Inquiry and essential questions

Reference, Research & Reading

Broward County Public SchoolsLearning Resources & Instructional MaterialsFAME K-12Rev. January 2010

Think of students as “Infotectives... a student thinker capable of asking great questions about data in order to convert the data into

information and eventually insight.”

Creating Critical Thinkers

McKenzie, Jamie. (1998). Grazing the Net: Raising a Generation of Free Range Students

Reference, Research, & Reading

Florida Research Model

FINDS & Sunshine State StandardsSelect a topic for inquiry (FOCUS)Locate, use, and analyze information from text features (INVESTIGATE)Use information from text to answer questions related to main ideaIdentify characteristics (structure) of various types of textRecord information related to text (NOTE & EVALUATE)Organize information to show understanding through mapping, paraphrasing, compare and contrast, and summarizing. (DEVELOP)

Use FINDSto guideyour studentsthroughthe researchprocess andinquiry basedlearning.

FINDSFINDS

http://www.sunlink.ucf.edu/



What is my assignment or problem to be solved?

What are my questions?

What information is needed?

FOCUSFOCUS

InvestigateInvestigateWhere are my sources located?

What sources should I use?

Where is the information within each source?

NOTESNOTES

How do I take notesin my own words?

Which facts do I need to create a citation?

Do I have all the information I need?

DEVELOP DEVELOP INFORMATIONINFORMATIONFORFORPRESENTATIONPRESENTATION

How do I present the information?

Are my conclusions based on research?

How do I integrate technology to enrich, publish, or present my project?

SCORESCORE

Was my researchprocess efficient and effective?

Did I present theinformation in the best way?

FINDS and the Digital Bloom’s Taxonomy FINDS & Informational TextFINDS & Fiction

Instructional Strategies

Digital Bloom’s Taxonomy

21st Century Learner

FINDS and Informational Text

Pre-Reading: Check out the Framework


During reading: Connect to the main idea with a graphic organizer such as a fishbone for cause and effect


After reading: Connect to the main idea by using higher level questioning that requires students to “create” their answer through application, analysis, synthesis, and evaluation.

Digging Deeper

“Many children are not so engaged when they read. They don’t know when they’re comprehending. They don’t know when they are not. They don’t know whether it is critical for them to comprehend a given piece. And if they don’t comprehend, they don’t know what to do about it.”

Keene, Ellin Oliver and Zimmerman, Susan. Mosaic of Thought. Portsmouth, NH: Heinemann, 1997.

According to Mosaic of Thought,proficient readers:

Make different types of connections to the text

Text-to-SelfText-to-TextText -to-World

The Question is the Key

Proficient Readers:

Spontaneously generate questions

Ask questions to clarify meaning

Recognize that if the answer is not in text, they will need to infer it

Are aware that as they hear questions, new ones are inspired in the their own minds

Connecting Text

Make connections between different types of passages with common themes

After reading informational text on a topic, have studentsread a literary piece or poem and identify the connection between the texts

TEXT-TO-TEXT CONNECTION

Novel Extensions

Identify a theme or topic that requires further research, exploration, or cross-curricular study.

Turn passive readers into active readers by integrating technology and inquiry-based learning into reading instruction.

Podcasts, Google Lit Trips, E-Zines, wikis and blogs are just a few examples of how technology can be used to extend novels, giving students a chance for real world application and tap into critical thinking skills.

FINDS: Novel Extensions

Google Lit Trips combine digital literacy, technology and reading skills.

Planning our next step: Reframing Our Instruction

Planning our Next Step: Reframing Our Instruction

Essential Question: How can the library media specialist effectively integrate digital tools, strategies and resources within the curriculum to enhance critical thinking skills and support student achievement?

http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=399561

Connecting Our Standards and 21st Century Learning

Know Our Standards

Reframing Instruction through Lesson Improvement

•Standards Based Task•Engaging Task•Problem Solving Task•Technology enhances Learning

Reframing Instruction with FINDSStart with Guiding Questions

Wilhelm, Jeffrey. Engaging Readers & Writers with Inquiry Promoting Deep Understandings in Language Arts and the Content Areas With Guiding Questions (Theory and Practice). New York: Scholastic Teaching Resources (Teaching, 2007. Print.

• Is it relevant to students?• Does it get to the heart of the matter? • Does it provoke emotion?• Is is open-ended and concise? • Does it leads to new questions asked by students?

WORLD

METEXT

Dense Question(connects all 3

How do I treat people who I am happy or upset with?

How do Max, his mother and the Wild Things place themselves inside and outside relationships with others?

What kind of relationships do I pursue and why?

What kind of groups, teams, organizations do want to belong to in the world?

Questioning Circle for Where the Wild Things Areby Maurice Sendak


FINDS:FOCUS

METEXT







TEXT/METEXT/ME

FINDS:FOCUS

WORLD

ME






WORLD/MEWORLD/ME

How do I feel about the way we treat “outsiders” in our school, town, culture?

FINDS:FOCUS

WORLD

TEXT





TEXT/WORLDTEXT/WORLD

How do the relationships in the book compare to the ways society treats people we approve or disapprove of?

FINDS:FOCUS

WORLD

METEXT

Dense Question(connects all)








TEXT/METEXT/ME

WORLD/MEWORLD/METEXT/WORLDTEXT/WORLD

How do I feel about the way we treat “outsiders in our school, town, culture?


FINDS:FOCUS

Dense Question





TEXT/METEXT/ME


How do I feel about the way we treat “outsiders in our school, town, culture?


What can we learn from Max’s experience about ways to set ourselves inside and outside of various relationship groups in the world?




WORLD

METEXT

Dense Question(connects all)


Questioning Circle


TEXT/METEXT/ME


FINDS:FOCUS

Web 2.0 for Brainstorm/Focus

Mindmeister.com

Web 2.0 for INVESTIGATE

NetTrekker

Web 2.0 for NOTE

Read Write Think NoteTakerhttp://interactives.mped.org/view_interactive.aspx?id=722&title=

Web 2.0 for Develop

Animoto

Web 2.0 for SCORE

PBL Checklists and Rubricshttp://pblchecklist.4teachers.org/testing.php3?idunique=3&max=6&checklist=13

Putting It All TogetherHands On Activity!

Use the steps in the FINDS process to create a book trailer using Web 2.0 Tools

http://www.enotes.com/documents/book-talk-sheet-49101

SunLinkFlorida D.O.E. Resources

Where can I learn more aboutFINDS and Reference & Research?

FCAT Item Specificationshttp://fcat.fldoe.org/fcatis01.asp

• Reports on the 2007 Assessmenthttp://fcat.fldoe.org/fcatflwrites.asp

• FCAT Lessons Learned -Data Analyses and Instructional Implicationshttp://fcat.fldoe.org/lessonslearned.asp

• FCAT Released Tests & Questionshttp://fcat.fldoe.org/fcatrelease.asp

• Florida Achieveshttp://cim.florida-achieves.com/

State Instructional Resources:

“Comprehension is viewed as a complex process involving knowledge, experience, thinking and teaching.”

Stephanie Harvey

Final Thoughts

Inquiry and essential questions

Education

Transcript of Inquiry and essential questions