Inquiry Unit: A Start

Guiding Question: Who really found America?

Content Standards:
Social Studies: 5.1.1 – 5.1 5
English/Language Arts (tentative): 5.2.1, 5.2.4, 5.4.5, 5.4.8, 5.4.9, 5.4.10, 5.5.3, 5.5.6, 5.6.6, 5.7.1, 5.7.10

In this inquiry unit, my fifth graders would look at the different groups that explored America and established settlements, towns, and colonies here. We would start the inquiry unit together looking at the major question, “Who really found America?” Then, as students became interested in the different groups (Native Americans, Vikings, French, English, Spanish, etc.), they would break into smaller inquiry groups to explore their “specialties.”
The culminating project for each specialty group will be a museum exhibit demonstrating how their interest group contributed to establishing a claim to what is now the United States. Those projects will combine to create a comprehensive answer to the guiding question.

Content Area Reading Strategies

Reflection: Do I Really Have to Teach Reading? By Cris Tovani (Chapters 1 and 4)

Reading is an individual experience, and it is a different experience for every individual. Reading nonfiction and content-area text is especially different for every person. However, there are some strategies that all successful readers use, even if they use the strategies differently. Cris Tovani points out that you have to ask questions as you read, but that they have to be questions that you really care about and are curious about. She goes on to quote Stephanie Harvey and Anne Goudvis from their book, Strategies That Work, saying, “A reader with no questions might just as well abandon the book.” (p. 82)

“. . . learning to read doesn’t end in the elementary grades. Reading becomes more complex as students move into middle and high schools, and teachers need to help students understand difficult text.” (p. 5)
This may mean that teachers in content areas need to directly teach methods and strategies for reading the texts in their classes. We know that reading nonfiction textbooks is not the same as reading a fictional story, but reading high school level text books is not the same as reading middle school level text books, which isn’t the same as reading elementary text books. Teachers need to provide students with level-appropriate instruction, and at each level, the teachers may need to present students with more appropriate tools to aid in the comprehension of the reading materials.

Instead of thinking about it as “content-area reading” think about it as “teaching students how to remember and reuse the information we ask them to read.” (p. 7)
Content-are reading isn’t about teaching students how to decode words; it is about connecting the skills they already know to the material the need to learn. However, sometimes, new strategies or techniques need to be taught in correlation with the new kinds of materials being presented. For example, when a history teacher first presents a student with a primary document, it will be necessary to explain that the author of the text wrote it at a different time period, so his/her mind set wasn’t that of a modern author.

“Teachers end up lecturing so they can deliver the maximum amount of content.The problem with this is that the teachers end up doing most of the work.”( p. 38)
On page 8 of “Engaging Readers and Writers With Inquiry,” Wilhelm writes, “Without purpose, significant learning is difficult if not impossible to achieve.” He goes on to explain that students need to interact with material in order to construct meaning. Tovani is writing about how, in an effort to give students more information, teachers are actually taking away the students’ opportunities to construct meaning. The negative effects of the teacher-centric classroom happen because students don’t have a purpose for learning, other than passing the test. With transformative teaching, the teacher has to step away from the role of lector and step into the role of mentor and model.

“My intention is to give students something to read that is worthy of their time, something that they actually have the potential to understand – and maybe even finding a piece of text that will turn kids on to the content.” (p. 40)
I really like that Tovani points out here that rigor is different for everyone. She compares a rigorous workout for one person as being impossible for another. In terms of education, this comparison is so appropriate. Giving students texts and materials that are too complicated doesn’t encourage students, but rather, defeats them and may encourage cheating or just plain giving up. She writes, “When students are always given text that is to hard for them to read on their own, they begin to associate school reading with reading that is pointless.” (p. 41) However, if we can present students with content materials that are more appropriate to their reading abilities, it may spark an interest in the content that could lead (with reading support) to a more in-depth understanding.

