almost over!!!! A year with an inquiry focus!!! It has been <b>hard</b> and <b>rewarding</b> all at once!! <div>
This year inquiry has really had such a positive impact in my classroom. Inquiry has made my students accountable and excited about their learning. Instead of learning what "I want them to learn." They have learned what they want to learn. On top of learning what they are interested in, they have to be invested in their learning. Through the inquiry process they won't learn unless they want to learn (that means they have to look for their answers). They also become teachers. They teach their classmates what they have learned. I just sit back with my feet up and learn too! :) (I wish!) </div>
<div>
What I really have struggled with this year is that it is hard and feels out of control a lot of the time. It is really hard work having the students guide their own learning. Most kindergarten students are unable to access their own information so I have to do a lot of the work up front. So to them it feels like they are finding the answers to their questions. But really I have found books and videos that answer everyone's questions. Some students need one on one guidance during this process. Others just need a modeled lesson. It also feels out of control most of the time. I know the standards I want the students to accomplish by the end of the inquiry process but the day to day lessons and path of each student is different. </div>
<div>
I look forward to seeing what inquiry looks like in my room next year. I plan to continue having inquiry studies in my room. I tend to change and tweak thing the more I reflect. I look forward to next year once I have a summer of reflection!</div>
Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-5435602697257165304.post-53323601235952406002015-04-22T08:28:00.000-07:002015-04-22T08:28:07.512-07:00April PostThis is it, end of the year!!! We can do it!!!<br />
<br />
We are still making our documentaries. They continue to be excited about finding experts to interview and continue to take pride in their inter-personal skills. Most have finished their KWL and their research and are starting to film and edit. I am excited to see the end products! If you're dieing to know, the following are the expectations for the documentary:<br />
<br />
<span style="color: red;">__________________________________________________________________________________ </span><br />
<br />
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<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Documentary Expectations</span></strong></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">The Format</span></strong> <br />
A documentary could be described as a type of "non-fiction story." <span style="mso-spacerun: yes;"> </span>Your documentary will be between 5-7 minutes.</div>
<div class="MsoNormal">
Refer to the C-SPAN wesbsite for examples of student created
documentaries.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span><a href="http://www.studentcam.org/past_winners.htm">http://www.studentcam.org/past_winners.htm</a></div>
<div class="MsoNormal">
Refer to the following cite for C-SPAN downloadable clips on
your issue.</div>
<div class="MsoNormal">
<a href="http://www.studentcam.org/cspan_downloads.htm">http://www.studentcam.org/cspan_downloads.htm</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Team Work</span></strong> -<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">100
pts</b><br />
Before you get started, if you are working in a team, you should consider how
the team is going to divide up the responsibilities. Typical roles may include:
writer, editor, director, and videographer. Of course, one person can play more
than one role</div>
<div class="MsoNormal">
<br />
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Research</span></strong> <span style="mso-spacerun: yes;"> </span>-<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">200 pts</b><br />
Research facts and opinions on your topic.<span style="mso-spacerun: yes;">
</span>You must have a complete exploration of your issue.<span style="mso-spacerun: yes;"> </span>You must have various opinions about your
issue.<span style="mso-spacerun: yes;"> </span>Cite all sources.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Interview an expert
-<span style="mso-spacerun: yes;"> </span>An attempt – 50 pts<span style="mso-spacerun: yes;"> </span>An actual interview-<span style="mso-spacerun: yes;"> </span>200 pts</b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Contact
and interview an expert on your topic.<span style="mso-spacerun: yes;">
</span>It can be an interview in person, via e-mail, or via phone.</span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Given out
time constraint, I want to see you at least make an effort in finding and
contacting and expert.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Outline the Content</span></strong> <span style="mso-spacerun: yes;"> </span>- <b style="mso-bidi-font-weight: normal;">100
pts</b><br />
Before production, you will <span style="mso-spacerun: yes;"> </span>create a
script outline, including storyboards illustrating specific shots. It should
include: locations to explore, people to be interviewed, events to capture,
situations to show, documents or still photos to include, artwork, quotations<br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;"></span></strong></div>
<div class="MsoNormal">
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Shooting Video – 200 pts</span></strong>
<br />
There are some basic rules to follow when shooting your video footage. You
should consider lighting, framing, positioning, camera steadiness, speed of
camera movement, sound, how many seconds you hold a shot, etc. A note about
interviewing--think carefully about the questions and answers, the preparation,
position, location and appearance of the interviewee. Careful planning can lead
to better video footage for your final product.<br />
<br />
<strong><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Editing</span></strong> <span style="mso-spacerun: yes;"> </span>- <b style="mso-bidi-font-weight: normal;">100
pts</b><br />
Editing is a critical phase of creating your video. Think of the editing
process as similar to the writing process, and your video footage as the words
you will use to tell your story. In what order will you arrange the story? What
pieces work well together? What piece should be left out? How will it end? You
may also realize you are missing some pieces and need to shoot more video.
