Nonfiction Inquiry & Literature Circles
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Transcript of Nonfiction Inquiry & Literature Circles
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Heather Hanson, Brooklyn JuniorJessica Crooker, North View
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Objectives
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How To Vote via Texting
1. Standard texting rates only (worst case US $0.20)2. We have no access to your phone number3. Capitalization doesn’t matter, but spaces and spelling do
TIPS
EXAMPLE
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How To Vote via Poll4.com
Capitalization doesn’t matter, but spaces and spelling doTIP
EXAMPLE
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How To Vote via Twitter
1. Capitalization doesn’t matter, but spaces and spelling do2. Since @poll is the first word, your followers will not receive this tweetTIPS
EXAMPLE
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“Despite these challenges, to truly prepare students to be substantive thinkers and democratic citizens, we need to move from the tyranny of information-transmission teaching that dominates American education to inquiry-based teaching. There is no cost to the move, since it actually improves students’ performance on standardized tests, as it improves their engagement, understanding, and ability to apply what they have learned.” –Jeff Wilhelm, 2007
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Why Inquiry?Engage students in reading content-related
textsOffer choice to increase “buy in”Differentiate for a diverse population of
studentsPush students to be seekers of knowledgeFoster thinking skillsAllow students to explore areas of interestPromote ownership of learningApplicable in all content areasAppeals to adolescents’ need to be socialCan lead to deeper comprehension
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Instructional opportunities…Gather relevant
informationEvaluate source
reliabilityBibliography/Works CitedIn-text citationOrganization of
informationAsking questionsCuriosity to learnEstablishing a purpose
for reading
CollaborationMulti-taskingProblem-solvingHow to use technology to
find and create SummarizingParaphrasingDifferentiating common
knowledge from original ideas
How to synthesize information
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Overview of an Inquiry CycleEstablish Background Knowledge/Activate
Prior KnowledgeShared text & comprehension strategiesCollaboration, Participation,
Accountability Investigation & Gathering Information Final Product & Assessment—Go Public!
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Establishing Background Knowledge & Activate Prior Knowledge
invite curiosity, build background, find topics
Teacher StudentsInvites curiosity, questioning Express their own curiosityShares own curiosity Explore, experience, and learn Models personal inquiry Wonder and ask questionsDemonstrates questioning & finding a topic
Read, listen, and view to build background
Immerse students in topics to build background knowledge
Connect new information to background knowledge
Confers with groups & individuals
Meet with teams to set schedules, ground rules, and goals
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Read the passage.Employ any reading strategies you
would normally use.A short quiz will follow.
Establish Background Knowledge/Activate Prior Knowledge
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Why Cold Reading is Often a Bad Idea Gallagher (2006)
“The Procedure” (Bransford/McCarrell, 1974)
Without looking at the text, please answer these questions:
1. What will be expensive?______2. One ____ may be sufficient
depending on how much there is to do?
3. In 3 sentences, and in your own words, describe the procedure.
Establish Background Knowledge/Activate Prior Knowledge
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Answers1.) Mistake2.) Pile3.) The procedure being described in this
passage by Bransford and McCarrel (1974) is the act of doing the laundry. Certainly, if one had little to do, one pile would be enough. It is important to sort clothing into groups and not overload the machines as one little mistake can be expensive. While the procedure is simple, it is cyclical and never-ending as once our clean clothes are worn, they will be in need of laundering once again.
Establish Background Knowledge/Activate Prior Knowledge
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Establish Background Knowledge/Activate Prior Knowledge
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Establish Background Knowledge/Activate Prior Knowledge
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“…the prime determinant of understanding is prior knowledge. Period, point blank, case closed.”
“Most ‘reading difficulties’ are really prior knowledge problems”
(Harvey & Daniels 2009)
Establish Background Knowledge/Activate Prior Knowledge
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Why…How…Lay a foundation for continued
learningLack of BK/PK = no understandingHow to activate or create BK/PK:
PicturesVideo clipsDirect instructionBrainstorming Pre-teaching Vocabulary
Establish Background Knowledge/Activate Prior Knowledge
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Shared text & Comprehension Strategies develop questions, search for information/answers
Teacher StudentsFlood students with resources and materials
Articulate thoughts and questions about own interests and experiences
Model how to read with a question in mind
Listen, talk, read, view to gain information
Demonstrate how to determine importance, take notes (post-it, code)
Develop questions; then read, listen and view to answer them
Helps students sharpen inquiry focus
Use text and visual features to gain information
Confers with groups & individual
Meet with teams to set and monitor schedules and task completion
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“Saved by the Deep” by Rick Reilly
Shared text & comprehension strategies
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Collaboration, Participation, AccountabilityBenefits of Small Group WorkLifelike; generate energy for challenging workIn small groups, we are smarterDiversity is an assetEngaged, interactive learningDifferentiated instructionEmployers increasingly require collaborationWell-structured=enhances student achievement
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Small-group discussionDiscussion Directions:1. Golden Lines (5 minutes)
Each person chooses one line to share (interesting, agree/disagree, made you think…)
Read the line to group and say WHY you chose it (no discussion yet, share only)
Give each group member a turn to share their golden lines.
