Transcript 14137_HOT_with_Inquiry_handouts

Table of Contents
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What is inquiry?………...……………………………..1
Bloom’s Taxonomy……………………………..…….2
Questions to Engage Students’ Thinking Skills………3
Using the Questions: Tic Tac Toe…………………….5
– Tic Tac Toe Template………………………..…..6
Using Question Cards: Strategy Summaries..……..…..7
– Everyone Read To………………………………..8
– Fan-N-Pick-Story…………………………….…..9
– Cubing-Story…………………………………....10
• Cubing Template…………………………..11
– Rally Coach……………………………………..12
• Rally Coach Template………..……………13
– Short Takes
• Alphabet Summary………………………...14
• Ticket to Leave…………………………….15
– Numbered Heads Together
• Historical Characters Question Cards……..16
• Journal Template…………………………..18
• Question Starters Template………………..19
Strategies to Extend Student Thinking………...…….20
References……………………………………………21
What is inquiry?
Inquiry is an approach to learning that involves a process of
exploring the natural or material world, that leads to asking
questions and making discoveries in the search for new
understandings.
As teachers, we need to:
–1. Ask good questions
–2. Teach students how
to ask good questions.
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Bloom’s Taxonomy
Knowledge
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Comprehension
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Application
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Analysis
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Synthesis
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Evaluation
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observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote,
name, who, when, where, etc.
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate,
differentiate, discuss, extend
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify,
relate, change, classify, experiment, discover
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide, compare,
select, explain, infer
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent,
what if?, compose, formulate, prepare, generalize, rewrite
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge,
explain, discriminate, support, conclude, compare, summarize
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Questions to Engage
Thinking Skills
Analyzing
How could you break down…?
What components…?
What qualities/characteristics…?
Applying
How is____and example of…?
What practical applications…?
What examples…?
How could you use…?
How does this apply to…?
In your life, how would you apply…?
Assessing
By what criteria would you assess…?
What grade would you give…?
How could you improve…?
Augmenting/Elaborating
What ideas might you add to…?
What more can you say about…?
Categorizing/Classifying/Organizing
How might you classify…?
If you were going to categorize…?
Comparing/Contrasting
How are ____ and ____ alike?
What similarities…?
What are the differences between …?
How is ___ different…?
Connecting/Associating
What do you already know about…?
What connections can you make between…?
What things do you think of when you think of…?
Decision-Making
How would you decide…?
If you had to choose between…?
Defining
How would you define…?
In your own words, what is…?
Describing/Summarizing
How could you describe/summarize …?
If you were a reporter, how would you describe…?
Determining Cause & Effect
What is the cause of…?
How does ___effect ___?
What impact might…?
Drawing Conclusions/Inferring Consequences
What conclusions can you draw from…?
What would happen if…?
What would have happened if…?
If you changed ___, what might happen?
Eliminating
What part of ___ might you eliminate?
How could you get rid of…?
Evaluating
What is your opinion about…?
Do you prefer…?
Would you rather…?
What is your favorite…?
Do you agree or disagree…?
What are the positive and negative aspects of…?
What are the advantages/disadvantages of…?
If you were a judge…?
On a scale of 1-10, how would you rate…?
What is the most important…?
Is it better or worse…?
Explaining
How can you explain…?
What factors might explain…?
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Questions to Engage
Thinking Skills
Experimenting
How could you test...?
What experiment could you do to…?
Generalizing
What general rule can…?
What principle could you apply…?
What can you say about all…?
Interpreting
Why is ___ important?
What is the significance of…?
What role…?
What is the moral of…?
Inventing
What could you invent to…?
What machine could…?
Investigating
How could you find out more about…?
If you wanted to know about…?
Making Analogies
How is ___ like ___?
What analogy can you invent for…”
Observing
What observations did you make about…?
What changes…?
Patterning
What patterns can you find…?
How would you describe the organization of…?
Planning
What preparations would you…?
Predicting/Hypothesizing
What would you predict…?
What is your theory about…?
If you were going to guess…?
Prioritizing
What is more important…?
How might you prioritize…?
Problem-Solving
How would you approach the problem?
What are some possible solutions to…?
Reducing/Simplifying
In a word, how would you describe…?
How can you simplify…?
Reflecting/Metacognition
What would you think if…?
How can you describe what you were thinking
when…?
Relating
How is ___ related to ___?
What is the relationship between…?
How does ___ depend on ___?
Reversing/Inversing
What is the opposite of…?
Role-Taking/Empathizing
If you were (someone/something else)…?
How would you feel if…?
Sequencing
How could you put… in order?
What steps are involved in…?
Substituting
What could have been used instead of…?
What else could you use for…?
What might you substitute for…?
What is another way…?
Symbolizing
How could you draw…?
What symbol best represents…?
Synthesizing
How could you combine…?