Determine your strategy of transitioning between scenes and which segments need
voice-over narration. </div>
<div class="MsoNormal">
You may use your phone, bring in your own tablet, the
Chromebooks or the cameras at the school.<span style="mso-spacerun: yes;">
</span>Search for video-editng software that will be compatible for your
equipment.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Possible video editing software to use: </div>
<div class="MsoNormal">
<a href="http://edtechteacher.org/apps/video/">http://edtechteacher.org/apps/video/</a><span style="mso-spacerun: yes;"> </span>(scroll to the bottom of page for full
list) </div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span><a href="http://www.nchsoftware.com/videopad/">http://www.nchsoftware.com/videopad/</a></div>
<br />
<span style="color: red;">__________________________________________________________________________________</span><br />
<br />
<br />
When I was explaining this inquiry when we first started, I really wanted to discuss WHY we were doing this. Sometimes when I start a lesson/inquiry I go over the "WHY" too quickly. So not only did/do I explain it, daily, but I keep it up on the board. When I first started thinking about the "WHY," I was amazed at how much it covers. Just to name a few; we use our higher level thinking; we are creative and innovative; we use our communication and collaborations skills; we gather research and synthesize and process information; we use our critical thinking, problem solving and decision making skills; we use multi-media; we use our interviewing and inter-personal skills. Now that's a mouthful.<br />
<br />
I have really enjoyed this year of inquiry! It has forced me to allow the students to take ownership of their own teaching and learning. They were up for the challenge and have carried it through to the end (almost to the end). I am so very proud of them, and hopefully they will look back at their inquiry experiences and say that not only did they learn, but they had fun doing it!!!Anonymousnoreply@blogger.com4tag:blogger.com,1999:blog-5435602697257165304.post-51421795814984539982015-04-19T19:00:00.000-07:002015-04-19T19:00:29.540-07:00April Post<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">Inquiry has had a positive impact on my teaching and student learning. I have found that I am more comfortable presenting most subjects with at least a mini inquiry approach. We started Geometry and I had no problem letting the students start by sharing their thinking, exploring and connecting, and finally bringing their thinking back. I have found that my lessons are easier and shorter when the kids have shared the learning they have discovered. I only need to direct their thinking or point out vocabulary they may need. I really love how that feels as a teacher and the kids love how it feels to learn it themselves.<br /><br />I am still a bit uncomfortable with the long inquiry projects (our ants for example). While I still am guiding them on the main points, I am uncertain as to how long it will really take to complete this with all their own questions at hand. We have a deadline and a goal for presenting our learning, but I am anxious as to if we will make it. </b><br />
<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /></b>
<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">What is hard. . . all of it. In first grade you have a true variety of readers and writers. Making sure the material is appropriate and all the different scaffolds are in place takes lots of time on my end. The six and seven year olds have not yet learned how to self monitor. I continue to refocus them even while they are looking for one topic, I can only imagine (and yes I fear) what will happen when they are searching out their own question. In what I have seen from second grade and in my teammate's rooms, I know it is very messy in lower grades. It does not look like students on computers or quietly note taking from books. I struggle with how this learning looks to others.</b><br />
<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;"><br /></b>
<b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 19.6000003814697px;">Ultimately, I cannot wait to see the end product for these kids.</b>Anonymousnoreply@blogger.com2tag:blogger.com,1999:blog-5435602697257165304.post-16791808690033762622015-04-19T18:35:00.001-07:002015-04-19T18:35:23.273-07:00March - Blog Post (Really Late- sorry)<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b>At the point of Spring Break, we had just received our ants. Our inquiry was really just taking shape. We created our chart of what we think we know to compare to our end learning. I provided my students with books and as I mentioned in my previous post a guided goal to all explore/inquire about. </b></span></span></div>