The suggestion of using alternative texts and text sets in the classroom (p. 42-50) is an idea that I absolutely want to incorporate because it makes so much sense. Alternative texts literally provide an alternative to the original text. The example used in the book is to use Finn by Matthew Olshan as an alternative text for Huckleberry Finn by Mark Twain because the stories have similar themes and some parallel plot points, but Finn is written at a level more appropriate for less able readers. Text sets provide wonderful opportunities for students to explore a variety of materials related to a specific topic. The topics could be as broad as “World War II” or as narrow as “The Life Cycle of a Frog” as long as there are multiple, high quality resources that provide information to children. I really liked Tovani’s ideas about text sets, and I think that they could be very practical at any grade level because the variety of materials included should increase the students' interest. This website has information about why and how to create a text set. The example they give is very detailed and covers the topic of immigration at the middle school level. www.udel.edu/readhistory/resources/2005_2006/summer_06/multigenre_text.pdf

Inquiry Based Instruction in a Test-driven World

After contemplating the information about inquiry-based instruction, I have had a lot of questions circling in my head about how the standardized tests fit into this model of teaching. This afternoon I sat down with the principal of one of the elementary schools in my district to talk about just that. We talked about the obvious benefits of inquiry based learning and of hands-on active learning in general. I explained that I am really interested in inquiry based learning because of the real world similarities - it isn’t about learning for the test, but rather, learning to solve a problem. He pointed out that successful scientists are using inquiry everyday, so why not expose kids to the way that “real” science is conducted.

Then I asked how he sees inquiry based learning working in terms of the state mandated standardized tests. I explained my fears that my students wouldn’t do well because they aren’t used to the format of the test. He adamantly disagreed saying that if students truly understand the information – which they should after a well designed inquiry unit – then the test should not be an issue. Basically, if students really and completely understand the material, the format of the test shouldn’t matter. I understand the argument, but I’m not 100% sure that I agree. I still believe that there are strategies for taking standardized tests that need to be taught so that knowledge can be applied in the most effective manner. The time constraints of standardized tests could be especially hindering if students are used to a more open-ended time frame.

Teaching with Inquiry

Reflection: Engaging Readers and Writers With Inquiry by Jeffrey D. Wilhelm (Chapters 1-2)

“Without purpose, significant learning is difficult if not impossible to achieve.” (p. 8)

What I Learned:
Teaching with inquiry is all about teaching kids how to learn, not how to memorize (and then probably forget). The inquiry process is centered around “guiding questions” that lead students to connect their learning to the real world and to their own lives. Everything that is taught within the inquiry unit should be connected to the guiding question. Then, instead of memorizing the information, the students use information and materials presented to them to investigate and answer the guiding question. This leads them to develop a much deeper understanding than the “memorize for the test” method of teaching that is often used.
Wilhelm defines inquiry “as the process of addressing problems expressed by guiding questions” (p. 10) and points out that the guiding question could encompass an entire unit, or a simple lesson or activity. Inquiry is not the same as a student-centered projects or a student-generated curriculum, but rather, it is about teaching students to talk about, think about, and question topics in a very active way. Students in the inquiry-based classroom will collaborate with each other to deepen their understandings even further. Wilhelm even says: “The research base is clear: inquiry-oriented classrooms cultivate motivation and engagement, deeper conceptual and strategic understanding, higher-level thinking, productive habits of mind, and positive attitudes toward future learning, no matter the subject area.” (p. 16)
Teachers can use this inquiry based method to present class material in a way that connects to the kids, so that more meaningful learning occurs. Rather than a list of facts, students need to process information in a way that makes it a tool for further learning. The “First Actions to Take” (p. 25) and “Next Practical Steps: Three Key Moves” (p. 38) provide an easy to follow explanation of how to easily transform teaching from a teacher-led model to an inquiry-based model.

What I Think:
I have always been a proponent of connecting learning to real world situations and of teaching kids how to learn rather than how to memorize, so this inquiry-based learning seems to directly connect to my thoughts and provide another way of presenting material. The “First Actions to Take” (p. 25) and “Next Practical Steps: Three Key Moves” (p. 38) are the things that I need to work through to begin using this method in my own classroom.

