Chapter 13 - Management Q&A
Finally, the authors answer my questions about scheduling of inquiry circles. I was so happy to read this chapter to see that in most places the average elementary project only takes 2-4 weeks for about an hour a day and that most teachers do about four projects/year. This makes using the inquiry approach much more manageable in my mind.
Do you think that we should develop the areas of specialty list (AOS’s) for Baker-Butler? This also addresses another concern that I mentioned earlier when I said that the inquiry approach makes it seem like teachers have to be experts in many areas.
As we end our discussion, I still am feeling enthused for the inquiry circles and look forward to your comments and can’t wait to see some exciting student projects.
Monday, February 7, 2011
Chapter 12 February 9 - 18
Chapter 12 - Assessment and Evaluation
I was not a bit surprised to find out that the authors use rubrics, especially those focused on the students, to evaluate each phase of the inquiry process. What experiences have you had with such rubrics as you assess and evaluate students on their project work? How useful do you find this process in determining student progress?
The discussion about states devising and using rubrics for student accountability is an interesting one. What are your thoughts on this happening in Virginia?
I was not a bit surprised to find out that the authors use rubrics, especially those focused on the students, to evaluate each phase of the inquiry process. What experiences have you had with such rubrics as you assess and evaluate students on their project work? How useful do you find this process in determining student progress?
The discussion about states devising and using rubrics for student accountability is an interesting one. What are your thoughts on this happening in Virginia?
Tuesday, January 18, 2011
Chapter 11 - January 31 - February 9
Open Inquiries
One interesting point in this chapter is that the authors point out that true open inquiries require a teacher to set aside a lot of time because of the extensive undertaking the project will require. The amount of time required, sometimes as long as 24 days, makes me think about our PLC work and our cooperative planning. If you use open inquiries, do you foresee that your team planning process might need to change? If so, how do you feel about this?
The second interesting point in this chapter is that giving students truly free and personal choice means that the teacher’s responsibility and support needs to increase, not decrease. True open inquiry must be highly structured in terms of procedures and so a teacher must be highly structured, prepared, and organized. The balance between support and student choice seems a delicate one that will require in depth thought and reflection by the teacher. This helps me realize why the authors state that “genuine, open-ended, kid-driven investigations are fairly rare in our schools”. Have you ever completed an open inquiry project in your classroom as described in this chapter?
Open Inquiries
One interesting point in this chapter is that the authors point out that true open inquiries require a teacher to set aside a lot of time because of the extensive undertaking the project will require. The amount of time required, sometimes as long as 24 days, makes me think about our PLC work and our cooperative planning. If you use open inquiries, do you foresee that your team planning process might need to change? If so, how do you feel about this?
The second interesting point in this chapter is that giving students truly free and personal choice means that the teacher’s responsibility and support needs to increase, not decrease. True open inquiry must be highly structured in terms of procedures and so a teacher must be highly structured, prepared, and organized. The balance between support and student choice seems a delicate one that will require in depth thought and reflection by the teacher. This helps me realize why the authors state that “genuine, open-ended, kid-driven investigations are fairly rare in our schools”. Have you ever completed an open inquiry project in your classroom as described in this chapter?
Tuesday, January 4, 2011
January 20 - January 30 - Chapter 10
January 20- January 30 – Chapter 10
Literature Circle Inquiries
I feel a little overwhelmed after reading this chapter. I know that elementary school teachers must be familiar with a variety of literature so that literacy in the classroom can be enriching and meet the varied needs of the students, but the examples in this section make it seem that the teacher must be an expert on many genres and at many levels. Perhaps if I had been teaching reading recently and had kept up with children’s literature, recent published books, and leveled texts, I would not feel this way, but it does appear to be a daunting task to stay abreast of good literature. It makes me admire each of you so much because you do have a lot to keep up with to remain current in the field.
With this being said I still do appreciate all of the examples that are presented for literature circles in the chapter. I was particularly interested in the Literature Circles centered on bullying. Do you think that the teacher had a clear idea of where the kids' discussions might lead the groups’ inquiries? If not, I wonder how much daily planning is required by the teacher in order to provide the children with the plethora of books, poems, songs, etc. that are used for the literature circles. I do look forward to your thoughts on this chapter.
Literature Circle Inquiries
I feel a little overwhelmed after reading this chapter. I know that elementary school teachers must be familiar with a variety of literature so that literacy in the classroom can be enriching and meet the varied needs of the students, but the examples in this section make it seem that the teacher must be an expert on many genres and at many levels. Perhaps if I had been teaching reading recently and had kept up with children’s literature, recent published books, and leveled texts, I would not feel this way, but it does appear to be a daunting task to stay abreast of good literature. It makes me admire each of you so much because you do have a lot to keep up with to remain current in the field.
With this being said I still do appreciate all of the examples that are presented for literature circles in the chapter. I was particularly interested in the Literature Circles centered on bullying. Do you think that the teacher had a clear idea of where the kids' discussions might lead the groups’ inquiries? If not, I wonder how much daily planning is required by the teacher in order to provide the children with the plethora of books, poems, songs, etc. that are used for the literature circles. I do look forward to your thoughts on this chapter.