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<a href="http://4.bp.blogspot.com/-N6QFSGZhxUU/VTRR4YcTBUI/AAAAAAAAABk/QsGHzPolGZk/s1600/20150313_132136.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-N6QFSGZhxUU/VTRR4YcTBUI/AAAAAAAAABk/QsGHzPolGZk/s1600/20150313_132136.jpg" height="200" width="150" /></a><span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b><br /></b></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b>We then watched our ants and began forming wonderings.</b></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-lYJaMUMPFnE/VTRTFFndymI/AAAAAAAAABs/C8c-04klS_g/s1600/20150313_132141.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-lYJaMUMPFnE/VTRTFFndymI/AAAAAAAAABs/C8c-04klS_g/s1600/20150313_132141.jpg" height="200" width="150" /></a></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b>Then we jumped in by looking at what ants look like. (notice my drawing has legs on the abdomen - they should all be on the thorax on the what I think I know poster. The students looked for information about what an ant looks like, parts of and even that it is classified as an insect. </b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b>I cannot say we have a literature circle format; I guess for first graders it looks a lot different. The kids were each searching through non-fiction text in pairs or individually and marking pages for me to read (or reread) about our focus for that week. We then discussed and wrote items that fit on our web. Our discussions around the literature were on what to take from my read outs that met our inquiry focus.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;"><b><br /></b></span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I used to think this would not really fit inquiry, but I now see that even with a top as specific as what ants look like, the kids really got into searching out their own piece. Some wanted to know if ants were different colors or could be blue, others wondered if they were the same size and some questions grew out of it as to if the ants could regrow legs. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While all of our questions that evolved were not answered yet, students are on the right path to understanding the inquiry process (or start). </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I am so glad I am taking it slow and a bit more structured than perhaps I could. I feel more confident as their teacher in allowing them to understand the expectations and process of inquiry. My goal is to allow them at the end of our inquiry to pick one wondering they have and allow them to go deeper and bring it back to our puzzle.</span></div>
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<br />Anonymousnoreply@blogger.com3tag:blogger.com,1999:blog-5435602697257165304.post-41662976594237579312015-04-17T13:29:00.004-07:002015-05-05T07:26:05.272-07:00March Blog (A little late)As we began out new unit of study in science I tried to approach my intended learnings for the students through the concept of inquiry. The third and final unit for 5th grade is the Human Body. On the introduction day of the unit I told the students that we would be starting a unit on our bodies and all of the systems that work together to keep us alive. I was confronted with lots and lots of groans. Apparently when you mention the human body to 5th graders they automatically think there is only one system and it's called the reproductive system. After moving past the initial grumblings, the students were able to open their minds and prepare themselves to learn about the other systems.<br />
<br />
I used to think the in order for the students to learn the science curriculum I would have to follow the tracks units. However, after allowing the students to explore the musculoskeletal system and circulatory system through other avenues I have found the students much more engaged and accountable for their own learning.<br />
I now think that students can really get passionate about their own learning if you get them the tools to use at their discretion but not as many guidelines. Each day more and more kids will come in a tell me various facts about things they have researched at home. I feel like for some of the kids they have been sparked to continue to explore how amazing our bodies are and how important it is for us to keep each system healthy.<br />
<br />
At this point, we are wrapping up the heart and circulatory system. Because the students have been so interested in the heart and keeping it healthy. I plan to give them some common heart problems to research so they perhaps take an active part now, while they are young, in working towards a healthy heart!Anonymoushttp://www.blogger.com/profile/11589286433785614930noreply@blogger.com2tag:blogger.com,1999:blog-5435602697257165304.post-54518753519878528112015-04-17T13:29:00.003-07:002015-04-17T13:42:21.404-07:00April- Wrap Up<!--[if gte mso 9]><xml>
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<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: 10.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman";">This
year I have been able to utilize mini-inquiries in our math workshop.<span style="mso-spacerun: yes;"> </span>It has allowed me to find the balance between
skill building and discovery.<span style="mso-spacerun: yes;"> </span>My most
successful lessons are when we work on a question of the day that can have more
than one answer or a topic that they have yet had direct instruction on.<span style="mso-spacerun: yes;"> </span>Students have time to talk at the carpet and
give each other ideas.<span style="mso-spacerun: yes;"> </span>They then return
