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Inquiry and essential questions

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Using Inquiry and Essential Questins to promote critical thinking and increased reading comprehension skills.

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Inquiry and essential questions

  1. 1. Reference, Research & Reading <ul><li>Broward County Public Schools </li></ul><ul><li>Learning Resources & Instructional Materials </li></ul><ul><li>FAME K-12 </li></ul><ul><li>Rev. January 2010 </li></ul>
  2. 2. 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
  3. 3. Reference, Research, & Reading
  4. 4. Florida Research Model
  5. 5. FINDS & Sunshine State Standards <ul><li>Select a topic for inquiry (FOCUS) </li></ul><ul><li>Locate, use, and analyze information from text features (INVESTIGATE) </li></ul><ul><li>Use information from text to answer questions related to main idea </li></ul><ul><li>Identify characteristics (structure) of various types of text </li></ul><ul><li>Record information related to text (NOTE & EVALUATE) </li></ul><ul><li>Organize information to show understanding through mapping, paraphrasing, compare and contrast, and summarizing. (DEVELOP) </li></ul>
  6. 6. Use FINDS to guide your students through the research process and inquiry based learning. FINDS http://www.sunlink.ucf.edu /
  7. 7. What is my assignment or problem to be solved? What are my questions? What information is needed? FOCUS
  8. 8. Investigate Where are my sources located? What sources should I use? Where is the information within each source?
  9. 9. NOTES How do I take notes in my own words? Which facts do I need to create a citation? Do I have all the information I need?
  10. 10. DEVELOP INFORMATION FOR PRESENTATION How do I present the information? Are my conclusions based on research? How do I integrate technology to enrich, publish, or present my project?
  11. 11. SCORE Was my research process efficient and effective? Did I present the information in the best way?
  12. 12. <ul><li>FINDS and the Digital Bloom’s Taxonomy </li></ul><ul><li>FINDS & Informational Text </li></ul><ul><li>FINDS & Fiction </li></ul>Instructional Strategies
  13. 13. Digital Bloom’s Taxonomy
  14. 14. 21 st Century Learner
  15. 15. FINDS and Informational Text Pre-Reading: Check out the Framework
  16. 16. FINDS and Informational Text During reading: Connect to the main idea with a graphic organizer such as a fishbone for cause and effect
  17. 17. FINDS and Informational Text 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.
  18. 18. 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.
  19. 19. According to Mosaic of Thought, proficient readers: Make different types of connections to the text Text-to-Self Text-to-Text Text -to-World
  20. 20. The Question is the Key <ul><li>Proficient Readers: </li></ul><ul><li>Spontaneously generate questions </li></ul><ul><li>Ask questions to clarify meaning </li></ul><ul><li>Recognize that if the answer is not in text, they will need to infer it </li></ul><ul><li>Are aware that as they hear questions, new ones are inspired in the their own minds </li></ul>
  21. 21. Connecting Text Make connections between different types of passages with common themes After reading informational text on a topic, have students read a literary piece or poem and identify the connection between the texts TEXT-TO-TEXT CONNECTION
  22. 22. 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.
  23. 23. FINDS: Novel Extensions Google Lit Trips combine digital literacy, technology and reading skills.
  24. 24. Planning our next step: Reframing Our Instruction
  25. 25. 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?
  26. 26. <ul><li>http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=399561 </li></ul>Connecting Our Standards and 21 st Century Learning Know Our Standards
  27. 27. Reframing Instruction through Lesson Improvement All, None With checked * Export citations to Word * Copy & paste citations * E-mail checked citations * Delete checked citations 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. <ul><li>Standards Based Task </li></ul><ul><li>Engaging Task </li></ul><ul><li>Problem Solving Task </li></ul><ul><li>Technology enhances </li></ul><ul><li>Learning </li></ul>
