Maniotes Guided Inquiry Design Inquiry Circles Webinar April 28
Transcript of Maniotes Guided Inquiry Design Inquiry Circles Webinar April 28
Inquiry Circles: Learning through Collabora6on
Presented by Leslie Maniotes, PhD Co-‐Author of
Guided Inquiry: Learning in the 21st Century & Guided Inquiry Design: A Framework for Inquiry in Your School
TwiJer @lesliemaniotes
GID Forum -‐ hJp://guidedinquirydesign.vbulle6n.net hJp://www.instantpresenter.com/edwebnet/EB55D687814B
Presented in webinar format to the EdWeb Community through ABC-‐CLIO. April 28, 2015
Guided Inquiry Webinar Series
• Guided Inquiry Design: Inquiry and 21st Century Literacy Skills
• Tools for Guided Inquiry • Guided Inquiry Design and the Common Core • Research with Rigor • Off to a Great Start!: 5 Strategies for Opening Guided Inquiry units
Carol Collier Kuhlthau Information Search Process Rutgers University
Model of the Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation ----------------------------------------------------------------------------------------------------------------------------------------------------→ Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment
doubt confidence Thoughts vague-------------------------------------→focused (cognitive) -----------------------------------------------→
increased interest Actions seeking relevant information----------------------------→seeking pertinent information (physical) exploring documenting
hJps://comminfo.rutgers.edu/~kuhlthau/informa6on_search_process.htm
6 C’s Intervention Strategies for Guiding Inquiry 1. Collaborate Students work jointly with others, co-construct ideas.
2. Converse Students talk to each other and the instructional team about ideas to construct understandings, gain clarity and create further questions
3. Continue Students learn to develop understanding over a period of time, develop stamina for inquiry
4. Choose Students select what is interesting and pertinent
5. Chart Students visualize connections between ideas using pictures, timelines, and graphic organizers. Students use charts for decision making in inquiry See themes, make comparisons, synthesize information
6. Compose Students compose as a thinking tool, all the way along not just for the end product
GI, p.137, GI Design, p. 37 Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
Inquiry tools = a system to guide student learning through
inquiry by using the strategies of 6 C’s !
Inquiry Community (Large Group)
Inquiry Circle (small groups)
Inquiry Journal (individual)
Inquiry Chart Inquiry Log
Fig. 3.3 Page 47
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY DESIGN
hJp://icahtoolkit.w
ordpress.com
Inquiry Tools Embedded Strategies for Inquiry (GID, Fig 3.2, p. 40) Inquiry CommuniDes for collaboraDng
An inquiry community is a collabora6ve environment where students learn with each other in a large group.
Inquiry Circles for conversing
Inquiry circles are small groups organized for conversa6ons about interes6ng ideas, meaningful ques6ons and emerging insights.
Inquiry Journals for composing
Inquiry journals are a rou6ne structure in Guided Inquiry. In journals students compose independent reflec6ons and construct new meaning throughout the inquiry process. Students complete tasks in the journal to bring to the inquiry circle collabora6ons and discussions.
Inquiry Logs for choosing
Inquiry logs provide a way for keeping track of the quality sources that are chosen as useful for addressing an inquiry ques6on. Logs track student decision making through the process.
Inquiry Charts for charDng
Inquiry charts enable visualizing ideas and organizing to make decisions, synthesize ideas and create in the inquiry process.
Inquiry Tools for conDnuing
All of the inquiry tools are used for con6nuing and sustaining the inquiry process to comple6on.
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
6 C’s Kuhlthau, C., M
aniotes, L., Caspari, A. GUIDED IN
QUIRY
!
Inquiry Community (Large Group)
Inquiry Circle (small groups)
Inquiry Journal (individual)
Inquiry Chart Inquiry Log
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
All tools set within the social context of a group of people in an inquiry community
Inquiry tools help us focus on learning
Students use the inquiry tools to help them engage deeply and to reflect on how they are learning.
