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Pita inquiry
- 1. Inquiry Learning PITA 2013 October 25 Faye Brownlie www.slideshare.net/fayebrownlie
- 2. 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
- 3. 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
- 4. Inquiry based teaching … • Requires explicit teaching of social skills and comprehension skills • Is open-‐ended • Is inclusive • Can permeate a day • Is fun
- 5. • American 5th graders spend 91% of their day either listening to a teacher talk or working alone. – (Pianta & Belsky, 2007).
- 6. • 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).
- 7. • 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
- 8. 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?
- 9. 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.
- 10. 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
- 11. 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
- 12. What is the smartest adaptation? How do animals adapt?
- 22. 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
- 24. 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 __________________________
- 25. EssenJal QuesJon -‐ How might religious beliefs nega7vely impact human behaviour?
- 26. While looking at the image think about this EssenJal QuesJon – How might religious beliefs nega7vely impact human behaviour? What? 1. 2. 3. 4. 5. 6. So What?
- 29. From Niwhts’ide’niHibi’it’en: The Ways of Our Ancestors (p.261)
- 34. What do you noJce about these images?
- 35. Some things my partner, ____________, and I no7ced about the image of __________ are: ______________________ ____________________________________
- 36. Religion and Conflict • • • • • • • Extremism Terrorism Racism War Ethnic cleansing Genocide Oppression / Control
- 38. Something to think about – How might religious beliefs posi7vely impact human behaviour?
- 39. 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
- 40. How might religious beliefs negaJvely impact human behavior? -‐ Amanda What? 1. Crosses on fire So What? -‐very strongly with religion maybe someone commiAed a sin and they want them to be disposed -‐wearing robes and hoods -‐do not want to be seen 2. Wearing Jerusalam sign -‐wearing all white -‐maybe out to kill from other religions -‐a religious colour
- 41. 3. School -‐taught by priest -‐all naJve 4. Striped pajamas -‐taught by white priest, the ways of white man -‐maybe from a Nazi death camp -‐behind lots of barbed wire -‐wearing something on heads -‐being kept in for their religion -‐for religion maybe 5. Girl being burned -‐because she was not a ChrisJan -‐holding cross in front of her face -‐so it is the last thing she sees and knows her sin
- 42. 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
- 43. 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
- 44. + impact? • • • • • Something to believe in Something to do InspiraJon Connects people Encourages peace, love and unity
- 50. 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
- 51. 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
- 52. 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
- 53. 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
- 54. 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.
- 55. 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
- 56. 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
- 57. • 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