This chat is moderated by Grapevine-Colleyville ISD educators where we discuss current education trends and deepen our learning. 1st and 3rd Thursdays at 8:30 PM CST September to May @msbearce @SBarkerEDU
I’m Matt Canafax, and I serve as the Secondary STEM Liaison for GCISD. I will be your #gcisdchat moderator tonight. Questions will be asked with Q1, Q2 by me with images. Answer w/ A1, A2. #gcisdchat
A1: In ELA, it can apply to the WHY behind a writer’s choices in order to then use in our own writing or it can be a universal ? We explore within a text we are reading! #gcisdchat
Q1: Intentionally planning to catch students attention with something that would interest them and allowing that to prompt questioning and showing an interest towards learning goal. #gcisdchat
Q2: Thinking processes are a structure for inquiry-learning. In the STEM Academies, we use an engineering design process across all contents. What thinking processes do you use to help students learn through inquiry? #gcisdchat
A1: When students had questions beyond our learning, I would ask "How could you find that out?" Helping them to think of additional sources of information. #gcisdchat
In ELA, I think those thinking processes are often linked to strategies we teach for understanding complex text but also allowing for mistakes and risks to take place to feed that inquiry culture. #gcisdchat
Yes, our key concepts. I asked them to select where they fet stuck and create questions based on the historical reasoning skills. C/C, Causation, CCOT #gcisdchat
Q2: Yes! We use the design process in all content areas but I also use Kagan strategies to help Ss think, discuss & reflect and also teach students how to generate questions they can find answers to. #gcisdchat
A2: Historians analyze primary sources to find patterns, answers, bias, and discover points of view. Teaching our students to question and create their own questions is the beginning of creating a culture of inquiry. #gcisdchat
Yes, our key concepts. I asked them to select where they fet stuck and create questions based on the historical reasoning skills. C/C, Causation, CCOT #gcisdchat
A3: inquiry learning creates student ownership and engagement in their learning. Rather than having info fed to them, students have freedom to explore and apply learning in unique ways! #gcisdchat
Q3: Students construct knowledge and meaning for themselves with T guidance. Inquiry makes learning more relevant and meaningful for Ss. It sticks better! :) #gcisdchat
Q3: Ss own the learning with support from peers and guidance from T. Higher levels of engagement, problem solving, connecting new knowledge to prior learning. Differentiation. The one who does the thinking does the learning. Oh, & develops lifelong learning skills. #gcisdchat
A3- Allowing students to become practitioners in a history classroom allows the past to come to life. The thinking deepens as students are allowed to explore multiple primary sources to determine the story it is telling instead of the teacher telling the story to them #gcisdchat
Yes @pettit73! Loved that you said "stick" because even now, I remember more of the research papers I did as a high school than maybe anything else because I created the question and found the answers! #gcisdchat
Q3: Students construct knowledge and meaning for themselves with T guidance. Inquiry makes learning more relevant and meaningful for Ss. It sticks better! :) #gcisdchat
A5: Provide students with a primary source over upcoming unit and allow them to generate a list of ten questions. Share with others and produce ten more. And then ten more....#gcisdchat
A5: present Ss with a problem or scenario. I used my name brand steel cup vs a generic one & Ss had to decide how to determine difference & whether name brand is worth the money. They had to decide what to value #gcisdchat
A5: Provide students with a primary source over upcoming unit and allow them to generate a list of ten questions. Share with others and produce ten more. And then ten more....#gcisdchat
A5: I like “What do you notice? What do you wonder?” for our younger students? Of course have you met many 5-6 year olds that don’t have lots of questions? Don’t squelch their curiosity. #gcisdchat
Q5: Teaching my littles how to do research! ❤️ Also asking questions that generate more questions. In Kinder, we record KWL & correct misconceptions #gcisdchat
@gcisdMelanie I do something similar in AP World. I call it pointing. The word cloud generator add in is great for looking for patterns and significance too! #gcisdchat
A5: I like “What do you notice? What do you wonder?” for our younger students? Of course have you met many 5-6 year olds that don’t have lots of questions? Don’t squelch their curiosity. #gcisdchat
So true @gcisdMelanie! Teaching younger students the difference between asking a question and telling a story is sometimes challenging, lol. But at least they are making connections between school and real life! #gcisdchat
A5: I like “What do you notice? What do you wonder?” for our younger students? Of course have you met many 5-6 year olds that don’t have lots of questions? Don’t squelch their curiosity. #gcisdchat
A5: I like “What do you notice? What do you wonder?” for our younger students? Of course have you met many 5-6 year olds that don’t have lots of questions? Don’t squelch their curiosity. #gcisdchat
A5: Provide students with a primary source over upcoming unit and allow them to generate a list of ten questions. Share with others and produce ten more. And then ten more....#gcisdchat
That is it, Shannon! Are we seeking to teach students how to find answers or the skill of finding the questions and then developing answers? #gcisdchat
A6: I think Ts must model this. Use higher levels of Bloom’s or Costa’s intentionally & expect students to do the same. Maybe a new #gcisdVALOR goal? #gcisdchat
Q6: With younger Ss, modeling how to pose good questions, allowing higher levels of Blooms/Costa questions to drive further inquiry, and generate even more questioning! #gcisdchat
Teachers modeling their thinking is so powerful in any classroom. The real magic comes when they hold students able to follow their lead and generate the thinking on their own #gcisdchat
A6: I think Ts must model this. Use higher levels of Bloom’s or Costa’s intentionally & expect students to do the same. Maybe a new #gcisdVALOR goal? #gcisdchat
A6- encourage ss to utilize Kaplan’s prompts of complexity (across disciplines, multiple perspectives, over time) Basically how can they complicate the ? tomake it more interesting #gcisdchathttps://t.co/FN6chZkJDV
Q7: Set up provocations, allow Ss to wonder. Return questions with questions. Try not to just provide answers, but guide them towards answers with questioning. #gcisdchat
A8: I think students have to see the payoff. We want them to struggle, but not so much that they give up in frustration. Finding the balance. #gcisdchat
