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Citi april13
1. The document outlines goals for a meeting to share a draft guidebook on inquiry-based instruction and collaboration. It aims to elicit feedback and expand toolkits for these areas. 2. Several inclusion and collaboration activities are described, including setting norms, answering "Who am I?" and moving from "me-ness" to "we-ness." 3. Examples are provided for how to integrate career pathway projects into core instruction through assignments tied to real-world roles in different career fields.
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Citi april13
- 1. Core Instruction throughInquiry Mariela Andrade Tracey Calhoun Samira Dabiri Mylene Keipp
- 2. Objectives • Share ourdraft guidebook • Elicit feedback • Expand toolkits for inquiry and collaboration
- 3. Grounding • Your name,your role • Given your role in teaching and learning, what might you hope to discover in this guidebook? • What is one thought you have about collaboration, thematic instruction, and/or inquiry-based lesson design? • How do you feel about being here today? www.adaptiveschools.com
- 4. www.adaptiveschools.com Inclusion Activities • Setnorms of participation • Focus mental energy in the room • Answer the question, “Who am I in relationship to this group?” • Begin the journey from “me-ness” to “we-ness”
- 5. Guidebook Goals 1. Learningabout inquiry, thematic instruction & tools for collaboration. 2. Writing and implementation of thematic units. 3. Reflecting on the lesson design process. 4. Experiences with informal and formal presentations of our learning.
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- 9. Transferring our Learning toa Sliding Glass Door
- 10. One Tool forEffective Collaboration Norms of Collaboration Annotated 1. Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making. 2. Paraphrasing Using a paraphrase starter that is comfortable for you – “So…” or “As you are…” or “You’re thinking…” – and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions. 3. Posing Questions Two intentions of posing questions are to explore and to specify thinking. Questions may be posed to explore perceptions, assumptions, and interpretations, and to invite others to inquire into their thinking. For example, “What might be some conjectures you are exploring?” Use focusing questions such as, “Which students, specifically?” or “What might be an example of that?” to increase the clarity and precision of group members’ thinking. Inquire into others’ ideas before advocating one’s own. 4. Putting Ideas on the Table Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments. For example: “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “Another consideration might be…”. 5. Providing Data Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work. Data have no meaning beyond that which we make of them; shared meaning develops from collaboratively exploring, analyzing, and interpreting data. 6. Paying Attention to Self and Others Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of others, and is aware of what (s)he is saying and how it is said as well as how others are responding. This includes paying attention to learning styles when planning, facilitating, and participating in group meetings and conversations. 7. Presuming Positive Intentions Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs. Using positive intentions in speech is one manifestation of this norm. Center for Adaptive Schools www.adaptiveschools.com
- 11. Using Inquiry &Collaboration to Promote Career Pathways within the Small Learning Community Framework • Small Learning Communities (SLC) are often based on themes that connect to areas of study and potential future careers. • Currently at Wilson High School, we have 6 SLCs (Agents of Change, Environmental Sciences, Health Science, Business Academy, Fine Arts Academy, and Law/Police Magnet). • Small Learning Communities’ themes provide the lens for personalizing instruction based on student interest.
- 12. Career-Pathways in theCore • Create assignments or projects that address a real job task that is authentic to a specific career, a task that someone really does in their work life. • Develop a scenario or problem statement tied to real-world roles to allow our students to learn content specific knowledge while still preparing for 21st century skills needed within the career force. • Instruction can be further expanded through interdisciplinary lesson planning where parts of a project are completed in different classes based on content specific skills/concepts.
- 13. Samples of howto integrate Career Pathway Projects that are both connected to SLC specific themes and to 9th grade English: • In an Environmental Science Academy- students can be asked to write a persuasive essay from the perspective of a member of an environmental conservation agency about a current environmental issue or as a director from a private company with a different stance on the same issue. • In an Agents of Change/Social Justice Academy, students can take on the role of a journalist for a newspaper/magazine and write a persuasive piece about their position on a current social or civil rights issue • In a Health Sciences Academy can take on the role of a health worker writing up a report on a specific case focusing on the details from beginning to end (narrative). • In a Business Academy, writing a detailed business proposal to receive funding can be a narrative writing assignment performed in an English class.
- 14. Samples of howto integrate Career Pathway Projects that are both connected to SLC specific themes and to content specific standards: • For geometry class within a Fine Arts Academy, students can take on the role of an interior designer to determine the dimensions of a specific room and how to plan their design and placement accordingly. • Within an Environmental Science Academy, students can be asked to construct a bird house for a specific species of bird after researching all of the specific patterns and needs of the species (can be interdisciplinary).
- 15. Book Cover Re-DesignProject from my Thematic Art Class (Fine Arts Academy) • Students select a novel that they have read and take on the role of a graphic designer to recreate the cover art using their own original design. • The novel’s theme, mood, tone, etc. must be used to inform their design choices (composition, color, line, etc).
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- 18. Lesson Design: Whyand for who? • Develop a thematic curriculum that is school wide • Common Assessments • Increase teacher collaboration and self- efficacy • Represent both content areas: Interdisciplinary – Social Studies – English • Monitor, reflect, and increase student success
- 19. How do we approach collaboration? Whythis way? Tools/Process Group Development
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- 22. “What are someof the goals we have for this meeting?” “How will we know when we’re successful?” “As we consider alternatives, what seems most promising?” “What are some of the insights we might carry forward?” Posing Questions What patterns are you noticing? www.adaptiveschools.com
- 23. Guidebook Goals-revisited Given yourrole in teaching and learning, what might you hope to discover in this guidebook? 1. Learning about inquiry, thematic instruction & tools for collaboration. 2. Writing and implementation of thematic units. 3. Reflecting on the lesson design process. 4. Experiences with informal and formal presentations of our learning.
- 24. Feedback, please • 3Details you’ve learned • 2 Questions you have • 1 a-ha/insight
- 25. Strategies & Moves 1.In what ways did today’s strategies support collaboration and inquiry? 2. Which one(s) might you try next month to expand your toolkit? Why? • Grounding • TAG/TAU • PAG/PAU • 7 Norms • 10-2 • 3-2-1