to their seats, work independently for a few minutes then return to the carpet
to share with a different partner what ideas they worked on and where they are
in solving the problem or how many ideas they have come up with.<span style="mso-spacerun: yes;"> </span>The students then talk as a class and
sometimes we have an anchor text that we read together and question as we
go.<span style="mso-spacerun: yes;"> </span>I have found that the level of
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of my students asked the questions “Is there measurement in space?”.<span style="mso-spacerun: yes;"> </span>At first I really, really wanted to just say ‘Of
course!’ but instead I opened it up to the class and the discussion that ensued
was amazing. We had an amazingly authentic debate that was respectful and
insightful.<span style="mso-spacerun: yes;"> </span>They had me thinking about
all sorts of things…When are specific measurements important?<span style="mso-spacerun: yes;"> </span>When are estimates better?<span style="mso-spacerun: yes;"> </span>On this specific day we had so many questions
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</span>Their questions were so outstanding that I decided to use a few of them
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<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: 10.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman";">I’m
still unsure how to utilize inquiry on a larger scale.<span style="mso-spacerun: yes;"> </span>Although we are using it most days, as I said
earlier we are doing the mini-inquiries and they only take 1-2 days.<span style="mso-spacerun: yes;"> </span>We have done them each week and I think the
level of understanding in our units is far more than what I have seen in
previous years.<span style="mso-spacerun: yes;"> </span>Students are able to
provide feedback to each other, and it’s not just ‘You did great’, it really is
useful.<span style="mso-spacerun: yes;"> </span>They give each other ideas and
aren’t afraid to try things that they are unsure about.<span style="mso-spacerun: yes;"> </span>It has been amazing to see the classroom
transform! <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></div>
Anonymoushttp://www.blogger.com/profile/06787149568697292623noreply@blogger.com2tag:blogger.com,1999:blog-5435602697257165304.post-38076924326608026392015-04-17T13:09:00.000-07:002015-04-17T13:09:00.449-07:00March- Investigated and Coalesced<!--[if gte mso 9]><xml>
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<br />
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<b>I used to think...</b> </div>
<div class="MsoNormal">
that inquiry was going to be very time
consuming and difficult and that as an educator I wasn’t sure I was ready to
take it on.<span style="mso-spacerun: yes;"> </span>It seemed like a scary word
that brought things like chaos, time consuming and too much planning to
mind.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<b>Now I think...</b></div>
<div class="MsoNormal">
that inquiry is what I have been using to teach
for a very long time-I just didn’t name it that. <span style="mso-spacerun: yes;"> </span>I have come to realize that I use the
mini-inquiry model combined with workshop to help my students think deeply
about what they are learning.<span style="mso-spacerun: yes;"> </span>The
biggest change for my classroom this year is the way that my students interact
and discuss with EACH OTHER.<span style="mso-spacerun: yes;"> </span>As I have learned
to fine-tune my teaching methods and really connect with who I am as an
educator I find that I first focused on my classroom management, then the way
that I questioned students and used the thinking strategies in our math work;
and this year I focused on how to facilitate my students having the
conversations with each other that allow them to deepen their
understanding.<span style="mso-spacerun: yes;"> </span>Although this year things
really have come together, I feel as though without the work of my previous
years it would not have been possible for my students to get where they are
now.<span style="mso-spacerun: yes;"> </span>It was as though this year all the
pieces started fitting together and I had an outline to my puzzle and the picture
became clearer as we put more pieces in throughout the year.<span style="mso-spacerun: yes;"> </span></div>
Anonymoushttp://www.blogger.com/profile/06787149568697292623noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-21703353798251573202015-04-16T12:04:00.000-07:002015-04-16T12:04:41.302-07:00Colorado Regions "mini" Inquiry<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGNJn1lONawr5m_h7_o6j0XHjDpXbi3kONPOn9vCPIKd5p_ajObfbMAIMKISJyHOqzE6l-KCg5jBzlRJz0v-87rHMt2q3j1LuG0OWLJg5JclwP7IhKe-VD7n-jIKuAOIPeS5mMiKW2vqNl/s1600/IMG_5136.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGNJn1lONawr5m_h7_o6j0XHjDpXbi3kONPOn9vCPIKd5p_ajObfbMAIMKISJyHOqzE6l-KCg5jBzlRJz0v-87rHMt2q3j1LuG0OWLJg5JclwP7IhKe-VD7n-jIKuAOIPeS5mMiKW2vqNl/s1600/IMG_5136.JPG" height="240" width="320" /></a><span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">In March my kids set out on what was supposed to be a "mini" (meaning I thought it would take two weeks tops) inquiry into the three main geographical regions of Colorado- the plains, the mountains and the plateaus. After a bit of informal pre-assessing, I knew they were going to need a lot in the immersion stage. So, </span></span><span style="font-family: Arial; font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">We immersed ourselves in textbooks, websites, maps, and videos. Using a modified version of the Think, Explore, Puzzle thinking routine they determined importance as they recorded noticing, thoughts and wonders in their journals. </span></div>