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Tic Tac Toe
Use your higher-order thinking questions in a game-like format.
Students choose (or write) questions to answer in an effort to
complete a vertical or diagonal row, thereby answering a
question at each of the different levels of thinking.
Application &
Analysis
Synthesis
Evaluation
Story
Example
Compare the
main character
of this story
with another
you’ve read.
Illustrate the
turning point
of the story.
Rewrite the
ending so that
it changes the
meaning of the
story.
How would the
story be different if
the main character
was a boy instead
of a girl (or vice
versa).
Grade the author on
his/her use of
interesting words &
phrases. Give
examples & explain
your grade.
Infer from the story
what you might see in
the main character’s
bedroom. Create a
collage that shows
what you might find.
Pretend that the
story you just
read is made into
a movie. Write a
summary of the
movie’s sequel.
Rank the characters Judge the quality of
in the story based the story based on
at least 3 criteria
on their character
traits. Explain your that you think is
important in the
ranking system.
story.
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Tic Tac Toe
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I __________________ will complete questions _____, _____, and _____.
Signed: __________________________ __________________________
Student
Teacher
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Using Question Cards
Everyone Read To…(pre-reading question-starters)
-Individually or in partners, students ask two or more questions that they want to answer by reading the
text. Students
read the text, looking for clues to answer their questions.
Fan-N-Pick
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Student One fans cards
Student Two picks a card & reads it aloud to the team.
Student Three gives & answer after 5+ seconds of think time.
After another 5+ seconds of think time, student Four paraphrases,
praises, or adds to the answer given.
Student rotate roles.
Cubing
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Players take turn rolling the cube.
The player who rolls the cube begins by discussing the thinking question
(TQ) that is face up.
While the TQ is discussed by all members of the group, the person who
rolled the dice acts as the facilitator & summarizes the conversation before
the next player rolls the cube.
Numbered Heads Together
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Students number off in their team.
Teacher poses a question.
Students discuss the question.
Teacher calls a student number & a team number.
The student shares what his or her team discussed.
Rally Coach
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Each partner pair gets a set of question cards.
Student A reads the question out loud to student B.
Student B answers (you may want students to record their answers.)
Partners take turns asking and answering each question.
Journal Writing
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Students pick one question card and make a journal entry or use the
question as the prompt for an essay or creative writing assignment.
Students share their writing with a partner or in turn with teammates.
Short Takes
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ABC Summary: Give each student a different letter of the alphabet & ask them to think of
one word or idea beginning with that letter that is connected to the topic.
Draw a Picture: Students create a graphic summary of the topic.
Ticket to Leave: Give the students a question just before lunch, recess, or special area.
After they answer it, they hand it to you on their way out. Review the answers and respond
in writing, use them as a starting point for the next lesson, or as a basis to reteach
misunderstood information.
Learning Centers
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Station 1. Question card center (Fan-N-Pick style)
Station 2. Journal writing center.
Station 3. Question-starter center: student write & trade questions, answer
them, then pair up & compare their answers.
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Everyone Read To…
Read
to find out…
We found out…
Read
to find out…
We found out…
Read
to figure out…
We figured out...
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Wilfrid Gordon McDonald Partridge
Fan-N-Pick
You are Wilfrid’s friend. He
assigns you to bring something
You are Wilfrid’s friend. He
assigns you to bring something
WARM
FROM LONG AGO
What would you bring from
your home? Why?
What would you bring from
your home? Why?
You are Wilfrid’s friend. He
assigns you to bring something
You are Wilfrid’s friend. He
assigns you to bring something
THAT MAKES
YOU CRY
THAT MAKES
YOU LAUGH
What would you bring from
your home? Why?
What would you bring from
your home? Why?
You are Wilfrid’s friend. He
assigns you to bring something
PRECIOUS AS
GOLD
What would you bring from
your home? Why?
What could you do to
help an older person
in your life?
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Story Cube
1. What personal
connections do you
make with this
story?
2. What
connections does
the author of the
book make with the
world?
3. What
connections can
you make between
this book & other
books you have
read?
4. What questions
did you have before
you read the story?
Were they
answered when you
read the story?
5. Tell 5 big, fat,
interesting words
you find as you
read this story. Why
did you choose
them?
6. Find 5 words
from this story that
would be good to
act out. Explain
why.
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Cubing Template
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Rally Coach
Name__________________
Name__________________
Date_____________
Date_____________
Write an equation for each question and solve it.
Write an equation for each question and solve it.
A grandfather had 3 grandchildren. He
bought each grandchild a pair of mittens.
How many mittens did he buy?
There were five children sledding on the hill.
How many legs did the children have all
total?
Molly waited for her son at the bus stop. She
saw eighteen eyes on the bus. How many
people were on the bus?
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There were 24 cookies in the container. The
three Johnson children each wanted some.
What is the most amount of cookies each
child could have if they split them evenly?
