inquiring minds want to know brenda russell s.e.e april 2010

INQUIRING MINDSWANT TO KNOW

Brenda RussellS.E.E

April 2010

Inquiries are activities that enable students to understand and apply the

concept, significant knowledge or skill of a key

point.

Inquiries ask: “What do I want students to do?”

ORGANIZING CONCEPT:

Change

Cycles

Diversity

Cause/Effect

CHANGEMy Body

Earth Materials

Government

Topic

Topic

Topic

Key Points& Inquiries

Center of Human Brain and Human Learning,Susan Kovalik & Associates 4

SIX KINDS OF SENSORY INPUT

IMMERSION(13 senses)

S Y M B O L I C E = MC2 Adverbs

(2 senses)

BEING THERE(19 senses)

2nd HAND(3 senses)

HANDS ON the real thing

(9 senses)

HANDS ONrepresentational items

(4 senses)

EE 1.9,11-13, (1), 1.7,9-11 (2)

Center of Human Brain and Human Learning,Susan Kovalik & Associates 5

PATTERNSEEKING...

RELATIONSHIP

I ME, HOT, COLDYOU TOMORROWDADDY YESTERDAYMOMMY OLD, NEW

ACTION

RUNNING SKIPPINGWALKING JUMPING

SWIMMING

SITUATION

PARTY: BirthdayHalloweenChristmasGraduation

GOING TO SCHOOLTAKING A TESTMEETING A STRANGER

PROCEDURE

GETTING DRESSEDGOING TO THE STOREDRIVING A CARSHOWERING

OBJECT

TEAPOTHAIRBRUSHCHAIRCATDOG

SYSTEM

FAMILYCOMPUTERTRANSPORTATIONLAWSCHOOLPOLITICAL

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUESCLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUESCLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES •

CLUES • CLUES

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES •

CLUES • CLUES

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.3

E.E. p. 4.3

Gardner’s MULTIPLE INTELLIGENCES

Logical-Mathematical

(logic/number smart) LMLinguistic

(word smart) L

Spatial

(picture smart) SBodily-Kinesthetic

(body smart) BK

Musical

(music smart) M

Intrapersonal(self smart)

Interpersonal(people smart)

Naturalist

(nature smart) N

© Exceeding Expectations, Susan Kovalik & Karen D. Olsen, Ch. 3 EE Ch. 3

Mu

ltip

le In

t elli

gen

c es ,

(a p

ar t

ial li s

t )Inquiry Builder

Bodily/ Kin.

applydramatizeoperatedemonstratepracticerhythmmimeteach

interpretdisassembleexperimentdiagraminventory

rehearsemeasuredebate

convey emotiontell a storyassembleconstructprepareinventdesignarrangeclassify

performlocate

imitateplay

Musical

Perform- (solo or in a group)harmonizerhythmteachexpressselect

analyzecompareinterpret

interpretcritiquedefendcharacterize

create a variationexpressconvey emotionsymbolizetell a storyimprovise

rehearsepracticeexpress 

memorizeimitaterecite 

Spatial

diagramtranslateillustrateapplysummarizeexhibitteachmake

disassembledifferentiatediagramdistinguish

predictestimatemeasurejudge

formulateproposedesignorganizerestructureplan arrange

locateidentifydescriberecognizerelate partssortcompareillustrate

interpretadaptdrawmatchsketch

Application Analysis Evaluation Synthesis Comprehension Knowledge

Bloom’s Taxonomy

Starting Point:BEING THERE

Ending

Point:

TEST PREP.

© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, p. 16.7

EE Supplement 13.10

Grounding the Concept

Inquiries for the Conceptual Key Point:

• Need to come from their previous experiences, not tied to new content (can be from the “Being There” experience)

• Have Guided Practice (whole class with teacher support) and Choice Inquiries (independent, whole or small group)

Center of Human Brain and Human Learning,Susan Kovalik & Associates 9

The “ABCD” GUIDELINES for Writing Inquiries

lways start with the action in mind — What students are to do in order to practice applying what they understand to real-world situationse specific with your directions so that students can see the outcome or finished product in their mind’s eye — What the inquiry is asking them to doonnect to the key point — Will doing this inquiry help students to understand and be able to apply the concept or skill in the key point?

EE Ch. 16.4

evelop a product and differentiate inquiries to meet student needs — How will students show they understand content and stretch their skills by using the MI?

BEFORE WRITING INQUIRIES:

• Circle or box the unfamiliar terms in the key point.

• Develop inquiries that will provide experiences for the students on those points.

• Label the intelligences, standards, and IEP objectives these inquiries address.

WEB SITES

• Bighugelabs.com• Edu.glogster.com• Wikispaces.org• Schooltube.com• Kerpoof.com• Fluxtime.com• Vozme.com• Wordle.net• Readwritethink.org• Thinkfinity.org

Lewis Carroll Elementary School

Brenda RussellOne Skyline Blvd.

Merritt Island, FL 32953Russell.brenda@brevardschools.org