1. Welcome! Claggett Creek Middle School OCTOBER 13, 2016
SETTING THE STAGE FOR INQUIRY BASED LEARNING

2. Partner Drawing
Select a partner and determine who will be Partner A and Partner B.
Arrange yourselves so that Partner A is facing forward and Partner B is facing the back wall.
Partner A will have one minute to describe an image, while partner B listens and attempts to draw the image being described.
Switch roles.
Karina
Building Relational Capacity
Partner Drawing from AVID Critical Thinking and Engagement (pages 44-45)
Materials: blank drawing paper and writing utensils

5. Why inquiry? Building on previous work
Connected to our established systems
Looking ahead
Karina
Inquiry is not something new. Inquiry is aligned to the work we are already doing in our District and in our school.

6. What is your why?
What is one piece of learning would you like to walk away with today?
What is one hope you have for today’s learning?
Karina
Share example from coaching PD:
I would like to walk away with strategies for initiating conversations about equity in our classrooms and schools.
I hope that I have the courage to initiate difficult conversations and work toward equity for all students.

7. Essential Question
What specific components are needed in all classrooms in
order for inquiry to happen frequently and authentically?
Read one time,
Second read: facilitator reads the black words and the partic
Inquiry is hard. It doesn’t just happen because we want it to. There is a considerable amount of planning and preparation that goes into providing inquiry learning experiences for our students. Today, we will be thinking about what elements are necessary for creating classrooms where inquiry can take place on a regular basis. We will explore and model strategies that can be used in all classes at Claggett Creek.

8. Inquiry: Draw It!
In pairs, use images, symbols, and words to illustrate what an inquiry-based classroom looks like, feels like, and sounds like.
Stand Share Sit
Everyone at the table stands
Pairs will share and explain their drawings to the group
After you have shared, please sit down
Rob
Ask participants to visualize a classroom in which inquiry and inquiry-based instruction are present. Have them consider how an activity and interactions in this classroom would look, feel, and sound. What would the students be doing and saying? How would the room feel?
Give them 3 minutes to create a “quickdraw” (a combination of images, symbols, and words) to illustrate their current understanding of inquiry and inquiry-based instruction.
Have participants do a Stand and Deliver to share their quickdraws. (All the participants stand at their tables and after “delivering” their quickdraw to their table group, sit back down. When everyone is seated, you know that the groups are finished sharing.)
5 minutes

9. Students asking questions
Inquiry: Name it!
Use sticky notes to silently name what the illustrations depict.
Please use a different sticky note for each new idea.
Examples:
Working in groups
Students asking questions
Karina
3 minutes

10. Inquiry: Group it! Organize sticky notes into categories.
Name the categories.
Be prepared to share.
Jen
2 minutes
Novel ideas only:
Everyone stands, everyone listens. Each group shares two of the categories you named

11. Inquiry: Group it! Safe learning environments for risk-taking
Organize sticky notes into these three categories:
Safe learning environments for risk-taking
A culture of question asking
Time and strategies for processing
If necessary, create an “other” category for sticky notes that don’t seem to fit.
Jen
Next step, reorganize, make your sticky notes fit into these three categories at your table first.
It’s okay to have an other if needed. Talk in your groups, how much reorganizing did you have to do?
Now, stand up, stretch your legs and visit at least two other tables. As you see how others organized their notes, think about similarities and differences with how your group organized your notes.

12. Essential Question
What specific components are needed in all classrooms in
order for inquiry to happen frequently and authentically?
In what ways have we experienced inquiry in our learning today?
One minute of silent thinking time.
Karina
Stop and reflect:
In what ways have we experienced inquiry in our learning so far?
Processing time: we really want to honor all types of processing
(whip around at table groups)
Distribute three column “look for” document……
Inquiry, a non-example: How would the learning have been different if we would have started here? Take 30 seconds to check in with your A/B partner. How would your learning have been different?
Take some time to process: if you need to, re-word it, talk to a neighbor, how does it match what your teams identified and discussed in the sorting activity?
This document is a starting point…it is not all inclusive, it is simply meant to further clarify what inquiry could look like in our classrooms.

