I apologize if my post seems short. I really feel I am just jumping in to this with first grade. I am learning how to be a first grade inquirer right along with the kids.
Our group is called the All Inclusives. We are composed of three first grade teachers and intervention teachers. Our over-arching topic is how to motivate disengaged learners of all types. We are curious to understand and pursue a means to include all students who are reluctant to join the process of inquiry. Our group discussed students who are perfectionists and are afraid to be wrong, students who believe they are already right, students who are struggling or have struggled and those that have learned helplessness.
Our group is called the All Inclusives. We are composed of three first grade teachers and intervention teachers. Our over-arching topic is how to motivate disengaged learners of all types. We are curious to understand and pursue a means to include all students who are reluctant to join the process of inquiry. Our group discussed students who are perfectionists and are afraid to be wrong, students who believe they are already right, students who are struggling or have struggled and those that have learned helplessness.
Our beautiful question is: How do we engage disengaged learners?
We are in the beginning of collecting information. To simplify the research process we divided into subgroups to research the many types of learners. My research subgroup is about learned helplessness. Our group created a Padlet to share our information with one another. On Friday we added some articles we have found.
In regards to what I think about my inquiry, I believe every child can learn and wants to learn. I think it is not easy to get every child to that place they want jump in. I think there are many tools we have, but it is always a challenge to remember, connect and even pair them with the child(ren).
There are many questions that roll in and out of my mind as I sift through the process of inquiry and the thought of engaging all my students to their maximum potential. I realize there is one question that stands outs again and again; Will engaging all students to their greatest capability in an inquiry process require sacrificing group collaboration?
My question leads me to what I want to further explore: collaboration tools. I feel I need to explore potential tools I can provide my students to not only be successful in collaborating, but to also have to build that community of open discussion. As first graders, their world is still very self centered and I need to provide them all the right elements to understand how to work as team to learn, yet still allow everyone their individual opinions, interests and styles in learning.
My question leads me to what I want to further explore: collaboration tools. I feel I need to explore potential tools I can provide my students to not only be successful in collaborating, but to also have to build that community of open discussion. As first graders, their world is still very self centered and I need to provide them all the right elements to understand how to work as team to learn, yet still allow everyone their individual opinions, interests and styles in learning.
My class is just getting ready to launch into our inquiry. We have been studying non-fiction text features and understanding how they help us to read and understand topics.
Maggie,
ReplyDeleteI think your concern around collaboration is a valid one. I think collaboration is key in the inquiry process, but what does that look like for a 6 year old? I don't know. I know that it is always empowering and informative for students to pair with other students who have similar questions or interests and have them share information or work with each other. I am always amazed that this process is happening in kinder. I would be interested to hear how the process is going there.
Maggie,
ReplyDeleteIt's always interesting to me how a concern in the early elementary grades is also a concern in the middle school years. Collaboration is still a struggle in the middle years, and I too am constantly playing around with different tools and strategies to appropriately engage them in the process. Don't get me wrong, for the most part middle schoolers LOVE to collaborate because it's a social opportunity for them. However, someone always wants to take over and another would prefer to hang back and observe others thinking. I'm not sure if this would work, but I use Wonderopolis (coffee) cans at each table group, and students write down a question they have about the topic or reading of study, and add it to the can. I also pop a question in there that I want them to discuss. Then students take turns drawing a question. The person who draws gets the first word, and then the table can open up the discussion. To simplify it for first graders, they could be in teams of three and after the first person shares their thinking, it could be an expectation for their fellow teammates to ask one follow-up question or make one comment to add on to their partner's thinking. There could even be a sheet with a few conversation starters to choose from. I'm not sure. It's hard for me to get into the minds of first grader, but I'd love to bounce ideas around with you if you're ever interested. I totally feel your need to help them collaborate effectively.
I, too, see that gamut of disengaged learners in middle school. I was interested in your groups final presentation yesterday and the many different types of disengaged learners. I agree that most students jump at the chance to collaborate, but for some, it is a real struggle. I find success when I can work with them in small group or one-on-one as they often don't have the confidence to contribute to a group.
ReplyDeleteI, too, see that gamut of disengaged learners in middle school. I was interested in your groups final presentation yesterday and the many different types of disengaged learners. I agree that most students jump at the chance to collaborate, but for some, it is a real struggle. I find success when I can work with them in small group or one-on-one as they often don't have the confidence to contribute to a group.
ReplyDelete