Inquiry Design Model: Session 3 Sources. Part I - The nature of sources What are sources? What makes...
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Transcript of Inquiry Design Model: Session 3 Sources. Part I - The nature of sources What are sources? What makes...
Part I - The nature of sources
• What are sources?• What makes a source disciplinary?• What is the relationship between sources and
tasks?• How do sources support work with knowledge
and skills?
What are sources?
• Sources provide information that is useful in answering questions.
• Three characteristics of sources– Information contained in a source– Composition of a source– Perspective or bias of a source
What makes a source disciplinary?
• Sources have features that are distinctive within the disciplines.
• Examples of disciplinary sources and processes include.
Political Science – Legislation evaluating public policies Economics – Data and statistics quantitative reasoning
Geography - Maps and GIS data spatial reasoning
History - Oral history and diaries perspective
Your Task
Given the content suggested in Key Idea 7.7 in NY Social Studies Framework, what are some sources that would be useful in an inquiry on the compelling question, “Can words lead to war?” • What sources in political science? • What sources in economics?• What sources in geography?• What sources in history?
What is the relationship between sources and tasks?
• IDM tasks are anchored by sources
• Sources and tasks must work in tandem
SOURCES
Source work follows C3 Inquiry Arc
If students are asked a COMPELLING question……
Students answer in the form of a SUMMATIVEARGUMENT
In the middle are theFORMATIVE TASKS(Content and Skills)
How do sources support work withknowledge and skills?
• Disciplinary knowledge and disciplinary skills are integrated within an investigation.
• Source work is not easy. Content
Concepts
Skills
Sources can be used to
• Spark curiosity • Build knowledge• Construct arguments
Part II – The Instructional Uses of Sources
Sparking Curiosity
Sparking curiosity is about engagement.• Focus on relevance and what we know
students care about.• Using Staging Activities in an inquiry.• Nurturing curiosity through sources
throughout the inquiry.
How would you use this source to spark curiosity?
http://www.speaktruthvideo.com/2014-winners.html
Kailash Satyarthi
Building Knowledge
• Sources in an inquiry contain the disciplinary knowledge (content and concepts) students need to complete tasks.
• Students use disciplinary skills when building knowledge.
• Students gather information from the sources during an inquiry.
Constructing Arguments with Evidence
• Inquiries result in arguments.• Sources contain information that can be used
as evidence in an argument.• Students need support determining what
information should be used in an argument.
Part III – Working with Sources
• When using sources in an inquiry teachers should consider the following. – Selecting sources– Scaffolding – Adapting sources
Selecting Sources
• Selection of sources requires deep knowledge of content.
• Where can we find the sources?• Archives, libraries, collections• Online• Through collaboration and sharing
Adapting sources
• Approaches to adapting sources– Excerpting– Modifying – Annotating
• Examples– Text passage from Uncle Tom’s Cabin– Summary of Uncle Tom’s Cabin– Illustration from the 1st edition of Uncle Tom’s Cabin
• Adaptations to instruction• Objections to making changes to sources
Sources require scaffolding
• Scaffolds provide novices with support for complex academic work.
• Toolkit scaffolds were designed to support formative and summative tasks.
• Analyzing sources in an inquiry involves literacy work.
• Again, source work is not easy.
Summary of Session 3: Sources• Sources contain information useful in answering
questions, are disciplinary in nature, relate to the tasks in an inquiry, and support work with knowledge and skills.
• IDM features three instructional uses of sources.– Sparking curiosity,– Building knowledge, and– Constructing arguments with evidence.
• When using sources in an inquiry teachers should consider the following. – Selecting sources– Scaffolding – Adapting sources
IDM Conceptual Framework: Sources
• Content knowledge and disciplinary skills are integrated within an investigation (#3).
• Disciplinary sources are the building blocks of inquiry (# 6).
• Social studies shares in the responsibility for literacy (#8).