inquiring minds want to know brenda russell s.e.e april 2010
TRANSCRIPT
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 [email protected]