INQUIRING MINDSWANT TO KNOW

Brenda RussellS.E.E

April 2010

Inquiries are activities that enable students to understand and apply the

concept, significant knowledge or skill of a key

point.

Inquiries ask: “What do I want students to do?”

ORGANIZING CONCEPT:

Change

Cycles

Diversity

Cause/Effect

CHANGEMy Body

Earth Materials

Government

Topic

Topic

Topic

Key Points& Inquiries

Center of Human Brain and Human Learning,Susan Kovalik & Associates 4

SIX KINDS OF SENSORY INPUT

IMMERSION(13 senses)

S Y M B O L I C E = MC2 Adverbs

(2 senses)

BEING THERE(19 senses)

2nd HAND(3 senses)

HANDS ON the real thing

(9 senses)

HANDS ONrepresentational items

(4 senses)

EE 1.9,11-13, (1), 1.7,9-11 (2)

Center of Human Brain and Human Learning,Susan Kovalik & Associates 5

PATTERNSEEKING...

RELATIONSHIP

I ME, HOT, COLDYOU TOMORROWDADDY YESTERDAYMOMMY OLD, NEW

ACTION

RUNNING SKIPPINGWALKING JUMPING

SWIMMING

SITUATION

PARTY: BirthdayHalloweenChristmasGraduation

GOING TO SCHOOLTAKING A TESTMEETING A STRANGER

PROCEDURE

GETTING DRESSEDGOING TO THE STOREDRIVING A CARSHOWERING

OBJECT

TEAPOTHAIRBRUSHCHAIRCATDOG

SYSTEM

FAMILYCOMPUTERTRANSPORTATIONLAWSCHOOLPOLITICAL

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUESCLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUESCLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES •

CLUES • CLUES

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES •

CLUES • CLUES

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.3

E.E. p. 4.3

Gardner’s MULTIPLE INTELLIGENCES

Logical-Mathematical

(logic/number smart) LMLinguistic

(word smart) L

Spatial

(picture smart) SBodily-Kinesthetic

(body smart) BK

Musical

(music smart) M

Intrapersonal(self smart)

Interpersonal(people smart)

Naturalist

(nature smart) N

© Exceeding Expectations, Susan Kovalik & Karen D. Olsen, Ch. 3 EE Ch. 3

Mu

ltip

le In

t elli

gen

c es ,

(a p

ar t

ial li s

t )Inquiry Builder

Bodily/ Kin.

applydramatizeoperatedemonstratepracticerhythmmimeteach

interpretdisassembleexperimentdiagraminventory

rehearsemeasuredebate

convey emotiontell a storyassembleconstructprepareinventdesignarrangeclassify

performlocate

imitateplay

Musical

Perform- (solo or in a group)harmonizerhythmteachexpressselect

analyzecompareinterpret

interpretcritiquedefendcharacterize

create a variationexpressconvey emotionsymbolizetell a storyimprovise

rehearsepracticeexpress 

memorizeimitaterecite 

Spatial

diagramtranslateillustrateapplysummarizeexhibitteachmake

disassembledifferentiatediagramdistinguish

predictestimatemeasurejudge

formulateproposedesignorganizerestructureplan arrange

locateidentifydescriberecognizerelate partssortcompareillustrate

interpretadaptdrawmatchsketch

 

Application Analysis Evaluation Synthesis Comprehension Knowledge

Bloom’s Taxonomy

Starting Point:BEING THERE

Ending

Point:

TEST PREP.

© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, p. 16.7

EE Supplement 13.10

Grounding the Concept

Inquiries for the Conceptual Key Point:

• Need to come from their previous experiences, not tied to new content (can be from the “Being There” experience)

• Have Guided Practice (whole class with teacher support) and Choice Inquiries (independent, whole or small group)

Center of Human Brain and Human Learning,Susan Kovalik & Associates 9

The “ABCD” GUIDELINES for Writing Inquiries

lways start with the action in mind — What students are to do in order to practice applying what they understand to real-world situationse specific with your directions so that students can see the outcome or finished product in their mind’s eye — What the inquiry is asking them to doonnect to the key point — Will doing this inquiry help students to understand and be able to apply the concept or skill in the key point?

EE Ch. 16.4

evelop a product and differentiate inquiries to meet student needs — How will students show they understand content and stretch their skills by using the MI?

BEFORE WRITING INQUIRIES:

• Circle or box the unfamiliar terms in the key point.

• Develop inquiries that will provide experiences for the students on those points.

• Label the intelligences, standards, and IEP objectives these inquiries address.

WEB SITES

• Bighugelabs.com• Edu.glogster.com• Wikispaces.org• Schooltube.com• Kerpoof.com• Fluxtime.com• Vozme.com• Wordle.net• Readwritethink.org• Thinkfinity.org

Lewis Carroll Elementary School

Brenda RussellOne Skyline Blvd.

Merritt Island, FL 32953Russell.brenda@brevardschools.org