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<span style="font-family: Arial; font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">It was about this time that Michelle added to my schema for literature circles. I'd never really thought about using them outside of the literacy department, but I figured I could try it. Once the kids chose the region they were most interested in, the got in groups of three and read an article pertaining to their region. They already had been reading in lit. circles most of the year with Gretchen, so it was a very smooth connection to what it might look like in my room. </span></div>
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<span style="font-family: Arial; font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">Using their literature circle conversations as a starting point, each region group had to tackle our guiding inquiry question- <i>How might the physical and man-made features of a region provide challenges and opportunities in that region? </i></span></div>
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<span style="font-family: Arial; font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">So two weeks into our "mini" inquiry we were finally ready to do some research. This immersion stage was SO important that is took some time to get through. I practiced letting go of a specific timeline, and met them where they were. Their research revolved around determining which features were going to be important to that region, and then inferring challenges and opportunities using what they had learned about the regions so far. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The going public stage was by far the most entertaining part of this inquiry. With only two days before spring break to put their learnings together in a presentation of sorts I was worried it would be total chaos. Which it was. But when given the pressure of time, they stepped up. Quality didn't go down either. They were so into their learning that they even did work at home and brought it in to continue working on (without me even giving the option!).</span><br />
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<span style="font-family: Arial; font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">So where am I in my own inquiry of how to fit standards into the inquiry process? Well, I struggled with guided their thinking as much as I did with the guiding question, and I'm not sure I would do it the same if I had it to do over. I still ponder how much of the inquiry process needs to be their own curiosities and how much I need to guide them so they are somewhat learned in the ballpark of what the standards are asking for. I know that the standards do have a place in inquiry, but I'm not actually sure that I have figured out how to <b><i>weave</i></b> them in yet!</span></div>
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Caitlinhttp://www.blogger.com/profile/02623361433307509458noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-37596301219675543052015-04-12T13:51:00.002-07:002015-04-12T13:51:59.046-07:00Standards for Mathematical Practice and Inquiry<br />
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I am on a continued quest to embed inquiry into my math lessons with fourth graders, and I am finding that I am continuing to ask, "What does inquiry look like?" As I read our book and learn about the different types of inquiry, I don't see any that fit for math. Is it enough for me to be a better questioner, or do I need to go full on Open Inquiry? How can I do an Open or Curricular Inquiry when there are specific skills that students need to learn in math as they progress through fourth grade? <br />
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Obviously, there is a continuum when implementing inquiry into the classroom. Some of what I do is much more inquiry based than others. I used to think that all inquiry was open inquiry, with students choosing their own path for learning. With the demands of standards (CC or otherwise) now I think that most of what I do in math is going to be curricular inquiry. Although, that doesn't really seem to fit either. Now I am thinking that the inquiry piece may be around how to build math THINKERS in my classroom.<br />
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My current focus from now to the end of the year in math is how to effectively integrate the Standards for Mathematical Practice into our thinking strategies for math because I think that if I make these my focus, it will change my entire approach. It will also honor the different learning styles in my classroom and allow me to take a thinking approach to whatever type of math I am teaching.<br />
