Inquiry about SLASL
by Joanna Schimizzi 7 years, 3 months agoWhat components of a unit provide scaffolds for successful literacy-based inquiry?
BEFORE you can answer this question, please brainstorm three questions that you feel are related to this over-arching question?
How is "success" measured in an inquiry unit?
There are five components in a Unit Plan that provide successful literacy-based inquiry ie, prerequisites, objectives, goals, assessment/evaluation, and closure/conclusion.
Which component of a unit plan provides the most opportunity for scaffolding literacy-based inquiry?
How should teachers present a unit to students?
What should teachers consider before developing a unit plan?
1) What are the components of a unit?
2) What type of text are we using in the unit?
3) What defines success?
1) Unit Title; Unit Description; Standards Addressed; Essential Question; Goals for Using Inquiry; Summative Assessment & Rubric; Prior Knowledge Needed; Student Learning Objectives; Text Set Description; Unit Passing Guide
2) 6 non-fiction/informational texts: An Unplugged Guide to Energy in New Hampshire (anchor text); Supplemental Texts: Understanding the Grid; How much do you spend on energy?; Electric Pole (infographic); ISO New England (statistics); Lib Guide - Power Texts
3) Student success is determined by the objectives (SWBAT)/rubrics provided with the lesson.
what are the components of the unit?
what will the teacher provide vs what the student finds?
How will we know if the student/ unit is successful?
How will we guide the students to our goals?
prior knowledge, essential question, standards, goals, learning objectives,lesson breakdown/pacing...
teacher will provide text and TDQ's
...
How is inquiry introduced to the students?
How or what are the literacy strategies the students are using and how are they using them?
How are the students evaluated within the unit and at the end of the unit?
How is inquiry introduced to the students?
-Students were supposed to develop supporting reasearch questions and their own solution around a topic. They were given an anchor text and support texts for students to base their research off.
How or what are the literacy strategies the students are using and how are they using them?
-sudents had an understanding of research strategies (locating and evaluating)
-Students had an ability to read moderately complex text independently
How are the students evaluated within the unit and at the end of the unit?
-Students were given a project sheet and a rubric to follow throughout their investigation.
1. Is the literacy portion determined by teacher or student?
2. What are the basic components of a unit?
3. How are the goals and expectations presented to students?
1. Students are provided with an anchor text that is selected by the LMS and another teacher.
2. Question, introduce project, strategies for reading/annotating anchor text, reading of anchor text, student discussion about question/anchor text, students complete activity to apply and expand knowledge, students are prompted with questions to lead them through, final project.
3. Teacher and LMS will present the project to the students.
1. As a teacher, how can you gauge how much time is going to be needed for a student to complete the inquiry activity?
2. How do you provide support for those students who already struggle with basic lessons and get them to a level where they can actively participate in an inquiry lesson?
3. How do you decide how to form your groups that work on the inquiry project? (high/low) (med/med) etc.
Telling students the pace (length) of how long they will have to work on a unit, addressing the fact that students will be responsible for coming up with a lot of the information on their own in the very beginning so you are setting that expectation, providing guiding questions for students to keep them on track, and understanding that not all students will learn the same to being prepared for the diverse learning styles in the classroom.
What is the goal of the unit? What experience do students have with conducting literacy-based inquiry? What is the motivation for studentsto reach the goal?
A1: From a content standpoint, students will:
From an inquiry standpoint, students will:
Student learning objectives. Students will:
A2: The unit is written so that it can be used with any group of students and so the question about what experience a particular group of students have would be based on the educators and the group of students they are working with.
A3:
How can you motivate students to utilize scaffolds?
What topic in chemistry can I do this project for that will still allow me to work within the confines of my school/district mandates?
What strategies can I use to increase student literacy skills that will enable them to be capable of such a project?
What are somethings I need to think ahead on that will help make this process successful?
How will I sell this to my unmotivated/struggling students?
From what I found...
I need to identifiy the standards I want to cover, I think a topic that I am comfortable or one I know can be comfortable for students might be a good idea based on the reflections since this sounds like it is going to be a challegning project in some ways because it is all new.
How to motivate/sell it to my students - I think having due dates along the way. Making this process bite size and not overwhelming them will be important. I will also need to have clear expectations and communcation with them.
Other two questions I will need to look further to answer but they are in my brain now.
How do I find engaging scientific reading for inquiry?
How do I not slide towards the obvious lab lesson plan?
What can I do to assess student achievement?
1. What does literacy in math look like?
2. What's the best way for the teacher to lead the inquiring?
3. What are the goals of the unit?
1. Prior knowledge is needed; still unsure of math literacy.
2. Allow the students to lead?
3. State standards along with a deeper knowledge based on what's being inquired about.
What does successful mean?
What texts will be included?
What does the end look like?
Successful will be describing what a power grid is by presenting scientifically accurate information in a presentation. Students will be able to read data and make assumptions and provide new ideas from what they have learned.
One anchor text to get the students prepared for what they are going to explore. Provides basic understanding of the topic but pushes students to explore the essentional question "What does the ideal power grid look like for New Hampshire?" There are also supporting texts to help students guide their questions.
Students created presentations to share the information they learned from their questions with the rest of the class.
What is the goal/ objective?
How can I prepare my students?
How will students be evaluated?
How do I make it relatable and interesting to the students?
1- Students understand the goal or objective by the teacher asking an effective question and providing the students with a student overview sheet of their responsibilities.
2- Students use blogs, surveys and exit tickets to prepare themselves for being open about investigation, presentations, answering questions etc
3- Rubrics
4- Relatable and interesting because it is their home state, real world and current problems in terms of energy and climate change
What is the criteria neccessary to determine the success of a literacy-based inquiry?
How do you measure the usefulness of scaffolds in unit planning?
How do you prepare students who struggle with reading and literacy skills for a literacy-based inquiry?
What is the criteria neccessary to determine the success of a literacy-based inquiry?
- The answering of the essential question(s) of the unit.
- Adherence to project sheet and rubric
How do you measure the usefulness of scaffolds in unit planning?
- Ensure that scaffolding components of unit plans support expected student outcomes.
How do you prepare students who struggle with reading and literacy skills for a literacy-based inquiry?
1. What is the students role in the unit vs. the teachers role?
2. How does one create a collaborative scientific culture in the classroom?
3. What is the student's prior knowledge with inquiry vs. the knowlege that they gain throughout the course of the unit?
1. Students will engage with the material
2. Students will ask questions, present information to peers
3. Prior knowledge and measurable objectives; reflective component between teacher and lms
Questions relating:
How can we measure where student(s) are with inquiry (at various stages of the lesson)?
What are ways to share how students are building inquiry?
What types of learners can problem solve faster/slower in terms of building literacy-based inquiry?
Question:
Warm-ups/Exits/Reflection/Anticipatory/
+ Establishing and questioning prior knowledge
+ Observation
+ Presentation/Performance
+ Text Purpose
What will catch student attention/buy-in?
How do I empower students to be confident in their ability to complete a literacy-based assignment?
What are desired student outcomes?
How can I make this type of learning more time-efficient?
Where can one find successful literacy-based inquiry examples? (besides OER)
How can we motivate students to guide their own learning in this process when they have little motivation for reading?