Expanding Your Teaching Toolkit with the INQUIRY DESIGN

Expanding Your Teaching Toolkit with the INQUIRY DESIGN MODEL 3 r d and 4 t h Grade Mary Mc. Donnell Academic Coach – Norton Park mary. mcdonnell@cobbk 12. org Lisa Rogers Gifted Program - Milford @Mary. Mc. Donnell 64 Cobb County School District

A message from your content supervisors…

Roll out Plan Georgia Standards Excellence for Social Studies Implemented in 2017 -2018 Phase I: Awareness and Understanding (Fall 2016) • Crosswalk comparing GPS with GSE • Unpacking of standards for deeper understanding Phase II: Instructional Implications (Spring/Summer 2017) • PD on instructional shifts to more inquiry based strategies • Continued focus on disciplinary literacy • Face to face as well as online training opportunities Phase III: Implementation and Assessment (Fall 2017) 3

Constitution Day 2016 September 17 th 4

Constitution Day September 17 th Public Law 108 -447 (36 USC 106) "STATE AND LOCAL OBSERVANCES - The civil and educational authorities of States, counties, cities, and towns are urged to make plans for the proper observance of Constitution Day and Citizenship Day and for the complete instruction of citizens in their responsibilities and opportunities as citizens of the United States and of the State and locality in which they reside. "

Resources and Expectations for Constitution Day Resources • Digital Notebook with ready to use lessons and activities • Posters and T-shirts Expectations • Every K- 5 teacher and every social studies teacher 6 -12 is required by law to address the Constitution in some fashion on September 17 th

Speed Dating (Speed Learning) What is important to include in Social Studies Instruction?

What is ? Exemplary format for Social Studies Instruction Content Standards Disciplinary Literacy

25% (1 IDM per quarter) 3 -5 Days

Why is the important? Social Studies is necessary to prepare the nation’s youth for college, careers, and civic life

Why is the important? Social Studies emphasizes skills and practices as preparation for democratic decision-making 11

Why is the important? Social studies involves interdisciplinary applications and welcomes integration of other subject areas.

Inquiry is at the heart of social studies. 13

Inquiry Arc dimensions 1 4 Raising Questions & Planning Inquiries 2 Applying Disciplinary Tools & Concepts 3 Evaluating Sources & Using Evidence Communicating Conclusions & Taking Action

CONNECT Think, Pair, Share with EXTEND CHALLENGE

Connect → How does the Inquiry Arc connect to your current classroom practices? Extend ∞ How does the Inquiry Arc extend your classroom practices in some way, taking them in new, further, or deeper directions? Challenge ! / ? What challenges or questions come to mind as you look at the Inquiry Arc?

dimensions Inquiry Arc 1 4 Raising Questions & Planning Inquiries 2 Applying Disciplinary Tools & Concepts 3 Evaluating Sources & Using Evidence Communicating Conclusions & Taking Action

IDM at a Glance

Inquiry Arc 1 4 Raising Questions & Planning Inquiries 2 Applying Disciplinary Tools & Concepts 3 Evaluating Sources & Using Evidence Communicating Conclusions & Taking Action IDM at a Glance

Inquiry Arc vs. IDM dimensions 1 4 Questions 2 Disciplinary Tools 3 Sources & Evidence Communicating

Inquiry Arc dimensions 1 4 Questions 2 Disciplinary Tools 3 Sources & Evidence Communicating vs IDM

Inquiry Arc dimensions 1 4 Questions 2 Disciplinary Tools 3 Sources & Evidence Communicating vs IDM

Inquiry Arc dimensions 1 4 Questions 2 Disciplinary Tools 3 Sources & Evidence Communicating vs IDM

IDM Follows C 3 Inquiry Arc If students are asked a COMPELLING QUESTION… In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES Students answer in the form of a SUMMATIVE ARGUMENT

IDM Follows C 3 Inquiry Arc If students are asked a COMPELLING QUESTION… In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES Students answer in the form of a SUMMATIVE ARGUMENT

Begin with a Strong Foundation

Central Themes and Enduring Understandings K, 1, 2, 3, 4, 5 K, 1, 2, 3, 4, 5 K, 1 2, 3, 4, 5 Posters created by Deborah Chester, Cobb County District Title Coach and Marti Rosner District Coach 2, 3, 5 3, 4, 5 4 4

Let’s try it! QFT Question Formulation Technique www. rightquestion. org

QFT STEP 1: § Ask as many questions as you can § Do not stop to answer, judge or to discuss the questions § Write down every question exactly as it is stated www. rightquestion. org

QFT STEP 1: § As many questions as you can § Do not answer, judge, or discuss the questions § Write down questions exactly as stated

STEP 2: CATEGORIZING QUESTIONS • • mark the questions that are closed-ended with a “C” mark the questions that are open-ended with an “O” www. rightquestion. org

STEP 2: CATEGORIZING QUESTIONS Practice changing questions from one type to another. – Choose one closed-ended question from your list and change it into an openended one. – Choose one open-ended question from your list and change it into an closedended one. www. rightquestion. org

STEP 3: PRIORITIZING QUESTIONS Choose three questions that are… 1. Intellectually Rigorous 2. Relevant to Students www. rightquestion. org

Compelling Question Quadrant Inconsequential Rigorous Information Recall Relevant

Characteristics of Compelling Questions • Set the opening frame for an inquiry • Express the intellectual rigor and student relevance of an inquiry • Set up the summative performance task

