Presentation on theme: "CRITICAL THINKING STRATEGY- INQUIRY CIRCLES. Corner One Have never heard of Inquiry Circles Corner Two Have heard of ‘The Inquiry Circles’ but have."— Presentation transcript:
CRITICAL THINKING STRATEGY- INQUIRY CIRCLES
Corner One Have never heard of Inquiry Circles Corner Two Have heard of ‘The Inquiry Circles’ but have never tried it. Corner Three Have heard of ‘Inquiry Circles’ and have tried it. Corner Four Have heard and used the ‘Inquiry Circles’ but looking for other ideas.
Person Place Position Passion How and where might you like to try using Inquiry Circles?
Inquiry in the Past Inquiry of Today Turn and talk about what you see as difference; share one key idea with another elbow partner
So Why Inquiry Circles? The more kids learn, the more they wonder
What do these small-group inquiries look like? Think of literature circles- but instead of books, it’s a topic or question to explore. Picture this: When comprehension, collaboration and research interest, inquiry circles take root and grow our kid's learning and understanding.
Choice topics based on genuine student curiosity, questions, interests Dig deep into complex, authentic topics Flexible grouping, small teams, task force Student responsibility and peer leadership Use of proficient-reader/thinker/researcher strategies Draw upon multiple, multi-genre and multimedia sources Beyond fact finding to synthesize and build and acquire knowledge Actively use knowledge in schools and communities: sharing, publication, products or taking action Matching to Outcomes
Formula for Group Work Expectations Norms Leadership Friendship Communication Conflict
Predictable Problems Kids who dislike group work “Off-task” behaviour Behavior Concerns: Engagement Training Kids working alone Kids who resist
How do you act, behave when you first get put into a group to work on a project? Task work( the creating, investigating) Maintenance(social lubrication)
Preparing Your Active Learning Classroom Set up an engaging environment Gather great texts and resources Hone our teaching language Provide for rich interaction Use differentiate Teach with the big ideas in mind Promote authenticity and relevance Think about purpose Foster passion, curiosity and fun Help kids take action
Inquiry Circle Jobs TitleTasks Word HunterFinds key words and definitions EvaluationEvaluates the source MessengerSummarizes big ideas and main points Quiz KidsRaises questions ConnectorMakes connections between self, texts, and the world Note TakerTakes specific notes on content Image MakerCreates a visual scheme of the ideas (flow chart, graphic organizer, drawing) InterpreterAsks, “What does it mean?” and “Why is it important?”
The Gradual Release of Responsibility” has different stages Teacher Modeling: Teacher explains and models a new strategy, thinking aloud in order to demonstrate their thought-process behind the strategy use. Guided Practice: Teacher and students practice the strategy together in shared contexts, constructing meaning through interchange; students gradually take more responsibility for task engagement and completion. Collaborative Practice: Students share thinking process with one another or work in small groups and pairs and reason through text together; the teacher moves between groups, checking in on how things are going. Independent Practice: Students practice using the strategy independently of teacher and other students; students receive regular feedback on their progress. Application of Strategy: Students use the strategy in authentic situations, across a variety of settings, contexts, and disciplines.
Reflection Time: Here’s What, So What, Now What?