+ Inquiry to Meet the Common Core State Standards Training Modules brought to you by the Idaho State...
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+ Inquiry to Meet the Common Core State Standards Training Modules brought to you by the Idaho State Department of Education and Rachel Bear, Jess Westhoff, Ramey Uriarte, Paula Uriarte, and Chris Butts, Boise State Writing Project Teacher Consultants
+ Inquiry to Meet the Common Core State Standards Training Modules brought to you by the Idaho State Department of Education and Rachel Bear, Jess Westhoff,
+ Inquiry to Meet the Common Core State Standards Training
Modules brought to you by the Idaho State Department of Education
and Rachel Bear, Jess Westhoff, Ramey Uriarte, Paula Uriarte, and
Chris Butts, Boise State Writing Project Teacher Consultants
Slide 3
+ Opening Activity: Stand and Deliver 1. Everything that is
learned must be taught. 2. Students and teachers have equal
responsibility for learning. 3. Only the curious will learn. 4.
Genuine understanding cannot be measured. Boise State Writing
Project Teacher Consultants
Slide 4
+ Inquiry Unit Planning: Overview Essential Question: How can
we use the Common Core State Standards and inquiry to create
significant learning experiences for our students? Step 1:
Articulate Unit Goals (see Module #4) Step 2: Craft an Essential
Question Step 3: Create a Culminating Project Step 4: Develop
Frontloading Activities Step 5: Sequence Instruction Boise State
Writing Project Teacher Consultants
Slide 5
+ Our Learning Targets Create a unit plan that structures
significant learning experiences for your students and that is
aligned with the Common Core. Explore and practice strategies for
helping students develop the writing, reading, speaking, and
listening skills required by the Common Core. Boise State Writing
Project Teacher Consultants
Slide 6
+ It is nothing short of a miracle that modern methods of
instruction have not yet entirely strangled the holy curiosity of
inquiry. ~Albert Einstein Boise State Writing Project Teacher
Consultants
Slide 7
+ Why Wilhelms Inquiry Model? Follows Apprenticeship Model
Intuitive Relevance Situated Learning Legitimate Peripheral
Participation (Lave & Wenger, 1991) Click here to see a video
exploring the question Why Inquiry?here Boise State Writing Project
Teacher Consultants
Slide 8
+ Models of Inquiry Tina Blythe & Associates (1997) Kath
Murdoch (1998) Wiggins & McTighe (1998) Wilhelm (2007) Teaching
for Understanding Framework Integrated InquiryUBD, The Backward
Design Process Inquiry and Design Articulate Throughlines
(Overarching Goals) Identify Generative Topics and Understanding
Goals Work Toward Performances of Understanding 1-Introductory
2-Guided 3-Culminating Ongoing Assessement Tuning in Finding Out
Sorting Out Going Further Making Conclusions Taking Action Stage 1:
what is worthy and requiring of understanding? State 2: What is
evidence and understanding? Stage 3: what learning, experience, and
teaching promote understanding, interest, and excellence Identify a
problem or issue/ask an essential/framing question Set the
task/identify culminating projects and how to get there Find and
become familiar with important data/texts Develop new data (survey,
experiment, etc.) Select and organize data Analyze data to see new
patterns Represent what has been learned Share what has been
learned Solicit feedback Reflect Revise Undertake Social Actions
Boise State Writing Project Teacher Consultants
Slide 9
+ The Apprenticeship Model: The Six Ms 1)Motivate: Essential
Questions and Frontloading 2)Model: Teacher Does/Students Watch
Examples: read alouds, guided reading, think alouds, drama
strategies, and visual strategies 3)Mentor: Teacher Does/Students
Help and Students Do Together/Teacher Helps Gradual release of
responsibility and genuine collaboration Boise State Writing
Project Teacher Consultants
Slide 10
+ The Apprenticeship Model: The Six Ms (continued) 4)Monitor:
Students Do Together or Alone/ Teacher Watches Independent
application of all strategies to complete culminating projects
5)Multiple Modalities: Students Assisted in Various Ways Use
strengths to address weaknesses 6)Multiple Measures of Success:
Multiple Opportunities to Demonstrate Progress and Achievement
Boise State Writing Project Teacher Consultants
Slide 11
Scaffold Conceptual and Procedural Knowledge through Sequencing
Frame the Unit with an Essential Question Frontload Concepts,
Procedures and Prior Schema and Motivate Sequenced, Cyclical,
Engaging Instruction to Practice Concepts and Procedures Gradual
Release of Responsibility as Students Work Toward Culminating
Project, Collecting Feedback Assess Learning with a Culminating
Project that represents the students answer to the EQ Click HERE to
see an explanation of Conceptual and Procedural KnowledgeHERE Click
HERE to see an overview of InquiryHERE
Slide 12
+ Step One: Articulate Unit Goals See Standards Grouping
Activity in Module #4 Boise State Writing Project Teacher
Consultants
Slide 13
+ Step Two: Craft an Essential Question Guiding Question: How
can we craft essential questions that will engage students in the
real work of historians, scientists, agriculturalists, executives,
writers, readers, artists, and mathematicians? What types of
questions do people ask in your discipline? Click here to see a
video of this activityhere Boise State Writing Project Teacher
Consultants
Slide 14
+ Purposes of Essential Questions Mirror the thinking of
experts in the discipline Establish a purpose for the learning
Generate motivation Boise State Writing Project Teacher
Consultants
Slide 15
+ Criteria for Essential Questions Open-ended and arguable
multiple possible answers Student friendly Get at the heart of the
discipline Edgy Concise and clearly stated Could transform students
understanding and ways of being in the world Boise State Writing
Project Teacher Consultants
Slide 16
+ Examples of Essential Questions Biology: Why do things die?