2. Continuum/Interactive Discussion (5 minutes)Someone shares a comment/question. Group members
discuss their thoughts/comments until that point is exhausted or everyone has shared.
Each person must share AT LEAST one post-it thought. Discussion must sustain for a minimum of 5 minutes.
Collaboration, participation, accountability
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Small-group discussion3. Further Inquiry—Closing the Discussion (3-
5 minutes)As a group, come up with at least TWO questions
relating to the reading that could potentially be further investigated. You may need to revisit the reading or reflect on the discussion. What are you still wondering about? Did anyone pose a question during discussion that went
unanswered? Did you have a question during the reading that was never
answered?
Collaboration, participation, accountability
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Hypothesis: Collaborative teams consistently
out-perform individuals You will need:1. scratch piece of paper2. complete focus and attention
Collaboration, participation, accountability
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Directions for FacilitatorTen seconds to look at lettersFirst time all aloneGrade using A, B, C, D, F (on chart paper with three columns
for each try) F=0-5 D=6-10 C=11-15 B=16-20 A=21+
Second time through partners, but no time to make a plan, can’t get credit for the same letters (does that mean one point for same letter? Yes!)
Last time tables work together and get one minute to make a plan
Brainstorm why it worked.Then choose top three.
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Possible answers to “Teams That Work”StrategiesDivided workClear expectationsEngagementKnew what the work wasMultiple opportunitiesFamiliar assessment formatKnew what success was going to look likeRealistic expectations I can’t to I canChunked into smaller piecesWork together effectively everyone helpful, involvedWere successfulTOP THREE: (from each table) willingness to share, clear
expectations that were realistic, time to process as a group, have a plan
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GDMR
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“…[we] need to explicitly teach students how to successfully interact with one another and also how to reflect on those interactions… Unfortunately, taking time for what some consider ‘non-academic’ activities seems to fly in the face of our standards-drive curriculums. However, a positive classroom climate will enable your students to work at levels of engagement, collaboration, and self-direction that otherwise would not be possible.” (Steineke, 2002)
Collaboration, participation, accountability
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AccountabilityResearch notebooksDuring reading activitiesArtifacts/evidence of thinking & learningSmall group or individual conferencesMidcourse correctionsRubric (see Harvey & Daniels for examples)
Student reflections
Collaboration, participation, accountability
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Investigation & Gathering Informationintensify research, synthesize information
Teacher StudentShow how to infer answers and draw conclusions
Engage in deeper reading and research
Engage students in guided discussion and debates
Keep asking: So what? What about this really matters?
Share how to evaluate sources
Conduct “people” research: interviews, surveys, focus groups
Teach interviewing strategies Synthesize information to build knowledge
Confer with groups and individuals
Meet with teams to monitor schedules, complete specific tasks and plan for sharing
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Inquiry GroupsIf we were to continue, groups would discuss:What do we collectively know about our
new topic?What do we want to know now? Who will
research these questions?How many diverse resources can we
include?Information, opinions, written texts, videos,
music, cartoons, pictures/photographs, maps, charts, graphs
Investigation & gathering information
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Final Product & Assessmentshare learning, demonstrate understanding, take action
Teacher StudentCo-construct expectations for final project
Co-construct expectations for final project
Share widest range of possibilities for sharing/performing
Demonstrate learning with performances, posters, models, essays, poetry, etc…
Helps students find real audiences
Become teachers as they share knowledge
Responds, assesses, and evaluates projects
Reflect on their knowledge building, cooperative processes & changes in their own beliefs or behaviors
Helps students share learning by taking actions
Take action through writing, speaking, community work, advocacy
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Going PublicHow can we best
share this information with others? Managed choiceELA anchor
standards for Speaking, Viewing, Listening, and Media Literacy
Final product & assessment
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Assessment & Evaluation“We grade the learning, not the knowing.”
Assessment fills us in on what students are doing & how effective our instruction has beenTeachers reflect, revise, and reshape instruction
Evaluation gives a value to what students have learnedBody of evidence: work samples, student talk,
performances, artifacts, conference notesIndividual accountability=key to small-
group assessment
Final product & assessment
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Consider your objectives…Gather relevant
informationEvaluate source
reliabilityBibliography/Works CitedIn-text citationOrganization of
informationAsking questionsCuriosity to learnEstablishing a purpose
for reading
CollaborationMulti-taskingProblem-solvingHow to use technology to
find and create SummarizingParaphrasingDifferentiating common
knowledge from original ideas
How to synthesize information
Final product & assessment
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Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Final product & assessment
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Tools & tips for facilitating inquiryStart small…Mini-inqury (pg. 19-27)Textbook circles (pg. 28-30)Short storiesShort textsPictures/videoScience labsA single chapter or section of reading
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Recommendation: Don’t add on—replace Engagement: Initial push back—don’t be
discouraged. Consider small group conferencingInquiry & thinking is hard work!
Don’t teach every skill in one inquiry unit. Narrow down and let go.
Tools & tips for facilitating inquiry