maniotes guided inquiry design inquiry circles webinar april 28

Inquiry Circles: Learning through Collabora6on

Presented by Leslie Maniotes, PhD Co-‐Author of

Guided Inquiry: Learning in the 21st Century & Guided Inquiry Design: A Framework for Inquiry in Your School

TwiJer @lesliemaniotes

GID Forum -‐ hJp://guidedinquirydesign.vbulle6n.net hJp://www.instantpresenter.com/edwebnet/EB55D687814B

Presented in webinar format to the EdWeb Community through ABC-‐CLIO. April 28, 2015

Guided Inquiry Webinar Series

•  Guided Inquiry Design: Inquiry and 21st Century Literacy Skills

•  Tools for Guided Inquiry •  Guided Inquiry Design and the Common Core •  Research with Rigor •  Off to a Great Start!: 5 Strategies for Opening Guided Inquiry units

Carol Collier Kuhlthau Information Search Process Rutgers University

Model of the Information Search Process

Tasks Initiation Selection Exploration Formulation Collection Presentation ----------------------------------------------------------------------------------------------------------------------------------------------------→ Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment

doubt confidence Thoughts vague-------------------------------------→focused (cognitive) -----------------------------------------------→

increased interest Actions seeking relevant information----------------------------→seeking pertinent information (physical) exploring documenting

hJps://comminfo.rutgers.edu/~kuhlthau/informa6on_search_process.htm

6 C’s Intervention Strategies for Guiding Inquiry 1. Collaborate Students work jointly with others, co-construct ideas.

2. Converse Students talk to each other and the instructional team about ideas to construct understandings, gain clarity and create further questions

3. Continue Students learn to develop understanding over a period of time, develop stamina for inquiry

4. Choose Students select what is interesting and pertinent

5. Chart Students visualize connections between ideas using pictures, timelines, and graphic organizers. Students use charts for decision making in inquiry See themes, make comparisons, synthesize information

6. Compose Students compose as a thinking tool, all the way along not just for the end product

GI, p.137, GI Design, p. 37 Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY

Inquiry tools = a system to guide student learning through

inquiry by using the strategies of 6 C’s !

Inquiry Community (Large Group)

Inquiry Circle (small groups)

Inquiry Journal (individual)

Inquiry Chart Inquiry Log

Fig. 3.3 Page 47

Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY DESIGN

hJp://icahtoolkit.w

ordpress.com

Inquiry Tools Embedded Strategies for Inquiry (GID, Fig 3.2, p. 40) Inquiry CommuniDes for collaboraDng

An inquiry community is a collabora6ve environment where students learn with each other in a large group.

Inquiry Circles for conversing

Inquiry circles are small groups organized for conversa6ons about interes6ng ideas, meaningful ques6ons and emerging insights.

Inquiry Journals for composing

Inquiry journals are a rou6ne structure in Guided Inquiry. In journals students compose independent reflec6ons and construct new meaning throughout the inquiry process. Students complete tasks in the journal to bring to the inquiry circle collabora6ons and discussions.

Inquiry Logs for choosing

Inquiry logs provide a way for keeping track of the quality sources that are chosen as useful for addressing an inquiry ques6on. Logs track student decision making through the process.

Inquiry Charts for charDng

Inquiry charts enable visualizing ideas and organizing to make decisions, synthesize ideas and create in the inquiry process.

Inquiry Tools for conDnuing

All of the inquiry tools are used for con6nuing and sustaining the inquiry process to comple6on.

Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY

6 C’s Kuhlthau, C., M

aniotes, L., Caspari, A. GUIDED IN

QUIRY

!

Inquiry Community (Large Group)

Inquiry Circle (small groups)

Inquiry Journal (individual)

Inquiry Chart Inquiry Log


All tools set within the social context of a group of people in an inquiry community

Inquiry tools help us focus on learning

Students use the inquiry tools to help them engage deeply and to reflect on how they are learning.