Literature: Should we conform? History: How should we use our
power? Government: What makes a great leader? Math: When is it
appropriate to estimate? Boise State Writing Project Teacher
Consultants
Slide 17
+ Examples of Essential Questions: Which one is best? Which
wars have had results that have not justified fighting? Is war
necessary? Do you agree with engaging in war? What reasons are
compelling enough to justify war? Boise State Writing Project
Teacher Consultants
Slide 18
+ Brainstorm Essential Questions Select one of the four groups
of standards you created during step one in Module #4. Consider the
group of standards, thematic title, and texts you listed.
Brainstorm possible essential questions based on the standards,
theme, and/or texts. Tips to Remember: Ask questions that Get at
the heart of your discipline Require students to make judgments
Raise ethical or moral issues Matter for students now and in the
future Boise State Writing Project Teacher Consultants
Slide 19
+ Your Essential Question Write the essential question you have
selected for your unit on your Unit Planning Template. Boise State
Writing Project Teacher Consultants
Slide 20
+ Step Three: Create a Culminating Project Guiding Question:
How can we create AUTHENTIC assessments (which are also significant
learning experiences) that allow us to learn what students know and
can do? Click here to see a video of this activityhere Boise State
Writing Project Teacher Consultants
Slide 21
+ Purposes of Culminating Projects Allow students to
demonstrate their understanding of concepts and procedures
summative assessment opportunities Create an immediate venue for
application of what was learned Establish a goal students are
working toward throughout the unit Boise State Writing Project
Teacher Consultants
Slide 22
+ Your Culminating Project Use the Culminating Project Template
to develop your culminating project. When you are happy with your
project, copy the description to your Unit Planning Template. Boise
State Writing Project Teacher Consultants
Slide 23
+ Step Four: Develop Frontloading Activities Guiding Question:
How can we immediately motivate students to engage in the inquiry
while simultaneously activating their prior knowledge and
establishing the learning targets? Click here to see a video of
this activityhere Boise State Writing Project Teacher
Consultants
Slide 24
+ Purposes of Frontloading Activate students prior knowledge
and build students background information regarding the central
ideas of your unit. Motivate students for reading and inquiry.
