Inquiry Learning

PITA  2013  October  25  

Faye  Brownlie  www.slideshare.net/fayebrownlie  

Learning Intentions •  I  have  a  beAer  understanding  of  inquiry  based  teaching  and  learning  

•  I  have  a  plan  to  determine  which  social  and  thinking  skills  my  students  need,  and  a  plan  to  explicitly  teach  these  

•  I  have  an  inquiry  based  strategy  to  try  

Inquiry based teaching … •  Is  problem  or  quesJon  driven  •  Encourages  collaboraJon  •  Makes  kids  into  explorers  and  discoverers  

•  Requires  kids  to  think  •  Puts  teachers  in  nonconvenJonal  roles  

–  Steph  Harvey  and  Harvey  Daniels,  2009  

Inquiry based teaching … •  Requires  explicit  teaching  of  social  skills  and  comprehension  skills  

•  Is  open-­‐ended  •  Is  inclusive  •  Can  permeate  a  day  

•  Is  fun  

•  American  5th  graders  spend  91%  of  their  day  either  listening  to  a  teacher  talk  or  working  alone.    –  (Pianta  &  Belsky,  2007).  

•  10  years  aYer  high  school,  graduates  who  had  honed  their  teamwork  skills  while  sJll  in  high  school  had  significantly  higher  earnings  than  those  who  failed  to  do  so.  –   (Science  Daily  2008).  

•  CreaJng  meaningful  and  ambiguous  tasks  that  reflect  how  knowledge  is  used  in  the  field  

•  Engaging  students  in  acJve  learning  so  they  will  apply  and  test  what  they  know  

– Powerful  Learning:    What  We  Know  about  Teaching  for  Understanding  (2008)  Darling-­‐Hammond,  Pearson,  Barron,  Schoenfeld  

Sarah  says  that  when  she  babysits,  she  earns  $5  an  hour  plus  a  flat  rate  of  $10  to  feed  the  children  dinner.    How  can  you  represent  relaJon  this  in  an  equaJon?  Sarah  earned  $45  for  babysieng  on  Saturday.    How  many  hours  did  she  work?    How  did  you  figure  it  out?  

Brian  babysits  as  well.    He  earns  $7.50  an  hour.    Show  Sarah's  wage  and  Brian's  wage  on  a  graph.    Which  mode  of  payment  would  you  prefer,  and  why?    Use  the  graph  to  explain  your  thinking.  

Inquiry Circles on Mesopotamia •  Fishbowl  of  inquiry  circles  –  Read  to  find  what’s  important  and/or  interesJng  and  defend  with  2  pieces  of  evidence  -­‐  “because”  

•  Co-­‐create  criteria  for  effecJve  group  •  Assign  students  to  topic  groups  •  Students  read  to  choose  ‘the  best  invenJon’  •  In  groups,  each  talks  by  supporJng  his/her  opinion  with  evidence  

•  With  Sue  Jackson,  Minnekhada  

The 10 A Scholastic Series for Inquiry

Editor: Jeff Wilhelm

•  100  Jtles  grades  6-­‐10  •  50  Jtles  grades  4-­‐8  

Smartest Adaptations in Nature -Scholastic  

What is the smartest adaptation?

How do animals adapt?

Teacher Collaboration •  Mary  Neto,  Tina  Sikkes  and  Teresa  Monkman    •  English  teachers  and  librarian  •  Smithers  Secondary  School  

•  UDL,  Backwards  Design,  AFL  

•  What/so  what?  •  EssenJal  quesJon  

World  Religions  

hAp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg  

A/B  Partner  

My  partner,  __________,  and  I  decided  who  would  be  A  and  who  would  be  B  in  a  religious  kind  of  way  

by  ______________.  Therefore  _______  is  A  because  

__________________________  

EssenJal  QuesJon  -­‐    

How  might  religious  beliefs  nega7vely  impact    human  

behaviour?  

While  looking  at  the  image  think  about  this  EssenJal  QuesJon  –    

How  might  religious  beliefs  nega7vely  impact    human  behaviour?  

