Group items tagged

Filter: All | Bookmarks | Topics Simple Middle

An Introduction to Inquiry-Based Learning - 122 views

www.techsoup.org/...page10004.cfm

shared by Jenny Gough on 17 Jul 12 - Cached

Jenny Gough on 17 Jul 12

"What kinds of questions make for good inquiry-based projects? As we said, they must first be questions that the kids truly care about because they come up with them themselves. In addition, good questions share the following characteristics: The questions must be answerable. "What is the poem 'Dream Deferred' based on?" is answerable. "Why did Langston Hughes write it?" may be answerable if such information exists, or if the students have some relevant and defensible opinions. "Why did he choose this particular word in line six?" is not answerable because the only person likely to know such a specific answer is Hughes himself, now deceased. The answer cannot be a simple fact. "In what year was Lincoln killed?" doesn't make for a very compelling project because you can just look it up in any number of books or Web sites. "What factors caused the assassination attempt?" might be a good project because it will require research, interpretation, and analysis. The answer can't already be known. "What is hip-hop music?" is a bit too straightforward and the kids are not likely to learn much more than they know already. "What musical styles does hip-hop draw from and how?" offers more opportunity for exploration. The questions must have some objective basis for an answer. "Why is the sky blue?" can be answered through research. "Why did God make the sky blue?" cannot because it is a faith-based question. Both are meaningful, valid, real questions, but the latter isn't appropriate for an inquiry-based project. "What have people said about why God made the sky blue?" might be appropriate. Likewise, "Why did the dinosaurs become extinct?" is ultimately unanswerable in that form because no humans were around to know for sure, but "What do scientists believe was the reason for their extinction?" or "What does the evidence suggest about the cause?" will work. Questions based on value judgments don't work for similar reasons. You can't objectively answer "Is Hamle

<div class="cArrow"> </div><div class="cContentInner">"What kinds of questions make for good inquiry-based projects? As we said, they must first be questions that the kids truly care about because they come up with them themselves. In addition, good questions share the following characteristics: The questions must be answerable. "What is the poem 'Dream Deferred' based on?" is answerable. "Why did Langston Hughes write it?" may be answerable if such information exists, or if the students have some relevant and defensible opinions. "Why did he choose this particular word in line six?" is not answerable because the only person likely to know such a specific answer is Hughes himself, now deceased. The answer cannot be a simple fact. "In what year was Lincoln killed?" doesn't make for a very compelling project because you can just look it up in any number of books or Web sites. "What factors caused the assassination attempt?" might be a good project because it will require research, interpretation, and analysis. The answer can't already be known. "What is hip-hop music?" is a bit too straightforward and the kids are not likely to learn much more than they know already. "What musical styles does hip-hop draw from and how?" offers more opportunity for exploration. The questions must have some objective basis for an answer. "Why is the sky blue?" can be answered through research. "Why did God make the sky blue?" cannot because it is a faith-based question. Both are meaningful, valid, real questions, but the latter isn't appropriate for an inquiry-based project. "What have people said about why God made the sky blue?" might be appropriate. Likewise, "Why did the dinosaurs become extinct?" is ultimately unanswerable in that form because no humans were around to know for sure, but "What do scientists believe was the reason for their extinction?" or "What does the evidence suggest about the cause?" will work. Questions based on value judgments don't work for similar reasons. You can't objectively answer "Is Hamle</div>

...

Cancel

Common Core Curriculum Maps | - 215 views

commoncore.org/...grade_span_9-12

shared by Josh Flores on 06 Jun 11 - No Cached

- Josh Flores on 06 Jun 11
  
  Rote Memorization? Don't they know that's a Lower Order Thinking Skill?
  
  <div class="cArrow"> </div><div class="cContentInner">Rote Memorization? Don't they know that's a Lower Order Thinking Skill? </div>
  
  ...
  
  Cancel
...

Cancel
- Josh Flores on 06 Jun 11
  
  Writing an original poem could have the same effect.
  
  <div class="cArrow"> </div><div class="cContentInner">Writing an original poem could have the same effect. </div>
  
  ...
  
  Cancel
...

Cancel
Moreover, once students have memorized a poem, they are able to carry it with them everywhere. It becomes part of their lives.
...

Cancel
...4 more annotations...
Seminar discussions
...

Cancel
- Josh Flores on 06 Jun 11
  
  Substantive Conversation Socratic Seminar Think-Pair-Share
  
  <div class="cArrow"> </div><div class="cContentInner">Substantive Conversation Socratic Seminar Think-Pair-Share</div>
  
  ...
  
  Cancel
...

Cancel
research essays
...

Cancel
- Josh Flores on 06 Jun 11
  
  Good use of EasyBib premium account's notebook feature
  
  <div class="cArrow"> </div><div class="cContentInner">Good use of EasyBib premium account's notebook feature</div>
  
  ...
  
  Cancel
...

Cancel

Educational Leadership:Teaching Screenagers:Too Dumb for Complex Texts? - 72 views

www.ascd.org/...b-for-Complex-Texts%C2%A2.aspx

reading technology education texts complex learning resources

shared by ekpeterson on 06 Mar 16 - No Cached

Willingness to Probe
...

Cancel
readers may need to sit down with them for several hours of concentration.
...

Cancel
hey insert a hesitant question before moving on.
...

Cancel
...8 more annotations...
That willingness to pause and probe is essential, but the dispositions of digital reading run otherwise. Fast skimming is the way of the screen. B
...

Cancel
they have grooved for many years a reading habit that races through texts, as is the case with texting, e-mail, Twitter, and other exchanges, 18-year-olds will have difficulty suddenly downshifting when faced with a long modernist poem.
...

Cancel
They are deep and semiconscious behaviors that are difficult to change except through the diligent exercise of other reading behaviors.
...

Cancel
Texts like this one are too complex to allow for rapid exit and reentry. They often originate in faraway times and places and discuss ideas and realities entirely unfamiliar to the modern teenager. To comprehend what they say requires a suspension of present concerns.
...

Cancel
Finally, the comprehension of complex texts depends on a receptive posture in readers. They have to finish the labor of understanding before they talk back, and complex texts delay the reaction for hours and days.
...

Cancel
Digital communications, on the other hand, especially those in the Web 2.0 grain, encourage quick response.
...

Cancel
Complex texts aren't so easily judged. Often they force adolescents to confront the inferiority of their learning, the narrowness of their experience, and they recoil when they should succumb.
...

Cancel
reserve a crucial place for unwired, unplugged, and unconnected learning. One hour a day of slow reading with print matter, an occasional research assignment completed without Google—any such practices that slow down and intensify the reading of complex texts will help.
...

Cancel

Animals: Facts, Pictures, and Videos -- National Geographic Kids - 8 views

kids.nationalgeographic.com/animals

Animal Research Poem

shared by jmedeitz on 25 Apr 18 - No Cached

Animals - 6 views

education.abc.net.au/home

animal research poems