Teaching Through Inquiry

Teaching Through Inquiry

One of my favorite inquiry-based teaching strategies is a type of group investigation called a Puzzlement.  A puzzlement is an activity that starts with an observation of some kind, which leads to questioning, research, and synthesis of information.  If can be used for any topic or subject.  This is a great activity to use at the beginning of a unit of study.  However, it doesn't have to be confined to just at the beginning.

Getting Started

Start by showing students something (a picture, video, etc) that is both interesting and new to them about the topic you want them to learn about.  In the past, I have used a photo, illustration, video, excerpt of a text, and even a word problem during my puzzlement lessons.   The idea here is to get the students to think and wonder about the specific topic.  This helps students buy into their own learning.  Your goal is to get them to start thinking about questions they have about a topic.

After students have seen the puzzlement, ask them to come up with questions they have about what they have just seen.  As students are coming up with questions about the topic, list their questions on chart paper.  Next to each question, I like to put the names of the student that asked it.  This part of the lessons does take some time to complete.  I make sure to tell students to think about their questions and look at the list of questions before sharing their own.  This helps the process to go a little faster.  Before students share whole group, I have them do a think-pair-share first.  If there is a repeat question, then I will place a checkmark next to the question and write the new student's name as well.

Once the list of student questions is done, it is important to focus the inquiry on just a few questions.  Sometimes we analyze the questions together to decide which questions would be great research questions and other times I decide for the students.  In that case, I will place a star next to 3-5 questions that I think will guide students in the learning I want them to have.  Even though they will only work on answering the selected questions, I like to leave the entire list up for the class to see.  This is why I prefer chart paper to a whiteboard.  I want the questions viewable throughout the lesson.

Now that students have a set of questions to guide their learning the inquiry begins. Have students work in groups to respond to the focus questions you decided on. Remember students are not going to respond to all the questions on the list, just the selected ones.  How you chose to set up the inquiry groups is up to you.  Sometimes, I jigsaw the learning, giving each group different text sets.  Othertimes they all have the same text.  I usually place students in groups of 3-4, but I have also had students work with a partner as well.  As students are researching, I have them use the prompts of depth and complexity to guide them, I love using a frame with prompts to help them learn.

Finally, when students have finished their inquiry we come back to whole group to share our learning.  I will use a chart again to take notes on what each group learned.  Students always surprise me with what they have learned.  Their insights are amazing and this leads to such rich conversations about a topic.

Have you used a puzzlement in your classroom?  Leave a comment below to share how it went.

Learning and Teaching with Grace,
Alina

Integrating Depth of Complexity Gate Frames in Math

As December is upon us, so are these three words: deadlines, drowsiness, and decisions. One thing that probably does not change is the running to-do list that seems to pop into your head as your in bed. Don't forget tomorrow you have yard duty. I have to get to work early to make copies of my math assignment. Jacob, Darren, and Julie were absent, so I need to make sure they make up their test. Remember to switch my ELA and math times because students need to leave for band practice during my regular ELA block.  With extra holiday activities and chronic absenteeism, where do you find time to teach and make sure that everyone is on the same page? How do you alter your instruction to present the material in a way so they won't forget it in over the break and without coming up with something new every single time? Little did I know that the solution was one frame, a soft whiteboard, a dry erase marker, and a dry eraser. Yes! That's pretty much it. Embedding Depth of Complexity frames during my math instruction provides a solid structure for students to further their understanding of a math concept and manipulate it in many different ways. It also offers an opportunity to review previous lessons quickly. The best way for students to find the value in these frames is by using them consistently. 

1 DOK frame, 5 skills captured, ALL minds learning

"Remember, yesterday, we learned about inequalities with rational numbers and how to order them, right?" A sea of wide eyes stare back at me, a few nods, and some furrowed eyebrows expressing confusion look back at me. Alright, let me do a quick 5-minute review, and then we will be good to go. I glance at the clock, and somehow 5 minutes turned into 10 minutes, and part of me questions how valuable it was that time and if I will be able to reach today's learning target because of it. Instead of thinking of what I covered, I think about what didn't I cover! I gave simple problems that I could create on the top of my head within a quick second. I didn't check to make sure they could explain and reason their answer using vocabulary, make them represent with a number line, or have them create a situation. To top it all off, the students who didn't need the review are now bored and off task. Its times like these when I wonder how can I be prepared for these hiccups without taking time out of my day to create a review I may or may not need. That's when I realized I needed something that I could have them take out on the spot to review. Something that required students to enhance their ability to follow written directions and me to pinpoint skills for one given math concept-a depth of complexity gate frame with a few icons did the trick. I didn't realize how much one little paper could allow me to focus on the problematic math skills but also be able to walk around and pinpoint the areas of weakness of strength within a second. With embedding these frames, I could complete

maybe three problems. Now, this may not sound like a lot. Still, within these three problems, students created a real-word problem, used and internalized academic vocabulary, explained the reasoning of their answer, provided their solution in an equation, and, last but not least, provided a drawing. Now I am not saying that the second I introduce them to a new gate frame, they will meet my expectations, so when I provide them with a new one, we complete one together on the smartboard. I then give an example they can complete on their own. I've learned that sometimes, students need to feel as if they can do it. It doesn't matter that they have seen the directions one hundred times; the fear of not visually seeing your expectations can hinder them more than anything. The way I see it, if a student is willing to use my example to benefit their own understanding, then we are all winning and the ability to understand another's thinking has been internalized.  