What?   So  What?  

1.  

2.  

3.  

4.  

5.  

6.  

hAp://markwadestone.files.wordpress.com/2009/09/kkk2.jpg  

hAp://radiocrisJandad.files.wordpress.com/2007/05/kingdom-­‐of-­‐heaven-­‐jersusalem-­‐crusader-­‐knight.gif  

From  Niwhts’ide’niHibi’it’en:  The  Ways  of  Our  Ancestors  (p.261)    

hAp://rabbijaffe.today.com/files/2009/08/holocaust-­‐children.jpg  

hAp://www.gosai.com/krishna-­‐talk/graphics/burning.jpg  

hAp://mikeely.files.wordpress.com/2008/09/wtc1JlJngfromsouth.jpg  

What  do  you  noJce  about  these  images?  

Some  things  my  partner,  ____________,  and  I  no7ced  about  the  image  of  __________  are:  ______________________  ____________________________________  

Religion  and  Conflict  

•  Extremism  •  Terrorism  

•  Racism    

•  War  

•  Ethnic  cleansing  •  Genocide  •  Oppression  /  Control    

hAp://www.gnrc.net/mm/image/Kids_prayer_ecuador.JPG  

Something  to  think  about  –    

How  might  religious  beliefs  posi7vely  impact    human  

behaviour?  

How  might  religious  beliefs  posi7vely  impact    human  behaviour?  

Brainstormed  ideas  from  students  -­‐    •  Help  others  in  need  •  Find  peace  if  you’re  worried  •  Sin  go  to  hell  /  be  good  go  to  heaven  -­‐  InspiraJon  -­‐  Connects  people  -­‐  Encourages  peace,  love  and  unity  -­‐  Something  to  believe  in  –    -­‐  Places  that  offer  support  –  caring  for  others  -­‐  Forces  us  to  be  beAer  people  

How  might  religious  beliefs  negaJvely  impact  human  behavior?  -­‐  Amanda  

What?              

1.  Crosses  on  fire  

 -­‐wearing  robes  and  hoods  

2.  Wearing  Jerusalam  sign  

 -­‐wearing  all  white  

So  What?  

-­‐very  strongly  with  religion  maybe  someone  commiAed  a  sin  and  they  want  them  to  be  disposed  

-­‐do  not  want  to  be  seen  

-­‐maybe  out  to  kill  from  other  religions  

-­‐a  religious  colour      

3.  School  

-­‐all  naJve  

4.  Striped  pajamas  

-­‐behind  lots  of  barbed  wire  

-­‐wearing  something  on  heads  

5.  Girl  being  burned  

-­‐holding  cross  in  front  of  her  face  

-­‐taught  by  priest  

-­‐taught  by  white  priest,  the  ways  of  white  man  

-­‐maybe  from  a  Nazi  death  camp  

-­‐being  kept  in  for  their  religion  -­‐for  religion  maybe  

-­‐because  she  was  not  a  ChrisJan  

-­‐so  it  is  the  last  thing  she  sees  and  knows  her  sin  

How  might  religious  beliefs  posiJvely  impact  human  behavior?  -­‐  Amanda  

•  Being  people  together  •  Let  people  believe  in  something  

•  Bring  people  peace  of  mind  

•  Can  create  a  safe  environment  and  let  you  be  with  people  who  are  like  you  

What?   So  What?  

Cross  on  fire  Group  of  people  with  hoods  and  crosses  on  cloaks  White  cloaks  

Don’t’  believe  Protest  against  ChrisJans  In  a  field  going  somewhere  Cult?  ChrisJanity?  

Soldier  Ginger  hair  Crosses  on  robe,  cape,  shield  Has  a  sword  Olden  Jmes  -­‐  knight  

ChrisJan  Knight  Same  religion  in  one  place  

Boys  and  girls  standing  on  stairs  Man  with  cross  Uniforms  Same  hair  cut  for  girls  Same  hair  cut  for  boys  

ChrisJan  At  school  Boy  and  girl  school  

+  impact?  