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The Standard for Mathematical Practice: <br />
<blockquote class="tr_bq">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKAHQmY1nKjzHcrZdvCbh1wlwvrsPm3lMKRRoIjUX-Nqr5AhHS_yvNFP4tUFdB2yqEPsS8qkXsQUcfjp6vGyrfdPjkGxnktm_ow04-KAxwbOKdbRpHIBdmgQarbLcnsG9qhqKWg-KhPTg/s1600/Standards_for_Mathematical_Practice_kid_friendly.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKAHQmY1nKjzHcrZdvCbh1wlwvrsPm3lMKRRoIjUX-Nqr5AhHS_yvNFP4tUFdB2yqEPsS8qkXsQUcfjp6vGyrfdPjkGxnktm_ow04-KAxwbOKdbRpHIBdmgQarbLcnsG9qhqKWg-KhPTg/s1600/Standards_for_Mathematical_Practice_kid_friendly.png" height="400" width="310" /></a><span style="color: blue;"><i>describe varieties of expertise
that mathematics educators at all levels should seek to develop in their
students. These practices rest on important “processes and
proficiencies” with longstanding importance in mathematics education.
The first of these are the NCTM process standards of problem solving,
reasoning and proof, communication, representation, and connections. The
second are the strands of mathematical proficiency specified in the
National Research Council’s report Adding It Up: adaptive
reasoning, strategic competence, conceptual understanding (comprehension
of mathematical concepts, operations and relations), procedural fluency
(skill in carrying out procedures flexibly, accurately, efficiently and
appropriately), and productive disposition (habitual inclination to see
mathematics as sensible, useful, and worthwhile, coupled with a belief
in diligence and one’s own efficacy). </i><i>--http://www.corestandards.org/Math/Practice/</i></span></blockquote>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK2M4SRM_BXFWkormAyDPKtjcGZ4S2ZuR9iTILh5shq4X0ZMFOCWGSk6q5vq_mNq1oq2pHcHFZrRTInaTGR6a-q71Vej7Gg4x7fsFq92r0qx_9IqUB12rc2Ygh3-Gq0gZ10LfA57BP5V4/s1600/Questioning+posters.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK2M4SRM_BXFWkormAyDPKtjcGZ4S2ZuR9iTILh5shq4X0ZMFOCWGSk6q5vq_mNq1oq2pHcHFZrRTInaTGR6a-q71Vej7Gg4x7fsFq92r0qx_9IqUB12rc2Ygh3-Gq0gZ10LfA57BP5V4/s1600/Questioning+posters.jpg" height="320" width="240" /></a>The idea of working thinking routines into math class is not a new one to me. Nor is an emphasis on discourse and writing. But I am frustrated by the way new things seem to come down the pike, without any connection to what is already in place. With a continued concern that kids cannot transfer their knowledge from content to content, I am interested in streamlining what I am doing in terms of setting expectations for thinking and understanding in fourth grade.<br />
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My plan is to lead students in an inquiry lesson where they pull from their schema about the thinking strategies and connect the SMP to each. We are going to do one (Questioning) together as a class and then students will do the Chalk Talk routine to connect them.<br />
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How does this all connect to inquiry? I am thinking that if I can do a better job of setting the expectation that, "These are the ways you will be expected to think in math," then that will lead us to much richer, inquiry-based math learning.<br />
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As we have delved (if that is a word) deeper into the world of Student Inquiry and research, many things have become clearer and clearer to me. In a nutshell, the kids have read many short non fiction biographies of people famous in Colorado history. At first they were not "thrilled" about what they would be reading, yet as they did, the positive vibe in the room became very apparent. While the books were short, 30 pages max), they were easy to read for all students, and the questions and discussions were quite deep. Kids were asking if they could read more of the books during their daily Independent Reading time...pretty impressive considering their reluctance at first.<br />
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After reading several titles, the kids began deciding who they wanted to know more about. They decided whether they wanted to work independently, or within groups. From there, I introduced several research sites, brought in as many books as I could find on each person, and then we were off. <br />
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Here's What I thought:<br />
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<li>Research would be easy and questions would be answered.</li>
<li>Students would decide how they would present their new learnings to their class (becoming the teacher).</li>
<li>The entire process would take 1.5-2 weeks to complete</li>
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Here's What I learned:</div>
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<li>During the testing season it is very difficult to access information due to lack of computers.</li>
<li>Questions needed to be narrowed and teacher guidance is needed</li>
<li>Giving students too many choices on how to present their learning needs to be limited</li>
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I'll keep you posted on how this ends up.</div>
