Inquiring Minds Learn to Read Inquiring Minds Learn to Read and Write!and Write!

Using Inquiry to Motivate and Using Inquiry to Motivate and Assist students to meet the Assist students to meet the

Common Core State StandardsCommon Core State Standards

Jeffrey D. WilhelmJeffrey D. WilhelmBoise State UniversityBoise State University

The importance of motivationThe importance of motivation

Cannot possibly be overemphasized Cannot possibly be overemphasized (Dulin)(Dulin)

Is necessary to all learningIs necessary to all learning

Can be defined as “the continuing impulse Can be defined as “the continuing impulse to engage and learn”.to engage and learn”.

The Conditions of Flow (Smith The Conditions of Flow (Smith and Wilhelm, 2002; 2006)and Wilhelm, 2002; 2006)

A clear purpose and continual feedbackA clear purpose and continual feedback

Appropriate challenge and assistance to Appropriate challenge and assistance to meet the challengemeet the challenge

Promote competence and control: visible Promote competence and control: visible signs of accomplishmentsigns of accomplishment

Immerse in the ImmediateImmerse in the Immediate

Use the social - work togetherUse the social - work together

Our informants privileged Our informants privileged relationshipsrelationships with . . . with . . .

FamilyFamily

FriendsFriends

ClassmatesClassmates

AuthorsAuthors

CharactersCharacters

TeachersTeachers

And had a contract to care with teachersAnd had a contract to care with teachers

The Contract to CareThe Contract to Care

Get to know me personally and recognize Get to know me personally and recognize me as an individualme as an individual

Care about me as a person and learnerCare about me as a person and learner

Attend to my interests in some way (inside Attend to my interests in some way (inside or outside of class)or outside of class)

Help me to learn and don’t give up on meHelp me to learn and don’t give up on me

Be passionate, committed, work hard and Be passionate, committed, work hard and know your stuffknow your stuff

The only instructional modelThe only instructional model

That meets the conditions of flowThat meets the conditions of flow

That meets the contract to careThat meets the contract to care

That assists students to conscious That assists students to conscious competence both conceptually and competence both conceptually and procedurallyprocedurally

IS INQUIRYIS INQUIRY

Other reasons for inquiryOther reasons for inquiry

Correspondence ConceptCorrespondence Concept

Sustained Engagement in Sustainable Sustained Engagement in Sustainable chunkschunks

Works for deep understanding AND Works for deep understanding AND applicationapplication

Reading and writing are forms of inquiry Reading and writing are forms of inquiry best taught in contexts of inquiry (Hillocks)best taught in contexts of inquiry (Hillocks)

CCSS: major themesCCSS: major themesInquiry/Research (learning with purpose and for Inquiry/Research (learning with purpose and for strategic understanding and use)strategic understanding and use)

Inferencing (including how conventions, figurative Inferencing (including how conventions, figurative language, local and global structure contribute to language, local and global structure contribute to effect and meaning, i.e. complex implied effect and meaning, i.e. complex implied relationships, authorial and structural relationships, authorial and structural generalizations)generalizations)

Argument/evidentiary reasoning and Argument/evidentiary reasoning and exposition/process analysesexposition/process analyses

Stance: purpose, voice/perspective, audience Stance: purpose, voice/perspective, audience consideration, rhetorical choiceconsideration, rhetorical choice

Representation, revision, presentationRepresentation, revision, presentation

Review Anchor StandardsReview Anchor Standards

Matching the inquiry approachMatching the inquiry approach

How Various Models of Instruction How Various Models of Instruction Fare (PISA, NAEPs, TIMSS)Fare (PISA, NAEPs, TIMSS)

Assign and AssessAssign and Assess

WorkshopsWorkshops

ModelsModels

Inquiry - apprenticeship into disciplinary Inquiry - apprenticeship into disciplinary expertise over timeexpertise over time

The Apprenticeship Model: The The Apprenticeship Model: The 6 M’s6 M’s

MotivateMotivate: Essential Questions and : Essential Questions and FrontloadingFrontloadingModelModel: Teacher Does/Students Watch- Read : Teacher Does/Students Watch- Read Alouds, Guided Reading, Think Alouds, Drama Alouds, Guided Reading, Think Alouds, Drama and Action Strategies, Visual Strategies, etc.and Action Strategies, Visual Strategies, etc.MentorMentor: Teacher does/Students Help and : Teacher does/Students Help and Students do together and Teacher HelpsStudents do together and Teacher HelpsMonitorMonitor: Students do together or : Students do together or alone/Teacher Watches - Independent Use of alone/Teacher Watches - Independent Use of all strategies to complete culminating projectsall strategies to complete culminating projects