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
Inquiry tools as Assessments
Learning
Assessment
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
Structures for Gathering Data in Inquiry
Inquiry Journal
• Data on process and content
Inquiry Circles
• Data on collabora6on and sharing
Inquiry Log
• Data on sources, reading, organizing informa6on
Inquiry Chart
• Data on decision making and synthesizing ideas
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
Peer to Peer Conversa6on & Collabora6on through Inquiry
Inquiry Circles (Small Groups)
Learning Teams & Student Learning Goals
Informa6on Literacy-‐ Librarian
Literacy-‐ELA-‐ Classroom teacher
Social Skills-‐ All Learning How to Learn-‐ All
Content – Content Area teacher
Standards based
CONNECTION to AASL Standards
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY
Inquiry Circles used to prac6ce and assess AASL Standard 3 through a Guided Inquiry unit
AASL Standard 3 Share knowledge and parDcipate ethically…
3.1.2
Par6cipate and collaborate as members of a social and intellectual network of learners
3.2.1 Demonstrate leadership and confidence by presen6ng ideas to others in both formal and informal situa6ons
3.2.2 Show social responsibility by par6cipa6ng ac6vely with others in learning situa6ons and by contribu6ng ques6ons and ideas during group discussions.
3.2.2 Demonstrate teamwork by working produc6vely with others
3.3.1 Solicit and respect diverse perspec6ves while searching for informa6on, collabora6ng with others, and par6cipa6ng as a member of the community
3.4.3 Assess own ability to work with others in a group senng by evalua6ng varied roles, leadership, and demonstra6ons of respect for other viewpoints.
AASL Standards
Social Learning Social Learning ObjecDve AASL Standards Inquiry Tool
Students will be able to par6cipate and collaborate to learn in small groups. INDICATORS • Par6cipa6on • Contribu6ons • Respect different ideas • Seek a variety of views • Self Assessment of
• Leadership • Roles • Respect for ideas
3.1.2 Par6cipate and collaborate as members of a social and intellectual network of learners 3.2.2 Show social responsibility by par6cipa6ng ac6vely with others in learning situa6ons and by contribu6ng ques6ons and ideas during group discussions. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints 3.4.3 Assess own ability to work with others in a group senng by evalua6ng varied roles, leadership, and demonstra6ons of respect for other viewpoints
Inquiry Circles
Kuhlthau, C., Maniotes, L., Caspari, A.
GUIDED IN
QUIRY
Literacy Student Learning Goals
Informa6on Literacy-‐ Librarian
Literacy-‐ELA-‐ Classroom teacher
Social Skills-‐ All Learning How to Learn-‐ All
Content – Content Area teacher
Standards based
CCSS 6th Grade Speaking/Listening • CCSS.ELA-‐LITERACY.SL.6.1 • Engage effec6vely in a range of collabora6ve discussions (one-‐on-‐one, in
groups, and teacher-‐led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
• CCSS.ELA-‐LITERACY.SL.6.1.A • Come to discussions prepared, having read or studied required material;
explicitly draw on that prepara6on by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
• CCSS.ELA-‐LITERACY.SL.6.1.B • Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed. • CCSS.ELA-‐LITERACY.SL.6.1.C • Pose and respond to specific ques6ons with elabora6on and detail by
making comments that contribute to the topic, text, or issue under discussion.
• CCSS.ELA-‐LITERACY.SL.6.1.D • Review the key ideas expressed and demonstrate understanding of
mul6ple perspec6ves through reflec6on and paraphrasing.
CCSS 6th grade ELA Speaking & Listening
• CCSS.ELA-‐LITERACY.SL.6.2 • Interpret informa6on presented in diverse media and formats (e.g., visually, quan6ta6vely, orally) and explain how it contributes to a topic, text, or issue under study.
• CCSS.ELA-‐LITERACY.SL.6.3 • Delineate a speaker's argument and specific claims, dis6nguishing claims that are supported by reasons and evidence from claims that are not.