Anonymoushttp://www.blogger.com/profile/03755388899647513980noreply@blogger.com0tag:blogger.com,1999:blog-5435602697257165304.post-49679851834309031782015-04-09T09:45:00.001-07:002015-04-09T09:45:51.335-07:00March PostMy last inquiry finally ended two weeks ago. It was not the most stellar. As stated in my last blog, Lynn Knowles and I did some cross-curricular work together. The 7th grade did an inquiry on Medieval times and 8th grade did one on the Civil War. I left it open as to what they wanted to research within those subjects, yet they were not too happy that I actually gave them "the topic." They were not as into it as the previous inquiries when they could choose their own topics. So, I used to think that students would like to do a cross-curricular inquiry, yet I know now that they didn't. At least this one. Although, I will not stop incorporating cross-curriculum into my teaching.<br />
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Now we have started a new inquiry. They are sooo much happier with this one. Thanks to Jessica's great idea of having the students make documentaries!!! They are loving it! They can choose their own topic this time, yet I did give them the documentary expectations. One of them is they need to at least attempt to contact and interview an expert on their topic, either via phone, e-mail or in person. They would get a large amount of extra credit if they could actually get an interview. Wow, was I ever surprised! Every group is going crazy with their interviews! They are basically getting a majority of their research from the experts that they are interviewing. I don't think the extra credit has been the motivator, I believe that they really want to find out information from actual people and to use their interviewing skills. They are so excited, as I am! So, I used to think that the students wouldn't want to go that step further and use their communication skills, and now I know that they are craving to use their communication skills. What an excellent way to end the school year!!!Anonymousnoreply@blogger.com2tag:blogger.com,1999:blog-5435602697257165304.post-40958014986511062922015-04-07T09:27:00.002-07:002015-04-07T09:27:58.921-07:00March Post-where am I nowAfter the students created their "wondering" sticky notes that easily fell into various categories and we created the Weather Systems Inquiry Menu, each student highlighted the area of inquiry that they were interested in. Students then began to research their area of interest. In order to help guide their research, I gave them several student friendly websites to visit <a href="https://docs.google.com/a/dpsk12.net/document/d/1nM11d4MIZ-BX-cm3JskobSs30WoXTXAQkATyRDHeVow/edit?usp=sharing">Weather websites</a>. Since the students had been through the research process previously with Ms. Cramer, they had some great organizational skills and most used google documents to organize their information. The students were given three weeks to do their research.<br />
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I used to think. . .<br />
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<ul>
<li>that students would naturally push themselves to dig deep into the topic that they were researching</li>
<li>that students would reach out to various sources besides the internet to do their research</li>
<li>that students had all of the skills needed to put their research into their own words</li>
<li>that students understood how to format a presentation</li>
<li>that students were more skilled in presenting in front of a large group</li>
</ul>
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Now I know . . .</div>
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<li>even though students have the freedom to pick their own inquiry topic within the menu, they need to be guided through deeper thinking</li>
<li>students love to use the internet and not books (go figure), but they need guidance to appropriate sites</li>
<li>students need mini lessons in how to put their thinking into their own language instead of copying and pasting the words of others</li>
<li>students need mini-lessons in how to format a presentation. For example, understanding appropriate font size, background color, how and when to include visuals, graphs, pictures, etc</li>
<li>students need mini-lessons in how to present in front of a large group. For example, how to use a google presentation as a guide for their presentation versus just reading off each slide, appropriate projection of their voice, body language, etc.</li>
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In reflecting on this inquiry process, I would use all of the above mentioned to adjust my instruction within this inquiry project.</div>
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Colleen Sechresthttp://www.blogger.com/profile/15006785706627974239noreply@blogger.com1tag:blogger.com,1999:blog-5435602697257165304.post-15908611083264982312015-04-04T15:49:00.003-07:002015-04-04T15:51:07.498-07:00March Post - ECE Literature Circles<div>
<b>1. Where are you now in the inquiry process? What are your next steps?</b></div>