Crafting Compelling Questions (They should be…) Intellectually rigorous: • Reflects an enduring issue, concern, or debate in the field • Demands the use of multiple disciplinary lenses and perspectives Relevant to students: • Reflects one or more qualities or conditions that we know children care about • Honors and respects children’s intellectual efforts • Kid friendly language and easily remembered

Types of Compelling Questions Broad Stroke (Does religious freedom exist? ; Is compromise always fair? ; Can words lead to war? ) Case Study (What is the real cost of bananas? ; Are the Olympics about more than sports? ; Should Puerto Rico be a state? ) Personalized (Why do I have to be responsible? ; Can my life fit on a map? ; Am I going to vote? ) Analytic (Did industrialization make life better for everyone? ; Did the constitution create just government? ; Does it matter who freed the slaves? ) Comparative (Which is better, a map or a globe? ; How would life be different if I lived in a different community? ; Were the suburbs good for the United States? ) Word Play (What makes complex societies complex? ; How did sugar feed slavery? ; Was it destiny to move West? ) Ironic (Is protest patriotic? ; Is greed good? ; Does development mean progress? ; Can peace lead to war? ) Evaluative (Is sharing and trading always a good thing? ; Was the American Revolution avoidable? ; Did Qin Shi Huangdi improve China? ) Mystery (What’s the real story of the Manhattan purchase? ; Was agriculture good for humans? ; What do the buried secrets of Tenochtitlan tell us about the Aztecs? )

What do you need to effectively use IDM? (training, information, tools) What do you find worrisome about IDM? What excites you about IDM? What suggestions do you have?

IDM Follows C 3 Inquiry Arc If students are asked a COMPELLING QUESTION… In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES Students answer in the form of a SUMMATIVE ARGUMENT

What is an argument? An argument is a collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research. As arguments become more sophisticated, students might include counterclaims.

An Argument needs…

Uncle Tom’s Cabin: Can words lead to war? Argument stems: • Words can lead to war when words, such as the words in Uncle Tom’s Cabin, help people to express their disagreements with others. • The causes of the Civil War and most other wars are very complicated and cannot be boiled down to words in a book such as Uncle Tom’s Cabin. • It is difficult to determine the extent to which Uncle Tom’s Cabin contributed to the Civil War, but the book did support abolitionism.

IDM Follows C 3 Inquiry Arc If students are asked a COMPELLING QUESTION… In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES Students answer in the form of a SUMMATIVE ARGUMENT

Characteristics of Supporting Questions • Contribute to understanding of compelling question. • Focuses on descriptions, definitions, and processes. • General agreement in the field. • Require students to construct an explanation. • Grounded in curriculum and content.

Examples of Supporting Questions Compelling Question: What path should the transcontinental pipeline take? Supporting Question: What are the five largest sources of oil for U. S. Markets? Compelling Question: Was the American Revolutionary? Supporting Question: What were the regulations placed on the colonists under the Townshend Acts?

IDM Follows C 3 Inquiry Arc If students are asked a COMPELLING QUESTION… In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES Students answer in the form of a SUMMATIVE ARGUMENT

Formative Performance Tasks • In order to make a coherent and evidenced-based argument – Students need practice with argumentation skills – Students need a strong content/conceptual foundation • Examples Ideas ü ü ü ü Inquiry Stations Close Readings Debates Plays Read Alouds Poems Technology

These formative tasks often follow a skill progression of increasing complexity.

Explore IDM Inquiries http: //www. c 3 teachers. org/ 59

Cobb County Hub. . . Coming Soon http: //www. c 3 teachers. org/ccsd-june-2016/

Want free access? Access other teacher’s IDMs Modify other teacher’s IDM’s Create your own IDM’s

Directions for IDM Generator

Directions for IDM Generator

IDM Generator Debrief What did you SEE? SEE What did you THINK? THINK What did you WONDER? WONDER

The IDM Needs YOU 65

IDM Resources Library of Congress National Archives Read Alouds C 3 Teachers

Finding Sources https: //loc. gov/education/ • http: //www. cobblearning. net/interdisiplinary/ https: //cobb. mackinvia. com/ http: //www. archives. gov/education/ http: //georgiahistory. com/ 67

Summative Extensions • Additional or alternative ways for students to express their arguments • In keeping with C 3 Framework: D 4. 3. 6 -8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e. g. , posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e. g. , Internet, social media, and digital documentary). • Included in all annotated inquiries

Taking Informed Action • Ways for students to civically engage with the inquiry • Sometimes action is embedded in summative performance task • In keeping with C 3 Framework – Step 1: Understand the problem – Step 2: Assess the problem – Step 3: Take action on the problem

IDM™ Taking Informed Action Organize a fundraising event for an issue/cause Circulate a petition School Publish school newspaper special issue Organize a school assembly Upload a PSA to a website Classroom Locus of Activity Community Organize a boycott Research Issue relevant to Inquiry Understand Problem Identify problem(s) and possible civic action(s) Assess Options Complexity of the Effort Bring stakeholders together for a classroom forum. Write a letter to an editor Apply Action

IDM Support Local school training by request Ashley. Melville@cobbk 12. org Trudy. Delhey@cobbk 12. org District Training @ Hawthorne (after school) 8/17/16 9/12/16 12/12/17 2/6/17 IDM Resources C 3 teachers. org (IDM info) idm. c 3 teachers. org (IDM Generator/Cobb Hub)