  28. 28. Reframing Instruction with FINDS Start 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. <ul><li>Is it relevant to students? </li></ul><ul><li>Does it get to the heart of the matter? </li></ul><ul><li>Does it provoke emotion? </li></ul><ul><li>Is is open-ended and concise? </li></ul><ul><li>Does it leads to new questions asked by students? </li></ul>
  29. 29. WORLD ME TEXT D ense 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 Are by Maurice Sendak 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. FINDS: FOCUS
  30. 30. ME TEXT 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? Questioning Circle for Where the Wild Things Are by Maurice Sendak 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. TEXT/ME FINDS: FOCUS How do I treat people who I am happy or upset with?
  31. 31. WORLD ME How do I treat people who I am happy or upset with? 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 Are by Maurice Sendak 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. WORLD/ME How do I feel about the way we treat “outsiders” in our school, town, culture? FINDS: FOCUS
  32. 32. WORLD TEXT 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 groups, teams, organizations do want to belong to in the world? Questioning Circle for Where the Wild Things Are by Maurice Sendak TEXT/WORLD How do the relationships in the book compare to the ways society treats people we approve or disapprove of? FINDS: FOCUS
  33. 33. WORLD ME TEXT Dense Question (connects all) 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 Are by Maurice Sendak 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. TEXT/ME WORLD/ME TEXT/WORLD How do I feel about the way we treat “outsiders in our school, town, culture? How do the relationships in the book compare to the ways society treats people we approve or disapprove of? FINDS: FOCUS How do I treat people who I am happy or upset with?
  34. 34. Dense Question How do I treat people who I am happy or upset with? Questioning Circle for Where the Wild Things Are by Maurice Sendak 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. TEXT/ME WORLD/ME TEXT/WORLD How do I feel about the way we treat “outsiders in our school, town, culture? How do the relationships in the book compare to the ways society treats people we approve or disapprove of? What can we learn from Max’s experience about ways to set ourselves inside and outside of various relationship groups in the world? 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? How do I treat people who I am happy or upset with?
  35. 35. WORLD ME TEXT Dense Question (connects all) How do I treat people who I am happy or upset with? Questioning Circle 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. TEXT/ME WORLD/ME TEXT/WORLD FINDS: FOCUS
  36. 36. Web 2.0 for Brainstorm/Focus Mindmeister.com
  37. 37. Web 2.0 for INVESTIGATE NetTrekker
  38. 38. Web 2.0 for NOTE Read Write Think NoteTaker http://interactives.mped.org/view_interactive.aspx?id=722&title=
  39. 39. Web 2.0 for Develop Animoto
  40. 40. Web 2.0 for SCORE PBL Checklists and Rubrics http://pblchecklist.4teachers.org/testing.php3?idunique=3&max=6&checklist=13
  41. 41. Putting It All Together Hands 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
  42. 42. <ul><li>SunLink </li></ul><ul><li>Florida D.O.E. Resources </li></ul>Where can I learn more about FINDS and Reference & Research?
  43. 43. <ul><li>FCAT Item Specifications </li></ul><ul><ul><li>http://fcat.fldoe.org/fcatis01.asp </li></ul></ul><ul><li>Reports on the 2007 Assessment </li></ul><ul><ul><li>http://fcat.fldoe.org/fcatflwrites.asp </li></ul></ul><ul><li>FCAT Lessons Learned -Data Analyses and Instructional Implications </li></ul><ul><ul><li>http://fcat.fldoe.org/lessonslearned.asp </li></ul></ul><ul><li>FCAT Released Tests & Questions </li></ul><ul><ul><li>http://fcat.fldoe.org/fcatrelease.asp </li></ul></ul><ul><li>Florida Achieves </li></ul><ul><ul><li>http://cim.florida-achieves.com/   </li></ul></ul>State Instructional Resources:
  44. 44. “ Comprehension is viewed as a complex process involving knowledge, experience, thinking and teaching.” Stephanie Harvey Final Thoughts

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