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Inquiry Circles

Inquiry Circles. Comprehension and Collaboration. The Reality. In 2007, research showed that American fifth graders were spending 91% percent of their school day either listening to a teacher talk or working along. Planta and Belsky (2007)

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Inquiry Circles

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  1. Inquiry Circles Comprehension and Collaboration

  2. The Reality • In 2007, research showed that American fifth graders were spending 91% percent of their school day either listening to a teacher talk or working along. Planta and Belsky (2007) • Research has also shown that social skills such as collaboration and cooperativeness were as important as test scores for success in the workplace.

  3. “No matter whether we teach kindergarten to Advanced Placement, if we cannot get our students to work in groups productively, actively, and responsibly, we are pedagogically sunk.” Daniels and Harvey ((2007)

  4. Benefits of Small Group Work • Lifelike, employers require small group skills • Energy for challenging work • Diversity can be an asset • Engaged and interactive • Allow for differentiation • Well structured groups increase student achievement

  5. Principles of Inquiry Circles • Choice • Digs deep into complex texts • Student responsibility and leadership • Beginning with the end in mind to meet standards • Use of proficient reader strategies • Flexible grouping • Go beyond the text

  6. Includes Skills to Meet Standards • Read a variety of non-fiction texts • Identify main ideas and significant details • Gathering and weighing information • Building understanding • Providing explanations or interpretations • Summarizing or synthesizing information • Sharing or performing newfound knowledge

  7. Comprehension and Collaboration

  8. Comprehension and Collaboration • 4 Steps to help teachers begin the Inquiry process with students • Includes sample lessons • Includes strategies to help prepare students to work in groups, gain a deeper understanding, and organize their learning to share with others

  9. Small-Group Inquiry Model Immerse Invite curiosity, builds background, find topics, wonders Investigate Develop questions, search for information, and discover answers Coalesce Intensify research, synthesize information, and build knowledge Go Public Sharelearning, demonstrate understanding, and take action

  10. Teamwork! • Building a safe and risk-free environment in your classroom.

  11. Mini-Inquiry Projects • Short term, small group research that lets students search for and find information relatively quickly • Gives students an opportunity to ask questions, find answers, and satisfy their curiosity further about a topic • Modeling from the teacher • Great way to begin to show students how the process works

  12. Curricular Inquiries • Deciding which part of our curriculum is important to teach in depth • Backwards design planning, start with the goal • Slowing down to understand a topic in depth • We don’t want students to walk away from a topic with misunderstandings • Does it connect with everyday life? Does if have practical applications to the world we live in?

  13. Literature Circle Inquiries • Have been around for over 25 years • What’s new: • Less emphasis on roles, more on individualized thinking • Explicit teachings of social skills • More non-fiction • Not just novels-short texts, articles, poems, graphic novels • Reaches out across content areas • Speaking and discussion emphasized • Study of multitexts • Fewer books reports, more critical book reviews and performances

  14. Open Inquires • Topics come from the students often stemming from topics of study • They develop from their curiosity and concerns • Not trivial, but significant • It requires trust and support to kids in ways we may not have tried before • Teachers are asked to step out of the role of the expert, presenter, and authority • New roles include partner, consultant, advisor, resource finder, and facilitator.

  15. Beginning the Process • Essential Question • Sharing about a topic • Teaching the class


  17. Essential Question • How can invasive species of plants and animals impact our ecosystems locally and globally? After reading and researching multiple print and digital texts, write a script for a Public Service Announcement. Include what actions we can do as a society to be aware of and/or prevent the destruction of our native wildlife and plants.

  18. Investigate USDA KTHV Interview The Nature Conservancy

  19. Coalesce Field Trip How and Why did the Species end up here?

  20. Publish

  21. How can you use this in your classroom? • Think about your content area and your CCSS. • Think about the complex areas of your content that may require more time. • Think about what will interest the students. • Think about current, relevant topics that can be related in this type of inquiry.

  22. Resources • Newsela

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