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?
Thursday, December 30, 2010
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.
December 13 - December 21 - Chapter 6
Chapter 6 - Surfing and Searching: Internet Research in School
Because this is a shorter chapter, we will devote less time to discussion and move onto the next chapter in a week.
What experiences have you had with your classes when using technology as a means to access and manage information? Has the use of technology made your role as a teacher more difficult or has it just changed it?
I was surprised to learn that even images collected on the internet must be cited when we use them in our published work. What kind of discussions have you had with your students regarding the topic of plagiarism and resource citing when using information gleaned from the Internet?
Because this is a shorter chapter, we will devote less time to discussion and move onto the next chapter in a week.
What experiences have you had with your classes when using technology as a means to access and manage information? Has the use of technology made your role as a teacher more difficult or has it just changed it?
I was surprised to learn that even images collected on the internet must be cited when we use them in our published work. What kind of discussions have you had with your students regarding the topic of plagiarism and resource citing when using information gleaned from the Internet?
Tuesday, December 7, 2010
This chapter was beautiful to me, because it finally allowed me to see that we can guide the topics to fit those that we have to teach, and then let the students choose from there! I can see clearly now! :) Beth Roesch and I did Inquiry Learning Circles in our classrooms this week, and we're loving what they're coming up with on their own! This morning, two of my students brought in a ship they had created, complete with clay people, a crow's next, and the answers to their inquiry questions all over the sides. Two others can't wait for the next class opportunity to work on these, because they are so excited to work on their PowerPoint presentation. The Washington Monument continues to take shape (they're researching good old George W.), as they find the answers to their questions to put on the sides of the monument. This really is working, and they're getting the information that's required, plus a whole lot more. They are investigating, learning, finding importance in facts that are and that are not SOL-related, they're reading, writing, and even doing math as they measure, add/subtract years of birth, years of service, years of death, etc. P.S. They're happy!
December 7 - December 13 - Chapter 5
Chapter 5 – Preparing Your Active Learning Classroom
I loved this chapter because it really helped me to develop a picture in my mind of what an inquiry classroom might look like. The other day I observed in just such a classroom. The teacher provided students with the opportunity to self select their group based upon their interest in learning about several historical figures. Once in the groups the students began asking their questions, they began wondering about what they wanted to learn. From here the children began their research. Around the room were books, printed articles, and computers with bookmarked sites from which the children could do their research. Once the students finished their research, the room had a variety of materials to use for their presentation of the information to their classmates.
What struck me most were the questions that the students were generating for their research. Because they were so invested in their projects, they were on target and I bet that the children are going to learn and retain what they learn better than if the teacher had shared a power point or some other venue to give the information to them. The children reminded me of Einstein as they were “passionately curious” in their topics and will eventually share their knowledge with their classmates.
If I were a classroom teacher I imagine that giving this type of control to the students could be a bit scary. I would wonder about all students being able to be independent enough to follow through on such a task. Please share your thoughts about students’ curiosity in their learning place as the underpinning for lesson development in an active learning classroom.
I loved this chapter because it really helped me to develop a picture in my mind of what an inquiry classroom might look like. The other day I observed in just such a classroom. The teacher provided students with the opportunity to self select their group based upon their interest in learning about several historical figures. Once in the groups the students began asking their questions, they began wondering about what they wanted to learn. From here the children began their research. Around the room were books, printed articles, and computers with bookmarked sites from which the children could do their research. Once the students finished their research, the room had a variety of materials to use for their presentation of the information to their classmates.
What struck me most were the questions that the students were generating for their research. Because they were so invested in their projects, they were on target and I bet that the children are going to learn and retain what they learn better than if the teacher had shared a power point or some other venue to give the information to them. The children reminded me of Einstein as they were “passionately curious” in their topics and will eventually share their knowledge with their classmates.
If I were a classroom teacher I imagine that giving this type of control to the students could be a bit scary. I would wonder about all students being able to be independent enough to follow through on such a task. Please share your thoughts about students’ curiosity in their learning place as the underpinning for lesson development in an active learning classroom.
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