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Jump into Inquiry without Drowning

Explore inquiry-based learning to empower student voice, enhance relevance, and seamlessly integrate SOL English curriculum strands. Follow a structured approach and scaffold implementation using essential questions. Reflect, plan, and apply different types of student inquiry.

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Jump into Inquiry without Drowning

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  1. Jump into Inquiry without Drowning Meri Riddick & Robin Smith Fall 2018 VDOE SOL Institutes

  2. Essential Question: How can I make my instruction engaging, individualized, and relevant to the needs of 21st century learners?

  3. Withinquiry-based learning (IBL)! Engaging, individualized, empowers student voice, relevant to needs of 21st c learners, seamlessly integrates all SOL English strands

  4. The Inquiry Process

  5. Our inspiration • MacKenzie, T. (2016). Dive into Inquiry: Amplify Learning and Empower Student Voice. Irvine, CA: EdTechTeam Press. • MacKenzie, T. (2018). Sketchnotes. • McTighe, J., & Wiggins, G. (2013). Essential Questions: Opening Doors to Student Understanding. Alexandria, VA; ASCD. Slides 6 - 14 are based on this HyperDoclesson that models the way we teach inquiry.

  6. Connect: IBL as a life skill Identify an experience in your personal or professional life in which you identified a need, sought an answer or solution, and conducted research to address that need. • What did you want to know? Why? How did you share your findings? • Where did you learn the skills needed to complete the task? In school? • Are these skills so important that you’d want to teach them to your students? • We think so! That’s why we love inquiry-based learning.

  7. Explore: Preview content related to IBL Video - Dive into Inquiry by Trevor MacKenzie (2:46) Infographics/Sketchnotes • 10 Reasons to Use Inquiry-Based Learning • Types of Student Inquiry • The Four Pillars of Inquiry • The Inquiry Process • Free Inquiry Proposal • Teacher Librarian: Your Inquiry Superhero Your Task: Record your initial reactions to the content. • What do you want to know more about? • What excites you? • What makes you uncomfortable?

  8. Explain: Your task • In Dive into Inquiry, Trevor MacKenzie encourages teachers to incorporate IBL into their curriculum over time and to scaffold implementation for students. He encourages teachers to start small, with familiar content, and to start with a structured inquiry unit (p. 39). The three topics on the next slide are essential components of inquiry. • As you examine the resources, take notes, record questions, identify areas for growth, or add resources to revisit later.

  9. Explain: Key components for inquiry • Types of Student Inquiry • Types of Student Inquiry slides • Bringing Inquiry-Based Learning into Your ClassEdutopia article • Four Pillars of Inquiry • Essential Questions • Using Essential Questions to Engage Student Inquiry McTighe article • Essential Question: What is it? How do I write one? video (4:07)

  10. Apply: Take stock. Examine. Plan. The various types of student inquiry give teachers flexibility in how much independence to give students while they are learning self-regulation and other skills needed to do free inquiry successfully. To move forward with implementation of IBL, you need to • take stock of existing inquiry-based learning opportunities in your class (Yep, you are probably already doing it!) and • begin planning inquiry in your classroom.

  11. Apply: Examine. The links on the next slide connect to HyperDocs with models of initial planning for various kinds of inquiry, adapted from MacKenzie’sDive into Inquiry and VA Beach Schools’ English Curriculum. At the end of each is a planning form for you to use. Look at the samples and then begin your own planning document. You will notice that some models have aspects of different types of inquiry. That’s fine! Adapt to fit your needs and comfort level. Some of the performance tasks are not authentic pieces that students could share publicly in any meaningful way; this is another skill to develop!

  12. Apply: Examine. Plan. Teacher planning documents with models • Structured inquiry • Controlled inquiry • Guided inquiry • Free inquiry Each document has outlines for two units with essential questions, resources, learning evidence, and a performance task; the second example also includes an overall rationale for decisions about the inquiry unit, instructional focus, necessary scaffolding as well as parenthetical comments that explain the teacher’s thought processes in designing the unit.

  13. Reflect. Share. Where do I go from here? Now that you have had a chance to begin planning inquiry in your classroom, take a few minutes to set reasonable goals for the year and identify your next steps. Consider what you might like to learn more about, what you feel comfortable with, who you might like to collaborate with (a librarian, tech integration specialist, PLC members, etc.). REFLECT - Jot down your next steps. SHARE - Use the Jump into Inquiry Crowdsourcing Padlet to share scaffolding ideas, resources, and other useful tidbits.

  14. Extend. Here are some resources to extend your learning: • Twitter - • followTrevor MacKenzie#DiveIntoInquiry #InquiryMindset • Books - • Dive into Inquiry & The Inquiry Mindset (for younger learners) • The Genius Hour Guidebook - more on planning and implementing IBL • Websites - • Trevor MacKenzie’s blog site (Find hi-res images of his sketchnotes here.) • Visit our website for more resources to help you!

  15. Communication & Multimodal Literacies SOL addressed with IBL • 6.9 & 7.9 The 6.1 The student will use effective oral communication skills in a variety of settings. • 7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. • 8.1 The student will participate in, collaborate in, and report on small-group learning activities. • 6.2 & 7.2 The student will create multimodal presentations that effectively communicate ideas.

  16. Communication & Multimodal Literacies SOL addressed with IBL, cont. • 8.2 & 9.1 The student will participate in, collaborate in, and make multimodal presentations both independently and in small groups. • 10.1 & 11.1 The student will make planned multimodal, interactive presentations collaboratively and individually. • 12.1 The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.

  17. Reading SOL addressed with IBL • 6.9 & 6.6 & 7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. • 8.6 & 9.5 The student will read, comprehend, and analyze a variety of nonfiction texts. • 10.5 & 12.5 The student will read, interpret, analyze, and evaluate nonfiction texts. • 11.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.

  18. Writing SOL addressed with IBL • 6.7, 7.7, 8.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective . . . writing. • 9.6 & 10.6 The student will write in a variety of forms to include expository, persuasive, reflective, and analytic with an emphasis on persuasion and analysis. • 11.6 & 12.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

  19. Research SOL addressed with IBL • 6.9 & 7.9 The student will find, evaluate, and select appropriate resources to create a research product. • 8.9 The student will find, evaluate, select, and synthesize appropriate resources to produce a research product. • 9.8 & 10.8 The student will find, evaluate, and select credible resources to create a research product. • 11.8 & 12.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.

  20. Find comfort in the mess of uncertainty” (MacKenzie, p. 120). Sources for this presentation • Mackenzie, T. (2016). Dive into Inquiry: Amplify Learning and Empower Student Voice. Irvine, CA: EdTechTeam Press. • McTighe, J., & Wiggins, G. (2013). Essential Questions: Opening Doors to Student Understanding. Alexandria, VA; ASCD.

  21. Any questions? Contact us: @meri_riddick Ocean Lakes High School  Virginia Beach City Public Schools smithrd@longwood.edu Longwood University

  22. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

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