The biggest things to keep in mind are:

* Keep in mind what is important to me (the teacher) and the students, and then connect it to the curriculum (p. 25)
* Teach the students how to inquire and how to be an inquirer (p. 26). For most students, this will be a completely new experience, so I will need to model how to talk, think, and learn in this new style. There will also need to be situations for students to practice collaborating with each other, and my level of interaction may need to be higher at the beginning, so that I can model good collaboration.
(Practice, practice, practice!)
* “Learning occurs in a context and cannot be separated from or achieved apart from meaningful context in which it is developed and applied” (p. 27) --> If the students don’t have a meaningful context, there is no sense in presenting information because they won’t retain it or be able to apply it.
* “Knowledge is constructed socially…The goal of learning is not information but 'knowledge,’ which requires deep understanding and application” (p. 27). --> students need to question the material, interact with it, talk about it, evaluate it, and
manipulate it in order to form the deep understandings.
* As the teacher, I should participate as a collaborator, mentor, and guide. (p. 29) I think establishing this authoritative role will be exciting. I like to think that I am more authoritative than authoritarian already, but I know that there is always room to improve! I look forward to collaborating more with my students as we look toward the guiding questions.
* MAKE SURE the discussions are effective! (There are suggestions/guidelines on pages 36-37) --> Students should dominate the discussions while I’m acting as a guide.

Note: I really like the idea of having kids brainstorm things to do when they get frustrated (p. 23). It not only gives them suggestions of outlets, but reassures them that being frustrated will happen and is ok as long as we move through the frustration instead of letting it take over.

Questions:
How do textbooks work in an inquiry unit? There has to be information presented, but teachers aren’t supposed to use a lecture method. What are some other, less lecture-based, ways to get the information to the kids?

21st Century Literacies

Reflection: “21st Century Literacies” by the National Council of Teachers of English (2007)

I completely agree that teachers need to modify their teaching to prepare students for a world with an increasing about of technology. However, this article points out that while technology is important, basic written and spoken communication skills, work ethic, critical thinking, and the ability to collaborate with others are also skills that students will need as they enter the workforce. Because I teach at the elementary level, I am less concerned with the workforce connection, and more concerned with the fact that my students will experience the rest of their school careers in a way that is different than their parents, and possibly their siblings.

I am immediately drawn to the fact that this article supports incorporating technology into the classroom, because I believe that students need to be taught how to appropriately and effectively use available technology. I would love to use new kinds of technology in my classroom. I am especially drawn to the idea of e-portfolios – although, I don’t know much about how to organize/establish/create them for my students. I think that e-portfolios could be very interesting for students to use throughout their school careers because the portfolio would truly show student growth, while also encouraging the use of technology and reflection. I also like the idea of having a class website that could be used for a variety of purposes.

I think one of the most important pieces of integrating technology into the classroom is in teaching students how to use different technology effectively. For example, students need to realize that just because something is on the internet, it isn’t necessarily true. The article even recommends giving students strategies for evaluating the quality of internet information. I think this is especially true at the elementary level. Equally important is teaching students how to use digital information without plagiarizing! My 5th graders are expert plagiarizers, so this hit home with me right away! While “copy” and “paste” are great tools, we need to teach students how to avoid using them to “write” papers. In addition to that, we need to show students how to cite their sources appropriately, since even paraphrasing the source can be considered plagiarism.

One key piece to making this work is professional development opportunities for teachers. Even technology-inclined teachers sometimes struggle to incorporate technology into the classroom, so it is important for corporations to provide help at all levels of technology knowledge.

Switching Gears

Reflection: “Switching Gears: Helping Students move Successfully from Reading Literature to Reading in the Content Areas” by Steve Peha

“Put simply: content area reading is more difficult than reading literature”

I could not agree more with the statement that reading content area material (nonfiction) is more difficult than reading literature (fiction)! In fact, I’ve been explaining that to parents since I started teaching. I believe that nonfiction reading is more difficult because you can’t always “get the jist” of the reading, but with fiction, that is usually possible. As a second grade teacher, I literally explained this to at least one set of parents a quarter (probably more).

I have always known that reading nonfiction meant using a different skill set, and I have tried to teach that to my students, but this article pointed out a few things that I think will help me to ensure that I’m encouraging student learning even more effectively.

Peha points out that we need to look at eight broad areas, so I’ll be commenting on each:
1. Differences – Because there are differences in fiction and nonfiction, we need to teach students that there are different approaches to reading the two types of text.

2. Balance – Students need to be presented with both fiction and nonfiction texts starting at a young age, and they need to be taught the skills needed to be successful when reading both texts. By beginning at a younger age, students will become more comfortable with both sets of skills (those for fiction and those for nonfiction, and they should be more likely to experience success later, when content reading becomes more prevalent.

3. Process – “…kids need to know not only what they are reading, but how they are reading as well.” As teachers, we need to point out that reading is a process and that there are steps to making sure the process runs as effectively as possible.

