THE INQUIRY DESIGN MODEL SESSION 3 Sources Part

THE INQUIRY DESIGN MODEL SESSION 3: Sources

Part I – The Nature of Sources • What are sources? • What makes a source disciplinary? • What is the relationship between sources and tasks? • How do sources support work with knowledge and skills?

What Are Sources? • Sources provide information that is useful in answering questions • Three characteristics of sources – Information contained in a source – Composition of a source – Perspective or bias of a source

What Makes a Source Disciplinary? • Sources have features that are distinctive within the disciplines. • Examples of disciplinary sources and processes include: Political Science – legislation evaluating public policies Economics – data and statistics quantitative reasoning Geography – maps and GIS data spatial reasoning History – oral history and diaries perspective

Your Task Given the content suggested in Key Idea 7. 7 in NYS K– 12 Social Studies Framework, what are some sources that would be useful in an inquiry on the compelling question, “Can words lead to war? ” • • What sources in political science? What sources in economics? What sources in geography? What sources in history?

What is the relationship between sources and tasks? • IDM tasks are anchored by sources • Sources and tasks must work in tandem

Source Work 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 S O U R C E S

How do sources support work with knowledge and skills? • Disciplinary knowledge and disciplinary skills are integrated within an investigation. • Source work is not easy.

Part II – The Instructional Uses of Sources can be used to • Spark curiosity • Build knowledge • Construct arguments

Sparking Curiosity Sparking curiosity is about engagement • Focus on relevance and what we know students care about. • Use staging activities in an inquiry. • Nurture curiosity through sources throughout the inquiry.

How would you use this source to spark curiosity? http: //www. speaktruthvideo. com/2014 -winners. html Kailash Satyarthi

What are some other ways to spark curiosity using sources?

Building Knowledge • Sources in an inquiry contain the disciplinary knowledge (content and concepts) students need to complete tasks. • Students use disciplinary skills when building knowledge. • Students gather information from the sources during an inquiry.

How do the sources support the building of knowledge?

Constructing Arguments with Evidence • Inquiries result in arguments. • Sources contain information that can be used as evidence in an argument. • Students need support when determining what information should be used in an argument.

How do the sources support the argument?

Part III – Working with Sources When using sources in an inquiry teachers should consider the following: • Selecting sources • Scaffolding • Adapting sources

Selecting Sources Selection of sources requires deep knowledge of content • Where can we find the sources? – Archives, libraries, collections – Online – Through collaboration and sharing

Adapting Sources • Approaches to adapting sources – Excerpting – Modifying – Annotating • Examples – Text passage from Uncle Tom’s Cabin – Summary of Uncle Tom’s Cabin – Illustration from the first edition of Uncle Tom’s Cabin • Adaptations to instruction • Objections to making changes to sources

Sources Require Scaffolding • Scaffolds provide novices with support for complex academic work. • Toolkit scaffolds were designed to support formative and summative tasks. • Analyzing sources in an inquiry involves literacy work. • Again, source work is not easy.

Summary • Sources contain information useful in answering questions, are disciplinary in nature, relate to the tasks in an inquiry, and support work with knowledge and skills. • IDM features three instructional uses of sources: – Sparking curiosity – Building knowledge – Constructing arguments with evidence • When using sources in an inquiry teachers should consider the following: – Selecting sources – Adapting sources – Scaffolding

IDM™ Conceptual Framework: Sources • Content knowledge and disciplinary skills are integrated within an investigation (#3) • Disciplinary sources are the building blocks of inquiry (#6) • Social studies shares in the responsibility for literacy (#8)

Questions Tasks Sources

Pulling it All Together