January 10-20 - Chapter 9
January 10-20 - Chapter 9 – Curriculum Inquiries
This section offers many ideas for using inquiry circles centered on various curricular topics. When reading this chapter I felt like I was reading from our FQL document and actually developed a clearer, more in depth understanding of the FQL.
I appreciate the authors’ attention to the controversy regarding covering the official mandated curriculum. I tend to agree with their ideas that if students are interested in the subject, if the topic is at the heart of the discipline, if the subject requires uncovering, and if the subject connects with everyday life, then students will engage and learn with a deep understanding what is contained in the state mandate curriculum. What are your thoughts on this aspect of inquiry learning?
I also loved the examples of inquiry learning that the authors mention in this chapter especially the one revolving around Slavery and Child Labor. I do, however, feel that the authors are a little Pollyannaish in their description of the unit and truly wonder whether every child was as engaged as the authors lead us to believe. I believe that students are more eager with the inquiry approach, but just slightly question the totality of the student follow-through they write about in the chapter. Is anyone else feeling this way?
This section offers many ideas for using inquiry circles centered on various curricular topics. When reading this chapter I felt like I was reading from our FQL document and actually developed a clearer, more in depth understanding of the FQL.
I appreciate the authors’ attention to the controversy regarding covering the official mandated curriculum. I tend to agree with their ideas that if students are interested in the subject, if the topic is at the heart of the discipline, if the subject requires uncovering, and if the subject connects with everyday life, then students will engage and learn with a deep understanding what is contained in the state mandate curriculum. What are your thoughts on this aspect of inquiry learning?
I also loved the examples of inquiry learning that the authors mention in this chapter especially the one revolving around Slavery and Child Labor. I do, however, feel that the authors are a little Pollyannaish in their description of the unit and truly wonder whether every child was as engaged as the authors lead us to believe. I believe that students are more eager with the inquiry approach, but just slightly question the totality of the student follow-through they write about in the chapter. Is anyone else feeling this way?
Thursday, December 30, 2010
December 31 - January 10 - Chapter 8
Mini-Inquiries
The steps for beginning mini-inquiry lessons that are mentioned in chapter 8 really provide a lot of detail to institute inquiry circles in the classroom. I especially like the last few pages where the authors detail day by day how to begin the process. The idea of gradual release of responsibility from the teacher to the students as one moves through a project also is one that makes sense to me.
One of the key concepts that jumped out at me in this chapter is when the authors say that it is "important to leave the door open to all of the different ways in which students can make their learning visibile." I know that as a teacher I often want to relay to students the presentation format that I might choose and control, yet it is important for the students to have the responsibility and control for this part of the process too.
I am wondering if any of you have provided students with choice when presenting their learning and making it visible to others? If so, how did this work for you?
The steps for beginning mini-inquiry lessons that are mentioned in chapter 8 really provide a lot of detail to institute inquiry circles in the classroom. I especially like the last few pages where the authors detail day by day how to begin the process. The idea of gradual release of responsibility from the teacher to the students as one moves through a project also is one that makes sense to me.
One of the key concepts that jumped out at me in this chapter is when the authors say that it is "important to leave the door open to all of the different ways in which students can make their learning visibile." I know that as a teacher I often want to relay to students the presentation format that I might choose and control, yet it is important for the students to have the responsibility and control for this part of the process too.
I am wondering if any of you have provided students with choice when presenting their learning and making it visible to others? If so, how did this work for you?
Friday, December 10, 2010
December 21 - December 31 - Chapter 7
The section on “Modeling Our Own Thinking” reminds me of our TPA and the Habits of Mind where it is suggested that we articulate the core skills and thinking of an adult and then require the students to do in a similar fashion when we are teaching. The concepts in the book are tying in nicely with the FQL and with the TPA, lever in our Division.
As a teacher, are you able to make thinking visible for the students and if so, how do you do so, how do you model thinking? I often have seen teachers do this during discussions in reading circles. Have you used it successfully in other subject areas, and if so, please share.
I know that when I work with students on behavior issues I always try to do "think alouds” with them as examples of what I may be thinking to myself if I were in their shoes. Having the students identify their thinking when they engage in a certain act usually causes them to stop and reflect. Asking them, what were you thinking when you were doing such and such and what have you been thinking about since then really helps with behavior difficulties.
The examples at the end of the chapter are excellent lessons on teaching the “how tos” of the inquiry approach. Let us know if you try out any of the lessons and share with us how it works for you.
As a teacher, are you able to make thinking visible for the students and if so, how do you do so, how do you model thinking? I often have seen teachers do this during discussions in reading circles. Have you used it successfully in other subject areas, and if so, please share.
I know that when I work with students on behavior issues I always try to do "think alouds” with them as examples of what I may be thinking to myself if I were in their shoes. Having the students identify their thinking when they engage in a certain act usually causes them to stop and reflect. Asking them, what were you thinking when you were doing such and such and what have you been thinking about since then really helps with behavior difficulties.
The examples at the end of the chapter are excellent lessons on teaching the “how tos” of the inquiry approach. Let us know if you try out any of the lessons and share with us how it works for you.
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