The Apprenticeship Model, The Apprenticeship Model, continuedcontinued

Students create their own culminating projects Students create their own culminating projects that demonstrate their mastery and that demonstrate their mastery and understanding in actual accomplishmentunderstanding in actual accomplishment

Multiple Modalities Multiple Modalities - throughout students are - throughout students are assisted through various forms and modalities - assisted through various forms and modalities - use strengths to address weaknessesuse strengths to address weaknesses

Multiple Measures Multiple Measures - throughout there are - throughout there are multiple ways to demonstrate progress and multiple ways to demonstrate progress and achievementachievement

Characteristics of Characteristics of Essential/Existential QuestionsEssential/Existential Questions

EngagingEngaging. That is, it offers potential for intriguing . That is, it offers potential for intriguing students and motivating student learning students and motivating student learning EnduringEnduring. That is, it leads to learning big ideas that have . That is, it leads to learning big ideas that have value beyond the classroomvalue beyond the classroomAt the heart of a disciplineAt the heart of a discipline. That is, it is used by . That is, it is used by practitioners to practitioners to dodo the subject, and solve problems and the subject, and solve problems and create knowledge in that subject areacreate knowledge in that subject areaIn need of uncoverageIn need of uncoverage. That is, it involves a background . That is, it involves a background of foundational principles, rich concepts, theories and of foundational principles, rich concepts, theories and procedures that require unpacking. procedures that require unpacking.

Some Ways to Generate QuestionsSome Ways to Generate Questions

Reframing a required text or topic so that it Reframing a required text or topic so that it matters/solves a problem/fulfills the matters/solves a problem/fulfills the original purposeoriginal purpose

Reframing a standardReframing a standard so that it matters so that it matters

Looking around the community for a Looking around the community for a connection to the topicconnection to the topic

Identify the problem/question from the Identify the problem/question from the discipline that this data addressesdiscipline that this data addresses

Essential Questions Are NotEssential Questions Are Not

Answerable through information retrieval; Answerable through information retrieval; they require operating on information to they require operating on information to see patterns and implications, and often see patterns and implications, and often requires developing new sets of data requires developing new sets of data through critical inquiry on the part of through critical inquiry on the part of studentsstudents

Understood in one day or even one weekUnderstood in one day or even one week

Easily agreed uponEasily agreed upon

Essential Question for Essential Question for Romeo Romeo and Julietand Juliet

What makes and breaks a relationship?What makes and breaks a relationship?For other units: What are my civil rights and how For other units: What are my civil rights and how can I best protect them? What makes a good can I best protect them? What makes a good home? What makes a good friend? What can home? What makes a good friend? What can we do to protect the environment? Do We Find we do to protect the environment? Do We Find or Create Our True Selves? or Create Our True Selves?

What Rights and Responsibilities Should Teens What Rights and Responsibilities Should Teens Have? How Can We Balance Everyone’s Have? How Can We Balance Everyone’s Rights? What Makes a Hero? What Influences a Rights? What Makes a Hero? What Influences a Person’s Choices? What Makes a Good Person’s Choices? What Makes a Good Parent?Parent?

Recent Essential QuestionsRecent Essential Questions

Admin/PD: what is an effective EQ? What is Admin/PD: what is an effective EQ? What is the most effective teaching and how can the most effective teaching and how can we implement it?we implement it?

Macbeth: How far are you willing to go to get Macbeth: How far are you willing to go to get what you want?what you want?

Pre-Algebra: What determines who wins?Pre-Algebra: What determines who wins?

Civics: What makes a law useful and fair?Civics: What makes a law useful and fair?

What is worth knowing???What is worth knowing???Identifying Conceptual and Identifying Conceptual and

Procedural KnowledgeProcedural KnowledgeTo be developed for achievement of To be developed for achievement of expertise, necessary to completing the expertise, necessary to completing the culminating projectculminating project

Conceptual: Big, toolish understandings that Conceptual: Big, toolish understandings that can be used to think and discuss withcan be used to think and discuss with

Procedural: What students need to be able Procedural: What students need to be able to to do do to participate in the debate as novice to participate in the debate as novice experts, to participate in creating cultural experts, to participate in creating cultural knowledge and understandingsknowledge and understandings

For For Romeo and JulietRomeo and Juliet

Conceptual: All relationships occur in a Conceptual: All relationships occur in a network of relationships and must network of relationships and must accommodate this network.accommodate this network.