The begining .. but definitely not the end
So as all great things, the start of something new starts with the creativity of the teacher, however once you have created it, it can be used for years to come.

1. Pinpoint what math concepts students struggle retaining or are vital in knowing throughout the movule. Ex. Double digit multiplication
2. On a document edit the gate frame using icons and list components that are necessary for that skill. For example, in fourth grade for multiplication the strategies would be place value chart, area model, partial products, and algorithm form so those would complete your gate frame. **Lets say there are different components of one skill-integers/rational numbers then create multiple frames for that skill in scaffolds as seen in the photos. 
3. Print a copy for each student on cardstock and pass them out to place in a soft whiteboard (White cardstock on one side and red cardstock on the other). Students will slip the frame on the top. When it is time for a new one they will leave the previous ones and add to it. This helps review any strategies on a drop of a hat. 
4. Use as a quick warmup (fluency) for a lesson or to introduce a topic or to review a series of strategies within a topic/Module. 
5. Provide an example for students if necessary for the first time. Then only circle one or two portions of the gate frame. Continue adding portions until students understand or have been taught all portions of the frame.  
6. Put on a timer and allow students to complete independently while walking around the room and monitoring and assisting where needed
7. Pull students together and review their soft whiteboards visually and continue with following problems.

Taking it further

Accoutability: 

• Check one student's board if everything is correct and have them check their tables to determine their answers. Have them explain to a student if they do not understand. 
• Count it as an exit ticket
• If a student is really struggling with a portion of the frame, check the students by staying "yes" provide another problem for them to do, but doon't allow the struggling students to move on. Allow them more time to continue with the problem they are on. 
• Let students know that they will share their answer to a class under the document camera and another student will be referring to the frame as they are talking about it. 

Collaboration/: 

• In pairs, divide the portions of the gate frame between the two-meaning each student has to complete two portions and then when they come together they will have to determine if their answer is correct and if they can support it with numerous methods. 
• Allow students to complete one whole gate frame as a team switching up the portion of they gate frame. 

Kagan:

• After completion of the gate frame allow students to discuss their answer with others, especially if a challeging problem or a skill students struggle with. Students can complete with a mix pair share, complete as a team almost as a jigsaw rotation

Regardless of when you decide to implement gate frames within the school year, the impact they can make is tremendous. Remember there is no right or wrong way to create a frame. I encourage you to create one for an upcoming module or even a past one that you feel students may forget.  

Lively Teaching,

Miss Magana

GATE Strategy-Concentric Circles

 Concentric Circles is a GATE strategy I wanted to explore with my students this year. In my last blog, I explained what Concentric Circle are, and how it can help students go deeper into concepts, and it allows students to collaborate. Both times the students worked with the circles they use their Language Arts anthology, however, it can be used in any content area.  It was definitely a learning experience for the whole class, including myself.  

What Worked

      Concentric Circles allowed the students to be somewhat creative while learning the standard or just looking at the impact, a person has had on the world. First of all, this is a great and engaging activity.

It was noisy, but if someone came into my room the students would not have noticed, and they were all crowded around their work (That is how I assess engagement). It was fun to watch them in action. Another aspect that worked was keeping is simple. The first time the students worked on concentric circles, they were given parameters of finding an example of figurative language, which would be their focus, and we picked one depth and complexity icon to use in all the circles. Keeping the activity simple at first was important, and I am really glad I did because it allowed the students to get familiar with what was being asked of them. I kept the example projected on the Smartboard, so students could reference it throughout the activity. The second time they were assigned the circles I asked them to use their personal experiences and opinions. Again it would help them get familiar and would allow them to start making deeper connections, which is my overall goal. Lastly, student groupings were also kept on the smaller side; no more than four people in a group. They all have to write their ideas onto the circles and collaborate on their focus, which is the center circle. So anywhere between 2-4 students will work best for this activity. Overall, keep the parameters simple at first, and keep the groups on the small.  

 

Adjustments 

            With anything, adjustments need to be made, so that it can work for the students. 

This group of students is extremely artistic, and I needed to change the look of the circles. Instead of being drawn circles on a piece of paper I had the students cut colored pieces of paper and layer them any way they wanted. The kids responded to this change. However, the option to draw the circles will still be offered to the groups. The next adjustment I will be making is which students are in the groups. They need to heterogeneous yet harmonious. I want the kids to be at different levels academically, so they can build on each other’s ideas, but personality-wise they should be compatible. Some of the groups were great together, but others would argue because of personality clashing. Some of the passive students in the group would let the stronger personalities take over. With that being said, when building these groups it will be done very purposely. These changes should help the activity more smoothly.  

Look-Fors

The biggest Look For is student conservation. Listening to their conservation will help me to understand where their ideas are heading, but also make sure they write down their good ideas and coach them when they are unsure. I also listen when they misunderstand the instructions, and make clarifications. This happened with one group where they forgot they needed a continual reference to their center circle. They were treating the circles more like a GATE frame, but the mistake allowed me to clarify with them and remind the class. The next time I will take anecdotal notes and share what was said, and use that information to run a Socratic Seminar.

Concentric Circles are a worthwhile GATE strategy to try out in your classroom. It can be used in any content area, and it offers so much for the students. The kids will work collaboratively, learn how to have productive and engaging conversations, and look at different parts of life or curriculum with more depth. Again, I highly recommend this strategy in any classroom. 

Diana Eberle