#ontsshg Archive
Promoting Feedback and Inquiry in the Social Studies, History and Geography classroom.
Thursday April 28, 2016
9:00 PM EDT
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Excited to hear share and collaborate with everyone tonight!
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Welcome to the Creating critical/disciplinary Thinking Classrooms discussion please introduce yourself?
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Christine Chin Grade 6 French Immersion
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Tell us who you are and where you are joining us from?
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Hi , I am Byron from the GTA
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Welcome Byron, we will start in a few minutes. Let us know who is participating.
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Please respond to the questions using the question answer technique A1 and so on.
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Here we go Q1 How does inquiry promote higher order thinking?
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A1: I think it requires students to process the information, compare, contrast, evaluate - rather than memorize and forget
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A1 Agreed, students need to own the information and make sense of it themselves
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A1allows students to personalize their learning & to move beyond remembering info to analyzing, evaluating & creating new knowledge
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A1 We are asking students to make sense of the content and eventually make decisions
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A1: I think we can all agree that it is definitely harder to teach them to do that!
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Q2 that leads to, How do you prepare your students so they can interpret and analyze content?
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A2: Lots of Graphic organizers and mind mapping so far.. what is everyone else doing?
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A1 Allows students to personalize learning & to go beyond remembering info to analyzing, evaluating & creating new info
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A2 it means that we need to do this on a regular basis so students can use the skills well
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A2 Do you practice these skills in different contexts? Just wondering. https://t.co/l5PA050u1u
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A2: Lots of Graphic organizers and mind mapping so far.. what is everyone else doing?
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thanks for sharing! these are great! - It helps them organize their thinking.
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I try to - reading comprehension is an easy one to use them in
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A2 I use different types of resources to analyze - artifacts, images, maps, books, graphs
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A2 These organizers help studenst to make thinking visible, sort info & make connections between ideas to draw conclusions
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what resources do you use for the artifacts/images?
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It is really the connects that we want to build on
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Q3 Where does disciplinary thinking play a role?
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A3 Now in SSHG we can use the concepts like significance to analyze an artifact or image.
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We have to mentor/apprentice students in how to think in the discipline so that they become "insiders" in the discipline.
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I agree, this is the basis for discisciplinary thinking in Ontario
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A3 students are doing the discipline like historians or geographers
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. Disciplinary thinking helps Ss to consider information in different ways, to consider different viewpoints and possibilities.
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Yes, they can see that issues have more than one perspective
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Q4 How do you introduce and support disciplinary thinking?
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Q4 The Big 6 is a great resource to use
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A4 Giving students language is an important part of introducing disciplinary thinking. Academic language sentence starters, eg.
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I have seen one teacher use accountable talk to get the discussions going.
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In Peel, our disciplinary posters for each grade are also a great place to start.