Procedural: Write an argument: claim Procedural: Write an argument: claim writing, data citation, pattern seeking, writing, data citation, pattern seeking, warranting, backing, responses to warranting, backing, responses to reservation – using concepts about reservation – using concepts about relationships and ideas from Romeo and relationships and ideas from Romeo and JulietJuliet

Examples of Meaningful MakingExamples of Meaningful MakingWritingWriting

Arguments: of Extended Arguments: of Extended Definition, Policy, Definition, Policy, JudgmentJudgment

Exposition/Process Exposition/Process AnalysesAnalyses

In-role writing In-role writing ClassificationsClassifications

Informational brochures Informational brochures

Letters to the editor Letters to the editor

Story extensionsStory extensions

Childrens’ booksChildrens’ books

Multimedia/Social Action Multimedia/Social Action ProjectsProjects

Dramas/Forum DramasDramas/Forum Dramas

Websites/ PSAs, Websites/ PSAs, Interactive SurveysInteractive Surveys

Museum exhibits Museum exhibits

Video documentariesVideo documentaries

Raps/ Social Critiques and Raps/ Social Critiques and PerformancesPerformances

What IF Graphic novels/ What IF Graphic novels/ Critiques and Options Critiques and Options

Culminating ProjectsCulminating Projects

Argument: what does Shakespeare think Argument: what does Shakespeare think is the greatest threat to relationships and is the greatest threat to relationships and how far do I agree with him.how far do I agree with him.

Create a pre-nuptial agreement formCreate a pre-nuptial agreement form

Interactive relationship quizInteractive relationship quiz

Forum dramas - what should we do?Forum dramas - what should we do?

Video documentary- dating rituals through Video documentary- dating rituals through timetime

Identifying Culminating ProjectsIdentifying Culminating Projects

The world is filled with testing The world is filled with testing situations . . . situations . . .

What is a real world test/application for the What is a real world test/application for the developed knowledge?developed knowledge?

In school?In school?

In the community?In the community?

Service learning possibilities?Service learning possibilities?

What should be our standard for What should be our standard for success?success?

Scores on standardized tests? (“A test is a biased Scores on standardized tests? (“A test is a biased measurement of an indeterminate amount of learning measurement of an indeterminate amount of learning by a prejudiced designer . . .” Paul Dressler)by a prejudiced designer . . .” Paul Dressler)

Immediate performances and adult outcomes – Immediate performances and adult outcomes – applications and transfer of deep understandingapplications and transfer of deep understanding

STAR study: kids with smaller class sizes saved more STAR study: kids with smaller class sizes saved more for retirement, more likely to read newspaper and for retirement, more likely to read newspaper and vote, more stable relationships, more job satisfaction vote, more stable relationships, more job satisfaction and earnings . . . and earnings . . .

Tips for identifying culminating Tips for identifying culminating projectsprojects

What’s it (the topic, central concepts, What’s it (the topic, central concepts, procedures) for today?procedures) for today?

What’s it for tomorrow?What’s it for tomorrow?

What What “work” “work” does it/could it do?does it/could it do?How do you foresee and want kids to use it?How do you foresee and want kids to use it?

When, where and in what situations can this knowledge be When, where and in what situations can this knowledge be used?used?

For Social Action: what changes do you want to see and how For Social Action: what changes do you want to see and how can you work for this?can you work for this?

Come up with a project that will capture (or be analogous to) Come up with a project that will capture (or be analogous to) these powers and purposes!these powers and purposes!

Provide extended practice in miniature to Provide extended practice in miniature to help students gain practical expert help students gain practical expert knowledge, especially through meaningful knowledge, especially through meaningful social activity.social activity.

