1. WICOR: Facilitating Inquiry
Through AVID critical reading, Socratic Seminar and analytical writing
November 23, 2015

2. Learning Targets and LEGENDS
I can use questioning strategies to stimulate discussion and move students forward in their learning.
I can create opportunities for students to question and analyze ideas within my content.
LEGENDS Standard 8-Instructional Strategies
LEGENDS Standard 4-Content Knowledge
LEGENDS Standard 7-Planning for Instruction.
By the time today is over, you will go through this as a student to better understand the questioning strategies and then you will have time as a professional to plan for this within your content…

3. Student Inquiry: WHAT?
“Inquiry is about thinking: thinking that is revealed in questioning, analyzing, and constructing knowledge and understanding.”
Brendall, P., Bollhoefer, A., Koilpillai, V. (2015). AVID Critical Thinking and Engagement: A Schoolwide Approach. San Diego, CA. AVID Press. Page 190.
As a teacher when people would ask me, “ Where are you students writing, or collaborating, etc.?” I
But when we ask, where is inquiry happening, it is more abstract

4. Student Inquiry: WHY?
Inquiry puts students at the center of an active learning process in which the teacher is the facilitator of learning. Inquiry engages students with their own thinking processes. It teaches them to think for themselves instead of chasing the “right” answer. The result is student ownership of the learning process and a better understanding of concepts and values (Donohue & Gill, 2009).
Donohue, J., & Gill, T. (2009). The write path 1: Mathematics. San Diego, CA: AVID Press. Page 190.
First read, just listen.
Second read, silently to yourself and jot down words/phrases that stand out to you.
Share out and record on an anchor chart.

5. Inquiry in action Math example Before:
Here is one example of intentional inquiry in a middle school Math classroom.
As you are watching, please notice the kinds of questions the teacher ask of his students. How do the questions he ask help facilitate the learning?
STOP VIDEO AT 2:54
After: Turn and Talk
What kinds of questions did the teacher ask? How do the questions help facilitate the learning?
Moving ahead:
Intentional planning the questions we pose to our students is one way to increase the level of inquiry in our classes. Let’s look at another approach…

6. Inquiry in action Language Arts Example
Have on an anchor chart or white board prior to video
Benefits of “triad” seminar
What characterizes a “good text” to use for a seminar?
How do students interact with the text prior to discussion?
Teacher’s role
Students’ role
STOP at 4:00
Turn and talk with elbow partner.
Share out three take “noticings” or “take aways” from the video.
Share from the Critical thinking and engagement resource:
“Good questions lead participants back to the text as they speculate, evaluate, define, and clarify issues involved. Reponses to questions often generate new questions and inevitably inspire more responses. In this way, the line of inquiry during a Socratic seminar evolves on the spot.”

7. Let’s Try it! Critical Reading Individual Inquiry and questioning
Collaboration and pre-writing: Socratic seminar preparation
Inquiry and Collaboration: Socratic seminar in triads
Reflection
Analytical writing

8. Critical Reading
EQ: How do the ideas, presented by the author, apply to us as educators?
Write in the Margins
Ask questions to clarify understanding
Ask questions that challenge the text
Make meaning of words/phrases/ideas
Make connections to your own experiences
This EQ is the “So What?”
Worthy of discussion (no “right” answer) and eventually will lend itself to analytical writing.

9. Socratic Seminar Discussion Map
USE DOC CAM
Top portion with EQ and title
Two central ideas
Agree/Disagree
SET TIMER

10. Inquiry: Developing thoughtful discussion questions
USE DOC CAM
Use Costa’s question stems to create two thought-provoking questions.
Avoid questions with a yes or no answer
The questions you pose should keep the discussion moving forward and lead to deeper understanding of the EQ.
Think of our EQ as an umbrella. The questions you develop should fall under the umbrella.

11. Collaboration: Discussion Preparation
Form triads, or groups of three.
Take turns sharing the discussion questions you have created.
Determine which two questions your team will prepare responses for.
Together, prepare responses by citing evidence from the texts and explaining the connection between the text and your group’s thinking.
You can refer to your notes during the Socratic seminar.
One group to model if time allows.
USE TIMER to give triads time to complete the tasks on the slide.
Move chairs into a triad seminar configuration.

12. Inquiry & Collaboration: Socratic Seminar
Rules of Engagement
Speak so that all can hear you.
Listen closely.
Refer to the text.
Ask for clarification. Don’t stay confused.
Invite and allow others to speak.
Consider all viewpoints and ideas.
Take notes about ideas to bring up later.
Know that you are responsible for the quality of the seminar.
Triad logistics
Rules of engagement
Sentence starters
7 minutes (time out)
7 minutes

13. Socratic Seminar Reflection
ON DISCUSSION MAP
Reflection: What happened during the discussion to help deepen your understanding of the text and/or EQ?
The reflection is not an answer the EQ, but reflecting on HOW did the discussion helped you prepare to answer the EQ?)
Silent writing time.

14. Analytical Writing Draft a written response to the EQ.
Include ideas from the text and ideas from the discussion.
Use the 3 part source integration resource if needed.
In your INB. 5-7 min
Get up and share your “draft” with someone NOT in your triad. Not expecting perfection…

15. Student Inquiry: WHY?
Inquiry puts students at the center of an active learning process in which the teacher is the facilitator of learning. Inquiry engages students with their own thinking processes. It teaches them to think for themselves instead of chasing the “right” answer. The result is student ownership of the learning process and a better understanding of concepts and values (Donohue & Gill, 2009).
Donohue, J., & Gill, T. (2009). The write path 1: Mathematics. San Diego, CA: AVID Press. Page 190.
Now that you’ve experienced the inquiry first hand, where did you see you see the why happen?
Share out as a group… refer back to the WHY inquiry anchor chart to frame the work…

16. PLC planning
All you Rob