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Starting with the end in mind...

Starting with the end in mind. Summer Inquiry Institute, June 20, 2005 Karen Boran, Ed.D. Goals of this session. Nature of Inquiry Tales from the front… Witness : When do we speak out ? Seedfolks : How is each character connected to the previous and to the next?

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Starting with the end in mind...

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  1. Starting with the end in mind... Summer Inquiry Institute, June 20, 2005 Karen Boran, Ed.D.

  2. Goals of this session... • Nature of Inquiry • Tales from the front… • Witness: When do we speak out? • Seedfolks: How is each character connected to the previous and to the next? • Super Bowl 2005: Who will win?

  3. Using inquiry…what do you see? School of Rock (2003). Richard Linklater, Director.

  4. Inquiry and Design Process Planning Connect Share Frontloading Presentation And Feedback Standards Assessment Essential Question Gathering Information Making Knowledge Visible Constructing Knowledge

  5. How will that look this week? • Formulate investigative questions • Asking Questions (Tuesday) • Obtain factual information • Gathering Information and Constructing Knowledge (Wednesday) • Build knowledge • Making Knowledge Visible (Thursday) CPS Inquiry Cycle

  6. What is Inquiry? • Active learning based on student- generated questions • Learner-centered and -driven process • Thematic question leads to an exploration which will then lead to more questions to investigate • Provides extensive experiences listening to, writing about, reading about, speaking about, and reflecting on their ideas in order to communicate their understanding.

  7. Chicago Public Schools Standards-Based Curriculum Initiative Standards-Based Curriculum What do students need to know and be able to do? What do students need to learn? Identify and Plan Assessments How will I know if students are learning? What will they need to do to show mastery? What products will I collect? Collect and Analyze Evidence of Student Mastery Are the students learning? What have they mastered? What do I need to reteach? Standards-Based Instruction What learning activities must I provide to ensure that all students show mastery?

  8. Layers in an Office of Literacy Unit Illinois State Learning Standards and Benchmarks (Early High School Level) • Mapped for the year (four quarters, built upon the other) • 9th and 10th grade benchmarks delineated, areas of overlap agreed upon (if applicable)

  9. Layers, continued • Individual Thematic Units: • Two per quarter • Unifying theme chosen, stated as question or statement • Content is Reading Instruction Framework (CRI) • Materials chosen • 50% expository/informational text; 50% narrative test • At students’ instructional level

  10. TRADITIONAL Anthology Genres No choice Recall information THEMATIC Young Adult Literature Current expository text (Teen Newsweek, Internet searches, newspapers, etc.) Relevant themes Choice Inquiry-based culminating assessment Traditional vs. Thematic

  11. Student Inquiry is Natural Extension • Rich opportunity for personal connection to themes • Authentic student-based questions (essential questions) • Students organized their projects around sub-themes (foundation or guiding questions)

  12. Essential Question • A question that requires students to make a decision or plan a course of action

  13. Foundation Questions • “What is…” questions • Provide structure to the inquiry investigation • Answers integrated into an answer to the essential question • Feedback from teacher to student

  14. The Unifying Theme • Classic adolescent themes such as identity, ethics, family, coming of age, resolving conflicts, etc. • Essential questions: • How do I know who I am? • When do we join? When do we walk away? • When do we speak out?

  15. Instructional Theme to Generate Inquiry Cycle I’m Not You: Honoring Individual Differences • Why don’t we accept differences? • What’s so hard about being me? • When do I join? When do I walk away? • What Brings us together?What pulls us apart?

  16. Start with the Illinois Learning Standards… • Quarterly Standards Map • Target standards for 5-week unit • Include benchmarks and performance descriptors • Plan summative assessment • Align formative assessments to summative assessment and standards

  17. STATE GOAL Developmental Level Benchmark indicator Illinois Learning Standard How to Read the Illinois Learning Standards C. 4. b. 1.

  18. Understanding the Standards Framework Broad Statements GOALS Specific Statement Learning Standards Progress Indicators Benchmarks Developmental Stage PerformanceDescriptors Demonstrate

  19. #4 #1 #6 #5 #2 #7 #3 #8 #8 #8 #8

  20. Unit Design by: Karen Boran Chicago Teachers’ Center

  21. Witness Lesson Plan -- Sample

  22. Unit Design by: Cara Therrio Roosevelt High School

  23. Seed Folk Unit Sample (CTC Unit Cover Sheet)

  24. Seed Folk Unit Plan (calendar) -- sample

  25. Seed Folk Lesson Plan -- Sample

  26. “Super Bowl 2005” Unit Design by: Mary Rizzo Nancy B. Jefferson High School

  27. Super Bowl Overview -- Sample

  28. Super Bowl 2005 Calendar/Lesson Plan -- Sample

  29. At the end of the day… Ferris Bueller’s Day Off (1986), John Hughes, Director

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