Reflection 1
Discussion Protocol
We used sticky notes to highlight main points as our discussion protocol. In beginning the reading, I found that I used the sticky notes to make connections, ask questions, and record opinions instead of recording main points. I had to completeley change my mind-set to read for my particular purpose. I realize that I need to ask my students to include main points in their annotations. It is an important skill that needs to be practiced.
Personal Reading Strategies
I mostly connected while reading the first two chapters of the book. I tried inquiry groups with my sophomores last year and was able to reflect on successes and struggles as a result of the reading. There were quite a few "ah ha" moments regarding the inquiry process in my class and why it was a struggle at times.
Using the sticky notes to record the main points helped me to stay focused and deepened my comprehension.
I am really interested in inquiry so I was on task during the reading. Often times, I have to reread and take more copious notes in order to glean information from tradebooks.
New Learnings
The first two chapters of Engaging Readers and Writers with Inquiry defined what inquiry is and what it is not. Inquiry is not busy work, booksheets, or school work. The chapters gave me insight on the inquiry process and how to get started as well as different inquiry models. One key thing they focused on was the importance of the teacher role and student role in the inquiry process. The inquiry/learning centered model was identified as a collaborative effort towards understanding.
Ideas for Application
The first two chapters focused on theory. The actual application of how to use inquiry in the classroom begins in chapter 3. I can't wait to get started!
I'm quite interested in reading this text! So often when I hear "inquiry", I think of investigations and science. I would love to try more inquiry, especially when introducing language concepts to my ESL students. Rather than giving students the grammar rule, have them investigate and use inquiry to determine rules and patterns.
ReplyDeleteYou mentioned Wilhelm included what inquiry what was not. Can you elaborate more on what inquiry is? I agree when you said you had rethink your strategy of post-it notes and identifying the main idea. I know when I'm reading I make connections in the margins and tend to highlight what I think are the main ideas.
I too would like more detail about how Wilhelm defines his inquiry model.
ReplyDeleteDiscussion Protocol - essentially were the sticky notes used to annotate the text or was there specific key ideas that you were to write on each note? I could see using a similar protocol in my classroom but would create a system where for instance, one sticky note had to have a new word that was learned, one having a main idea, etc. This way you begin to limit how many notes are made so that kids can really dig into the text and find what they believe is to be the most important.
ReplyDeleteInquiry in general - I would like to learn more about how the process works. I feel that I do before, during and after reading startegies that are questioned based but am curious to know if this is enough. I also want to learn more about the teacher's role in the process. Is it the teacher that has to facilitate the discussion and if not, how do you get kids to create higher order thinking questions?
I work with an English teacher at Crossroads MS who uses an inquiry based model for most of his Language Arts lessons. I find that the students are generally excited about discussing the topics and that it has given them interesting ideas to write about. Several times I have worked with kids who just don't know what to write about and this model has given them a desire to actually say something on paper. I would like to know more about how to help build these units and co-teach them.
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