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As we go enter the home stretch of the school year, I continue to wonder how to make our prescribed ECE inquiry based curriculum feel more authentic. I keep wanting there to be some type of set protocol or linear routine for me to follow and I have to remind myself that inquiry can be messy. Instead of thinking about a linear structure I should think of it as a web of investigations that culminate in the development of schema or deeper understanding of a topic for our little guys. </div>
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Where I struggle is that our curriculum usually provides some very basic investigations around 5-6 essential questions. Time is left at the end of each study for children to explore their own investigation. The issue for me seems to be that most of the questions posed my students tend to be covered within the 5 prescribed ones or they are not seemingly meaty enough for larger investigations. </div>
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I've come to the conclusion this is where I need to refocus, be flexible and consider even the smallest types of inquiry. For example, we recently used the See Think Wonder routine during our Building Study. When the children looked at a picture of a person building an igloo, the questions were less around less about the person building the igloo or the material he was using and more about what was inside the igloo leading the children to think/wonder if it was a home or a trap for animals. There were a variety of interpretations about the picture and yet none of the groups I worked with considered the igloo a home for a person and it took a ton of modeling for them to think about how something could stay warm inside something made of cold ice.</div>
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Considering their misunderstanding of igloos, I am thinking about using it as a topic for a mini investigation at the end of our building study. Maybe it will be as simple as reflecting on our disucssion about the picutre and modeling where to find information about igloos and what makes a building a home for people. Any ideas are welcome. Ideally, the chidlren could build their own igloo!</div>
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*Instead of taking dictation during our igloo discussion, I recorded it so as to keep the conversation flowing. I therefore do not have pictures to share outside of the picture I used of the igloo. (will attach later)</div>
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<b>2. Use the 'I used to think, now I think' protocol to tell your reader about the progression of your thinking. </b></div>
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As for literature circles, I used to think...how in the world does this apply to ECE when our kids don't even read. Then enter Ann Christensen and her amazing guidance on shared cognition. Her recent PD helped me understand how we as ECE and Kindergarten teachers can more effectively provide rich literacy experiences for our students. The foundation she shared with us is sometimes referred to as reading readiness where children are labeled as “ready” or “not ready.” The questions she explored with us were “How do children get ready? What does it look like when they are ready? What happens to children who are not ready?” To support reading readiness, she introduced us to the 3 Ts (Thinking, Talking, and Text) and the definition for rigor in early education. Rigor in ECE equals actively engaged students and the ability for them to do independently what a teacher has taught them in small group. </div>
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While I feel like her ideas were already at the core of my teaching practice, they made me think about how to engage my students during read a loud and use small groups more effectively. Before this PD, I thought I was doing well by modeling good reading strategies during whole group and using small groups for more hands on learning experiences/activities. I now understand how this may only be supporting some of my students (those who already have a strong language base and are not shy in using it) and not all. </div>
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Ann recommends continuing to use whole group read a loud but then supporting all students by doing the 3Ts in small group using carefully chosen reading material and realia for the children to explore and drive discussion. This way, we offer all students a less intimidating environment to talk, explore and inquire which in turn hopefully engages them in the learning experience and deepens their understanding/connections about a topic and/or the reading material. </div>
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This PD was really powerful considering all of our discussion about literature circles. I can now see how they can apply to ECE. I therefore plan to use the 3 Ts strategy both in our investigation about igloos using a non-fiction text as well as during our investigation of what makes buildings strong using the book The Three Little Pigs along with building realia such as straw, bricks and sticks etc. </div>
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* I will use my next post to share photos and my reflection on these experiences.</div>
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LeslieHaltinerhttp://www.blogger.com/profile/04933517810936586988noreply@blogger.com2