6th Grade CCSS Speaking/Listening
Standards based Criteria
• Preparedness for conversa6on • Make reference to readings in the conversa6on • Use probing ques6ons to get more informa6on from peers • Elaborate on ideas using detail • Evaluate peer contribu6ons based on the evidence they
provide to back their claims • Review key ideas • Follow collegial conversa6on guidelines • Set goals for work and define roles
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY DESIGN: A framework for inquiry in your school. 2012
Inquiry Circles begin in Immerse/Explore
• Begin to see personal interests arise
• Students talk in small groups about what they are find interes6ng
• Get a broader perspec6ve from peers
• Communicate the learning back to the large group
Small Group Discussions
23 From Guided Inquiry: Learning in the 21st Century by Carol C. Kuhlthau, Leslie K. Maniotes & Ann K. Caspari. Santa Barbara, CA: Libraries Unlimited Copyright © 2007. Pages 43-‐45.
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY DESIGN: A framework for inquiry in your school. 2012
Mixed groups
Student Choice Interests
Friend Groups Learning needs
Based on
Inquiry Circles
pp. 43-‐45
Fact Checker
Connector
Messenger
Ques6oner
Note Taker
Source Evaluator
Students learn and prac6ce strategies for informa6on literacy, collabora6on and conversa6on & self direc6on as they work in small groups.
Sample Inquiry Circle
Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st Century. Libraries Unlimited.
Same texts/Different texts Modeling expecta6ons Conversa6on and contribu6ons Info literacy goals
Strategies for instruc6on
Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY DESIGN: A framework for inquiry in your school. 2012
Groups shiQ Organize based
on topic
Inquiry Circles in GATHER
pp. 43-‐45
Students learn specific strategies for informa6on literacy. Prac6ce collabora6ng & conversa6on Determine roles for group work Use self direc6on to prepare for mee6ngs as they work in small groups on iden6fied topics. #2
#1
#3
27
Work Cycle for Inquiry Circles from Gather to Share
• Prepare for mee6ng
Meet
• Prepare for mee6ng
Meet • Prepare for mee6ng
Meet
Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the
21st Century. Libraries Unlimited.
Inquiry Circle Jobs
pp. 43-‐45
Fact Checker
Connector
Messenger
Ques6oner
Note Taker
Source Evaluator
Sample Inquiry Circle Jobs
Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st Century. Libraries Unlimited.
Inquiry Circle Jobs -‐ Gradual Release Sample Jobs Work
Word hunter Finds key words and vocabulary and defines
Messenger Summarizes big ideas and key ideas
Query Master Raises Ques6ons
Connector Makes connec6ons to text, self, world
Interpreter Asks,”What does it mean?” “Why is this important?”
Image Maker Creates a visual for the ideas
Evaluator Evaluates source
1. Give students prac6ce genng to know each job and the expecta6on for each role. 2. Then hold them accountable to each of these in prepara6on for mee6ngs.
Jobs in Gather Phase
Source & Evalua6on Fact Checker Note Taker Ques6ons
Assessments of AASL S3 Outcomes
Observable INDICATORS for engagement • Participation• Contributions• Respect different ideas• Seek a variety of views• Self Assessment of
• Leadership• Roles• Respect for ideas
Assessments of CCSS S&L Outcomes
• Preparedness for conversa6on • Make reference to readings in the conversa6on • Use probing ques6ons to get more informa6on from peers
• Elaborate on ideas using detail • Evaluate peer contribu6ons based on the evidence they provide to back their claims
• Review key ideas • Follow collegial conversa6on guidelines • Set goals for work and define roles
Assessments of learning
• Student work- notes in preparation for the inquiry circle meeting
• Exit slips to Inquiry Circle meeting time• Self Reflection forms on participation • Rate themselves and group members
based on participation (on a specific standard)
Q & A