13. Inquiry: See it!
Use the three column “What does it look like?” document as a guide.
Partner A observes for safe learning environment, Partner B observes for time and strategies for processing.
Check off what you see, add additional observations.
Be prepared to share and discuss with your partner.
Karina:
Now that you have taken some time to process the “What does it look like?” document, let’s see it in action!
Garden Grove, CA, AVID Excel class.
This class is preparing for a Socratic Seminar, please know that we are not watching for the Socratic (that is simply ONE way). We are watching for the process inquiry, what is happening in this classroom that allows students to own their own thinking and learning?
Show video from U drive (have minimized).
Stop at 7:10
Take 2 minutes to share observations with your A/B partner.
Transition:
Because there is strong sense of a safe learning environment AND time and strategies for processing established in this classroom, inquiry and a culture of asking questions can exist in an authentic way.
Next we will look deeper at the culture of asking questions by experiencing it ourselves.

14. BREAK!
5 minutes to stretch your legs, refill coffee, take a brain break. Please return promptly.

15. Inquiry: Experience it!
“Questions unite people, answers divide them.” Elie Wiesel
Jen
I need you for a minute to take off your teacher hat and put on your “student” hat. Please consider how a middle schooler would or could respond to the following activity.
Holocaust survivor, author of the novel, Night, recently passed away is quoted saying, ...

16. Inquiry: Experience it!
With your A/B partner:
Partner A will verbally respond to the prompt.
B will stay SILENT and will record partner A’s answer.
ONLY PARTNER “A” RESPONDS.
What does this quote mean?
Jen
1 minute
Okay, now it is Partner B’s turn to respond. On the next slide you will see one question appear at a time. We are still talking about the same quote, but in a more structured way. Partner A is to read the question aloud and record Partner B’s response.
Ready?

17. Inquiry: Experience it!
5 Questions: (Partner A asks)
What do you think?
Why do you think that?
How do you know this?
Can you tell me more?
What questions do you still have?
Jen

18. Inquiry: Experience it!
How did the five questions deepen your thinking?
How could this be used with students in your classroom?
How does this experience encourage inquiry in the classroom?
Why is this process important?
Jen
Come together as a table. Consider these questions and discuss at your table groups

19. “5 Powerful Questions Teachers Can Ask Students”
Critical Reading: Pre-Reading
Record the EQ: What specific components are needed in all classrooms in order for inquiry to happen frequently and authentically?
Create this key on your text:
LE = Learning Environment
P = Processing Strategies
Q = Question-asking culture
Karina
I stole this idea from Lindsay Wilson

20. “5 Powerful Questions Teachers Can Ask Students”
Critical Reading: Marking the text
Read the text
Highlight evidence that speaks to the three components of inquiry classrooms we have discussed
Label the components using the key (LE, P, Q)
Allow time for silent reading and marking of the text
Table whip around: Share one piece of evidence you marked. What component does it speak to? (LE, P, Q) How do does it relate to your teaching practices?

21. Stop and reflect
EQ: What specific components are needed in all classrooms in order for inquiry to happen frequently and authentically?
Stop and Reflect: Look back at the 3 column chart/Think about the questioning and the article….Where are you currently at in your practices? What are you already doing well? What strengths can you build on? Where can you stretch and grow from here? Make some notes at the bottom of your blue “look for” page to capture your current thinking. As you think about creating a culture of asking questions, I challenge you to first consider the questions you are asking. Are they open ended enough for students to explore? Then I would challenge you to consider how you are releasing the question asking to students. If students aren’t asking the questions they aren’t carrying the weight of the thinking. And you as teachers are carrying enough weight. We are hoping that you leave today with some strategies to promote inquiry in your classrooms, that you are able to move your “hope” into action. What can you commit to in the first week of the new grading period? What knowledge are you carrying forward so you can act on that hope.
Math 6 PLC has been stretching and growing in how they provide inquiry based learning experiences for their students. They have been implementing AVID collaborative study groups since the first week of school. When we return from break, we will take a closer look at what CSGs are and how they can be used to foster inquiry and collaboration.

22. BREAK!
7-10 minutes
Staff input?

23. AVID Collaborative Study Groups (CSGs)
EQ: How do Collaborative Study Groups support student inquiry and collaboration?
Partner A: Roles and Responsibilities
Partner B: CSG Overview
Rob:
Partner A and Partner B
Partner A glance over roles and responsibility resource
Partner B glance over overview resource
Be prepared to share key bits of information with your partner
Give 3 minutes for silent reading
Allow 4 minutes for partner sharing
Show videos directly from myAVID (have minimized)
Transition to Jenna and Jesse sharing their experiences with CSGs
Quick touch back to EQ: Ask teams to popcorn share out.