Easy to hard, visually supported to notEasy to hard, visually supported to not

Immediate to ImaginedImmediate to Imagined

Close to home- far from homeClose to home- far from home

Concrete to AbstractConcrete to Abstract

Short to Long, Directly stated to impliedShort to Long, Directly stated to implied

Scaffolded to IndependentScaffolded to Independent

Move students to independenceMove students to independence

FrontloadingFrontloading

To connect kids personally to the inquiryTo connect kids personally to the inquiry

To activate their prior interest and To activate their prior interest and knowledgeknowledge

To set a purpose and problem-orientationTo set a purpose and problem-orientation

To create a template for gauging progressTo create a template for gauging progress

FrontloadingFrontloading

Opinionaire: Love means never having to say Opinionaire: Love means never having to say you are sorry.you are sorry.Love at first sight is possible.Love at first sight is possible.In love relationships, opposites attractIn love relationships, opposites attractThe hottest fires burn out fastestThe hottest fires burn out fastestTeenagers cannot experience true loveTeenagers cannot experience true loveIt is better to have loved and lost than never to It is better to have loved and lost than never to have loved at allhave loved at allYou cannot change a person’s habits by loving You cannot change a person’s habits by loving them.them.

Other Frontloading ideasOther Frontloading ideasK-W-LK-W-L

Brainstorming and WebbingBrainstorming and Webbing

Analogy OrganizersAnalogy Organizers

Autobiographical WritingAutobiographical Writing

RankingsRankings

Drama/Role PlayingDrama/Role Playing

Character QuotesCharacter Quotes

Floorstorming/Video Clips – infer topicFloorstorming/Video Clips – infer topic

Mad LibsMad Libs

Other Frontloading ideasOther Frontloading ideasK-W-LK-W-L

Brainstorming and WebbingBrainstorming and Webbing

Analogy OrganizersAnalogy Organizers

Autobiographical WritingAutobiographical Writing

RankingsRankings

Drama/Role PlayingDrama/Role Playing

Character QuotesCharacter Quotes

Floorstorming/Video Clips – infer topicFloorstorming/Video Clips – infer topic

Mad LibsMad Libs

Assisting Students through the Assisting Students through the Text (or Material/Data) – Text (or Material/Data) –

learning strategies in service of learning strategies in service of the inquiry and understandingthe inquiry and understanding

Read different versionsRead different versions

Watch the video, then readWatch the video, then read

Create our own video glossary using the Create our own video glossary using the playplay

Dramatize scenesDramatize scenes

Use action strategiesUse action strategies

Explicitly teach script readingExplicitly teach script reading

Additional Benefits of Inquiry UnitsAdditional Benefits of Inquiry UnitsVariety of text typesVariety of text types

Choice and differentiationChoice and differentiation

Fresh eyesFresh eyes

Multiple exposures to unit vocabularyMultiple exposures to unit vocabulary

Context necessitates higher-order thinkingContext necessitates higher-order thinking

Preparation for college and for lifePreparation for college and for life

Naturally meets all the Common Core State Naturally meets all the Common Core State StandardsStandards

Prepares students for substantive senior Prepares students for substantive senior projects, immediate + adult achievementprojects, immediate + adult achievement

CCSS and text complexityCCSS and text complexityOnly way to help struggling readers, ELL and Only way to help struggling readers, ELL and LFS students is by differentiating instructionLFS students is by differentiating instruction

Teaching kids in their zones of proximal Teaching kids in their zones of proximal development, moving them from where they development, moving them from where they are to where they can be – moving them are to where they can be – moving them along the correspondence continuum towards along the correspondence continuum towards the ultimate standardthe ultimate standard

Inquiry requires differentiation – Inquiry requires differentiation – “complementarity” around a common project“complementarity” around a common project

Wilhelm, J. (2007). Wilhelm, J. (2007). Engaging Readers and Engaging Readers and Writers with InquiryWriters with Inquiry. New York: Scholastic.. New York: Scholastic.

Wilhelm, Wilhelm, Boas (2009). Wilhelm, Wilhelm, Boas (2009). Inquiring Inquiring Minds Learn to Read and Write.Minds Learn to Read and Write. Scholastic/Rubicon.Scholastic/Rubicon.

Wilhelm, J. (2002)Wilhelm, J. (2002). Improving . Improving Comprehension with Think AloudsComprehension with Think Alouds. New . New York: Scholastic.York: Scholastic.

Smith, M. W., & Wilhelm. J. (2002).”Smith, M. W., & Wilhelm. J. (2002).”Reading Reading don’t fix no Chevys”: Literacy in the lives of don’t fix no Chevys”: Literacy in the lives of young menyoung men. Portsmouth, NH: Heinemann.. Portsmouth, NH: Heinemann.