4. Strategy – Students need to be taught strategies to use with all types of text, so that when the reading becomes difficult, they have tools to continue on instead of stopping. Teachers also need to point out that there are different strategies for different types of text --- even though we take this knowledge for granted, the kids may not realize that fact.

5. Modeling – “…all teachers can model their own reading processes and strategies in front of their students.” However, some teachers may need some professional development to learn how to do this effectively. Again, many of the things that we do automatically, don’t even occur to students because those skills haven’t been taught.

6. Retention – Reading information and remembering the information are not the same thing. “In addition to showing kids how to understand nonfiction information, we have to show them how to remember it as well.” This means giving students another set of tools!

7. Applications – People are more likely to remember information that is meaningful to them, so teachers need to show students how to make things meaningful. (Worksheets and answering questions are not the most effective tool for this – and actually tend to be detrimental because they create bad habits and attitudes.)

8. Value – Students need to understand that nonfiction reading is an essential skill, not only to be successful in school, but to be successful in the real world. Teachers need to present students with nonfiction texts that have real world value so that students can begin to see that nonfiction has a purpose beyond school assignments.

“…all teachers can help their students read more effectively by making small
changes to their regular teaching…”

Going with the Flow

Reflection: “Going with the Flow: How to Engage Boys (and Girls) in their Literacy Learning” (Chapter 3) by Michael W. Smith and Jeffrey D. Wilhelm

As I read through this chapter, I was especially impressed by the idea of the inquiry unit, because it seems to be an engaging way to get students involved in their own learning. An inquiry unit focuses around a big, central question, but can then tie in a variety of learning experiences across the curriculum to ensure that students fully understand the content. The process of designing an inquiry unit has three steps: (1) Start with a big, essential question, (2) Identify real-world tasks that involves responding to the question in a “real” way, and (3) Plan backwards from by finding/planning activities that will address the big question and enhance students’ understanding. (p. 56)
The Big Question: Students “need to understand how knowledge has been created to solve past problems so they will know the story behind the facts and the uses and justifications behind the methods and concepts that the discipline has created.” (p. 57) This should really be the goal of good teaching. Teachers need to make sure that students understand not only what they are learning, but how it fits into the big picture. The article describes students as wanting to “be readied to do real work in the world, not just ‘do school.’” (p. 57) a statement that ties directly into one of the core principles of content literacy (read and write as if you are in the field). The inquiry units seem to be giving students exactly what they want, while also teaching content and encouraging the students to use their new content with real world application.
As I read about the “big question,” it was clear that the most important question for teachers to ask themselves while planning is “Why do I teach this beyond the obvious, because it’s required?” I truly believe that I do a good job of helping kids make connections. I am constantly prompting my students with, "Ok, now that we know the facts, why do we care? Why is this important to you?" At the beginning of the year, I get a lot of blank stares, and we work through the connections together. But as we move through the year, students start to make the connections and offer them before I even ask the question. I think that using inquiry units in my classroom will only enhance that aspect of learning.
Options: While “inquiry units” is a great topic, I was glad to read about the more detailed suggestions for use in the classroom. It sounds like the big question can actually cover a small chunk of material. The article said that some questions focused on major themes, but others focused on only a single text or experience. The “Tips for Composing Guiding Questions” (p. 62) were very helpful in pointing out that the first step of planning is to consider what is worth understanding. Four criteria were offered for making sure that an inquiry unit topic is actually appropriate. The criteria say that things worth understanding are: engaging, enduring, at the heart of the discipline, and in need of ‘uncoverage’. I also appreciated the examples of how to take what you have (Reframing a required text/topic, reframing a standard, and looking around the community – p. 63-64) and turn it into an inquiry unit.
I was comforted to hear that even the exemplary example found that he started small the first year. I think that starting small is a great way to actually implement the inquiry unit, rather than becoming overwhelmed and just giving up. Then, each following year, I can add another piece to the unit to make it better. My initial reaction was to create an inquiry unit that incorporates our economics standards. I already use the Junior Achievement BizTown materials and read Kid Power, but I think that an inquiry unit could help to tie those pieces together in a more effective way.
Questions: Can a simulation like JA BizTown be a part of an inquiry unit? The JA BizTown experience is the culminating event to the curriculum, and the kids definitely get their real world connection by being there. But I still think that there are bigger ideas that could be connected to the experience.