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A girl saw 10 snowmen on her way home
from school. Two had red hats, the others had
green hats. How many snowmen had green
hats?
Lauren had fifteen dolls. Her mother told her
she could only keep ten dolls because they
were taking up too much space. How many
dolls did Lauren get rid of?
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Write your own story problem here and solve
it.
Write your own story problem here and solve
it.
Write your own story problem here and solve
it.
Write your own story problem here and solve
it.
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Rally Coach
Name__________________
Name__________________
Date_____________
Date_____________
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ABC Summary
for __________________
A______________________________________________________
B______________________________________________________
C______________________________________________________
D______________________________________________________
E______________________________________________________
F______________________________________________________
G______________________________________________________
H______________________________________________________
I______________________________________________________
J______________________________________________________
K______________________________________________________
L______________________________________________________
M_____________________________________________________
N______________________________________________________
O______________________________________________________
P______________________________________________________
Q______________________________________________________
R______________________________________________________
S______________________________________________________
T______________________________________________________
U______________________________________________________
V______________________________________________________
W_____________________________________________________
X______________________________________________________
Y______________________________________________________
Z _____________________________________________________
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Ticket to Leave Template
T icket to L eave
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T icket to L eave
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T icket to L eave
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Historical Character
Question Cards
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2
3
If the character
were alive now,
what might he or
she accomplish
today?
How is this
character like or
unlike you?
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If you could ask
this person two
questions, what
would they be?
Why do you want
to ask them?
This person has
been granted three
wishes to change
today’s world.
What might they
be?
This character has
come back to visit
the president of the
U.S. What advice
might the character
give him?
Consider the
How might the
One’s values are
accomplishments
world be different revealed by one’s of this character. If
today if this
actions. What is the
you were this
character never
most important
character, of what
lived?
value reflected by
accomplishment
the actions of this would you be most
person?
proud? Why?
If there were one
action of this
person you could
change, what
would it be? Why?
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Historical Character
Question Cards
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Describe the
If the character
physical
took a two-week
characteristics of
vacation today,
this person. If you where might he or
could change one,
she choose to go
which one would
and why?
you change? Why?
You have been
granted one day to
go back in history
to become this
person. What
would you do
differently?
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15 You’ve been
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This person sits at
granted special
Suppose this
home alone writing powers that make
person were
in a diary. He or
you invisible and
transported to the she starts to write,
let you travel
middle of World “The one thing that through time. What
War II. What role
bothers me the
event in the life of
might he/she play? most…” Finish the the character would
idea and tell why.
you choose to
observe?
Why?
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You have opened a
letter written to
this character’s
best friend. It says,
“My greatest regret
is…” Finish this
sentence and tell
why.
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Historical Character
Journal Writing Question
Write your response to the question below. Be ready to share your response.
Question:__________________________________________
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Historical Character
Question Starters
Use the question starters below to create
complete questions. Send your questions to a
partner or to another team to answer.
1. At what point _______________________________
_____________________________________________
2. What characteristics __________________________
_____________________________________________
3. If you were this character ______________________
_____________________________________________
4. What is another way __________________________
_____________________________________________
5. What influence ______________________________
_____________________________________________
6. How could you summarize ____________________
_____________________________________________
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Strategies to Extend Student Thinking
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Call on students randomly (not just those who raise their hands.)
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Remember “wait time” (ten to twenty seconds following a “higher
level” question.)
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Ask follow-ups (“Why?” “Do you agree?” “Can you elaborate?”
“Can you give an example?”)
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Withhold judgment by responding to student answers in a nonevaluative fashion (“Thank you.” “Thanks for sharing.”)
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Ask for summary to promote active listening (“Could you please
summarize Mike’s point?”)
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Survey the class (“How many people agree with the author’s point
of view?”)
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Allow for student calling (“Ashley, will you please call on
someone else to respond?”)
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Play devil’s advocate (require students to defend their reasoning
against different points of view.)
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Ask students to “unpack their thinking” and describe how they
arrived at an answer (Think-aloud.)
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Student questioning (let students develop their own questions.)
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Cue student responses (“There is not a single correct answer for
this question, I want you to consider alternatives.”)
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References
Bloom, Benjamin. Taxonomy of educational objectives: The
classification of educational goals: Handbook I,
cognitive domain. New York ; Toronto: Longmans,
Green. 1956.
Kagan, Spencer. Cooperative Learning. San Clemente, CA:
Kagan Publishing. 1994.
Kagan, Spencer. Thinking Questions for Primary Literature.
San Clemente, CA: Kagan Publishing. 1994.
Kagan, Spencer. Thinking Questions for Social Studies. San
Clemente, CA: Kagan Publishing. 1994.
Taylor, T. Roger. Strategies to Extend Student Thinking.
www.dist102.k12.il.us/resources/staffresources/
igapisat/think.htm
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