Inquiry tools as Assessments

Learning

Assessment


Structures for Gathering Data in Inquiry

Inquiry Journal

•  Data on process and content

Inquiry Circles

•  Data on collabora6on and sharing

Inquiry Log

•  Data on sources, reading, organizing informa6on

Inquiry Chart

•  Data on decision making and synthesizing ideas


Peer to Peer Conversa6on & Collabora6on through Inquiry

Inquiry Circles (Small Groups)

Learning Teams & Student Learning Goals

Informa6on Literacy-‐ Librarian

Literacy-‐ELA-‐ Classroom teacher

Social Skills-‐ All Learning How to Learn-‐ All

Content – Content Area teacher

Standards based

CONNECTION to AASL Standards


Inquiry Circles used to prac6ce and assess AASL Standard 3 through a Guided Inquiry unit

AASL Standard 3 Share knowledge and parDcipate ethically…

3.1.2

Par6cipate and collaborate as members of a social and intellectual network of learners

3.2.1 Demonstrate leadership and confidence by presen6ng ideas to others in both formal and informal situa6ons

3.2.2 Show social responsibility by par6cipa6ng ac6vely with others in learning situa6ons and by contribu6ng ques6ons and ideas during group discussions.

3.2.2 Demonstrate teamwork by working produc6vely with others

3.3.1 Solicit and respect diverse perspec6ves while searching for informa6on, collabora6ng with others, and par6cipa6ng as a member of the community

3.4.3 Assess own ability to work with others in a group senng by evalua6ng varied roles, leadership, and demonstra6ons of respect for other viewpoints.

AASL Standards

Social Learning Social Learning ObjecDve AASL Standards Inquiry Tool

Students will be able to par6cipate and collaborate to learn in small groups. INDICATORS •  Par6cipa6on •  Contribu6ons •  Respect different ideas •  Seek a variety of views •  Self Assessment of

•  Leadership •  Roles •  Respect for ideas

3.1.2 Par6cipate and collaborate as members of a social and intellectual network of learners 3.2.2 Show social responsibility by par6cipa6ng ac6vely with others in learning situa6ons and by contribu6ng ques6ons and ideas during group discussions. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints 3.4.3 Assess own ability to work with others in a group senng by evalua6ng varied roles, leadership, and demonstra6ons of respect for other viewpoints

Inquiry Circles

Kuhlthau, C., Maniotes, L., Caspari, A.

GUIDED IN

QUIRY

Literacy Student Learning Goals

Informa6on Literacy-‐ Librarian

Literacy-‐ELA-‐ Classroom teacher

Social Skills-‐ All Learning How to Learn-‐ All

Content – Content Area teacher

Standards based

CCSS 6th Grade Speaking/Listening •  CCSS.ELA-‐LITERACY.SL.6.1 •  Engage effec6vely in a range of collabora6ve discussions (one-‐on-‐one, in

groups, and teacher-‐led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

•  CCSS.ELA-‐LITERACY.SL.6.1.A •  Come to discussions prepared, having read or studied required material;

explicitly draw on that prepara6on by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

•  CCSS.ELA-‐LITERACY.SL.6.1.B •  Follow rules for collegial discussions, set specific goals and deadlines, and

define individual roles as needed. •  CCSS.ELA-‐LITERACY.SL.6.1.C •  Pose and respond to specific ques6ons with elabora6on and detail by

making comments that contribute to the topic, text, or issue under discussion.

•  CCSS.ELA-‐LITERACY.SL.6.1.D •  Review the key ideas expressed and demonstrate understanding of

mul6ple perspec6ves through reflec6on and paraphrasing.

CCSS 6th grade ELA Speaking & Listening

•  CCSS.ELA-‐LITERACY.SL.6.2 •  Interpret informa6on presented in diverse media and formats (e.g., visually, quan6ta6vely, orally) and explain how it contributes to a topic, text, or issue under study.