•  Something  to  believe  in  •  Something  to  do  

•  InspiraJon  •  Connects  people  •  Encourages  peace,  love  and  unity  

Questioning from Pictures

Marco Cianfanelli, of Johannesburg, sculptor

50  ten  metre  high  laser  cut  steel  plates  set  into  the  landscape,  represen5ng  the  50  year  anniversary  of  when  and  where  Mandela  was  captured  and  arrested  in  1962  (prior  to  his  27  years  of  incarcera5on).  Standing  at  a  par5cular  point  (presumably  the  spot  where  the  people  are  standing  in  Photo  #2),  the  columns  come  into  focus  and  the  image  of  Mandela  can  be  seen.    At  Natal  Midlands  

How  can  I  help  my  students  see  geography  as  an  opportunity  to  problem  solve,  to  address  the  impact  of  geographical  features  on  people’s  lives…?      

Catriona  Misfeldt  in    It’s  All  about  Thinking  (English,  Social  Studies  &  HumaniDes)  2010  

Essential Questions  What  stories  do  these  data  or  this  chart,  graph,  or  map  tell?    Whose  stories  are  they?  

 What  data  are  the  most  revealing  and  representaJve  of  the  quality  of  life?  

 Catriona  Misfeldt,  MacNeil  Secondary  

The  Plan:  

•  Co-­‐create  criteria  for  measuring  quality  of  human  life  

•  Model  how  to  underline  phrases  that  might  affect  the  quality  of  a  life  

•  Students  read  and  underline  phrases  from  2  different  case  studies  

•  Students  record  +  and  –  factors  affecJng  life  •  Exit  slip  –  definiJon  of  a  good  life  

Emma  

“I  hate  you.    You’re  such  an  idiot!”    The  back  door  slammed  loudly.    Emma  opened  her  eyes  quickly  and  pulled  up  her  soY  comforter.    Her  heart  was  beaJng  fast,  and  she  had  a  knot  in  her  stomach.    It  was  her  older  sister  who  had  yelled  and  slammed  the  door.      “Lazy  head,  out  of  bed!”  her  father  shouted  from  the  boAom  of  the  stairs.  

Heavy  footsteps  moved  quickly  though  the  house  and  then  the  front  door  opened  and  slammed  shut.    The  car  started  and  with  a  screech  pulled  away.    Dad  must  be  late  for  work.    He  oYen  seemed  angry  now.    Emma  remembered  happier  Jmes  when  he  helped  her  with  her  homework  and  they  would  go  to  basketball  games  together.    She  wondered  if  it  would  every  be  like  that  again.  

Caring  for  Young  People’s  Rights  –  Roland  Case  

Jose  

Turning  over  on  the  woven  sleeping  mat,  Jose  bumped  into  his  younger  brother.    He  could  see  the  early  morning  light  through  the  cracks  in  the  sJck  wall  of  his  family’s  home.    The  sJcks  broke  easily  but  were  a  type  of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the  yard  outside.    Gently  raising  the  thin  bed  sheet  that  kept  the  bugs  off  at  night,  Jose  sat  up  and  climbed  over  Salvador  and  his  Jny  sister  Rosita.    Careful  not  to  wake  them,  he  replaced  the  sheet  and  stepped  on  to  the  dirt  floor.  

Caring  for  Young  People’s  Rights  –  Roland  Case  

•  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Collabora7ng  to  support  all  learners  in  Math  &  Science,  2011  

•  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea7ng  classrooms  where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011  

•  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora7ng  to  support  all  learners  in  English  &  Humani7es,  2009  

•  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke  Pub.,  2006  

•  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediJon,  Nelson,  2006  

•  Brownlie  -­‐  Grand  Conversa7ons,  Portage  and  Main  Press,  2005  

•  Brownlie,Feniak,  McCarthy  -­‐  Instruc7on  and  Assessment  of  ESL  Learners,  Portage  and  Main  Press,  2004