Organize the inquiry by helping students set purposes for their
learning, clarify what they are coming to know, and monitor their
learning progress. Boise State Writing Project Teacher
Consultants
Slide 25
+ Example of Frontloading: Two Pictures Examine the two
pictures of Johannesburg : Johannesburg, 1886 Johannesburg, 1896
What do you notice? What do you wonder? Boise State Writing Project
Teacher Consultants
Slide 26
+ Example of Frontloading: Opinionaire Consider the statements
listed. Next to each statement write A (agree) or D (disagree). Be
prepared to defend your responses. Talk with your group about your
responses to each statement. As a group, try to come to consensus
on each of the statements. Full group discussion: which were most
compelling? Boise State Writing Project Teacher Consultants
Slide 27
+ Example of Frontloading: Think Puzzle - Wonder On a sheet of
paper, write down what you know or think you know about the
conservation of energy principle. Click here to see a video of this
activityhere In the next available space, note the questions you
have about conservation of energy or other ideas you thought of
while watching the clip. Work with a partner to generate ideas
about how we can explore your questions. Write these down. Boise
State Writing Project Teacher Consultants
Slide 28
+ Your Frontloading On the second page of the Unit Planning
Template, describe one or two frontloading ideas you have for your
unit. Remember to consider your essential question and your
culminating project. What would be best the way to introduce
students to the unit? Boise State Writing Project Teacher
Consultants
Slide 29
+ Step Five: Sequence Instruction Guiding Question to Consider:
How can we provide extended practice in miniature to help students
develop practical expert knowledge, especially through meaningful
social activity? Principles of sequencing: Easy to Hard Immediate
to Imagined Familiar to Unfamiliar Oral to Written Short to Long
Scaffolded/Supported to Independent Collaborative and Socially
Supported to Individual Concrete to Abstract Visually Supported to
Purely Textual (Ideas for sequencing from Wilhelm, 2007; Wilhelm,
Baker and Hackett, 2001) Boise State Writing Project Teacher
Consultants
Slide 30
+ Example of Instructional Sequence Central Standard:
RL.7.9Compare and contrast a fictional portrayal of a time, place,
or character and a historical account of the same period as a means
of understanding how authors of fiction use or alter history. Ideas
for Sequencing: Story telling and fictionalizing with peer
Photographs and paintings Documentary and film clips Excerpts from
letters and poems Articles and short stories Novel Boise State
Writing Project Teacher Consultants
Slide 31
+ Your Instructional Sequence Consider your central CCSS
standard for your unit. Using the principles of sequencing, create
a plan for how you will scaffold that skill throughout the unit.
Boise State Writing Project Teacher Consultants
Slide 32
+ Your Instructional Sequence: Share Talk to a partner at your
table. Provide a brief overview of your unit and the skill you have
chosen to focus on. Describe the sequencing you have determined to
help your students develop this skill. Explain how you are
following the principles of sequencing to support your students in
developing this skill. Boise State Writing Project Teacher
Consultants
Slide 33
+ Composing the First Draft of Your Inquiry Unit Plan Work
alone or with a partner to finish drafting your Inquiry Unit Plan.
Central CCSS Standard (written out) Other CCSS focus standards
(abbreviated) Essential Question Culminating Project Frontloading
Activity Instructional Sequence for the Central Skill (and,
possibly, other sequencing ideas) Other Ideas for the Unit Possible
Texts (Informational/Explanatory and Literary) Hang your poster on
the wall when you are finished Boise State Writing Project Teacher
Consultants
Slide 34
+ Synthesis: Gallery Walk of Unit Plans Walk around and view
your colleagues posters. Write your specific feedback (in the form
of a PQP) on a sticky note and attach it to the edge of your
colleagues poster. PraiseQuestionPossibilities Boise State Writing
Project Teacher Consultants
Slide 35
+ Praise: As a group, what did we do well? Anything you saw
that you really liked? Questions: What are we wondering about
planning inquiry units? Possibilities: What are some areas for
improvement? Gallery Walk Debrief: P-Q-P Boise State Writing
Project Teacher Consultants
Slide 36
+ Connect Extend - Challenge Your exit ticket is a Connect
Extend Challenge. Connect what we explored today with what you
already knew. Explain how your thinking was extended or pushed in
new directions. Describe what is still challenging or confusing.
Boise State Writing Project Teacher Consultants
Slide 37
+ References Blythe, T. (1998). The teaching for understanding
guide. San Francisco, CA: Jossey-Bass. Common core state standards
initiative. (2012). Retrieved from
www.corestandards.org.www.corestandards.org Lave, J., & Wenger,
E. (1991). Situated learning, legitimate peripheral participation.
New York, NY: Cambridge University Press. Ritchhart, R., Church,
M., & Morrison, K. (2011). Making thinking visible, how to
promote engagement, understanding, and independence for all
learners. San Francisco, CA: Jossey-Bass. Wiggins, G. P., &
McTighe, J. (1998). Understanding by design. Saddle River, NJ:
Prentice Hall. Wilhelm, J. D. (2007). Engaging readers &
writers with inquiry, promoting deep understanding in language arts
and the content areas with guiding questions. New York, NY:
Scholastic. Wilhelm, J. D., Baker, T., & Dube, J. (2001).
Strategic reading: Guiding students to lifelong literacy, 6-12.
Portsmouth, NH: Boynton/Cook Publishers.
Slide 38
+ Acknowledgements Boise State Writing Project Teacher
Consultants involved in developing activities in this module:
Kellie Hannum Anna Daley Cecilia Pattee Jess Westhoff Rachel Bear
Boise State Writing Project Teacher Consultants