•  CCSS.ELA-‐LITERACY.SL.6.3 •  Delineate a speaker's argument and specific claims, dis6nguishing claims that are supported by reasons and evidence from claims that are not.

6th Grade CCSS Speaking/Listening

Standards based Criteria

•  Preparedness for conversa6on •  Make reference to readings in the conversa6on •  Use probing ques6ons to get more informa6on from peers •  Elaborate on ideas using detail •  Evaluate peer contribu6ons based on the evidence they

provide to back their claims •  Review key ideas •  Follow collegial conversa6on guidelines •  Set goals for work and define roles

Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY DESIGN: A framework for inquiry in your school. 2012

Inquiry Circles begin in Immerse/Explore

•  Begin to see personal interests arise

•  Students talk in small groups about what they are find interes6ng

•  Get a broader perspec6ve from peers

•  Communicate the learning back to the large group

Small Group Discussions

23 From Guided Inquiry: Learning in the 21st Century by Carol C. Kuhlthau, Leslie K. Maniotes & Ann K. Caspari. Santa Barbara, CA: Libraries Unlimited Copyright © 2007. Pages 43-‐45.


Mixed groups

Student Choice Interests

Friend Groups Learning needs

Based on

Inquiry Circles

pp. 43-‐45

Fact Checker

Connector

Messenger

Ques6oner

Note Taker

Source Evaluator

Students learn and prac6ce strategies for informa6on literacy, collabora6on and conversa6on & self direc6on as they work in small groups.

Sample Inquiry Circle

Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st Century. Libraries Unlimited.

Same texts/Different texts Modeling expecta6ons Conversa6on and contribu6ons Info literacy goals

Strategies for instruc6on


Groups shiQ Organize based

on topic

Inquiry Circles in GATHER

pp. 43-‐45

Students learn specific strategies for informa6on literacy. Prac6ce collabora6ng & conversa6on Determine roles for group work Use self direc6on to prepare for mee6ngs as they work in small groups on iden6fied topics. #2

#1

#3

27

Work Cycle for Inquiry Circles from Gather to Share

•  Prepare for mee6ng

Meet

•  Prepare for mee6ng

Meet •  Prepare for mee6ng

Meet

Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the

21st Century. Libraries Unlimited.

Inquiry Circle Jobs

pp. 43-‐45

Fact Checker

Connector

Messenger

Ques6oner

Note Taker

Source Evaluator

Sample Inquiry Circle Jobs

Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st Century. Libraries Unlimited.

Inquiry Circle Jobs -‐ Gradual Release Sample Jobs Work

Word hunter Finds key words and vocabulary and defines

Messenger Summarizes big ideas and key ideas

Query Master Raises Ques6ons

Connector Makes connec6ons to text, self, world

Interpreter Asks,”What does it mean?” “Why is this important?”

Image Maker Creates a visual for the ideas

Evaluator Evaluates source

1. Give students prac6ce genng to know each job and the expecta6on for each role. 2. Then hold them accountable to each of these in prepara6on for mee6ngs.

Jobs in Gather Phase

Source & Evalua6on Fact Checker Note Taker Ques6ons

Assessments of AASL S3 Outcomes

Observable INDICATORS for engagement • Participation• Contributions• Respect different ideas• Seek a variety of views• Self Assessment of

• Leadership• Roles• Respect for ideas

Assessments of CCSS S&L Outcomes

•  Preparedness for conversa6on •  Make reference to readings in the conversa6on •  Use probing ques6ons to get more informa6on from peers

•  Elaborate on ideas using detail •  Evaluate peer contribu6ons based on the evidence they provide to back their claims

•  Review key ideas •  Follow collegial conversa6on guidelines •  Set goals for work and define roles

Assessments of learning

•  Student work- notes in preparation for the inquiry circle meeting

•  Exit slips to Inquiry Circle meeting time•  Self Reflection forms on participation •  Rate themselves and group members

based on participation (on a specific standard)

maniotes guided inquiry design inquiry circles webinar april 28

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