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+ Inquiry to Meet the Common Core State Standards Training Modules brought to you by the Idaho State Department of Education and Rachel Bear, Jess Westhoff, Ramey Uriarte, Paula Uriarte, and Chris Butts, Boise State Writing Project Teacher Consultants

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+ Opening Activity: Stand and Deliver 1. Everything that is learned must be taught. 2. Students and teachers have equal responsibility for learning. 3. Only the curious will learn. 4. Genuine understanding cannot be measured. Boise State Writing Project Teacher Consultants

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+ Inquiry Unit Planning: Overview Essential Question: How can we use the Common Core State Standards and inquiry to create significant learning experiences for our students? Step 1: Articulate Unit Goals (see Module #4) Step 2: Craft an Essential Question Step 3: Create a Culminating Project Step 4: Develop Frontloading Activities Step 5: Sequence Instruction Boise State Writing Project Teacher Consultants

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+ Our Learning Targets Create a unit plan that structures significant learning experiences for your students and that is aligned with the Common Core. Explore and practice strategies for helping students develop the writing, reading, speaking, and listening skills required by the Common Core. Boise State Writing Project Teacher Consultants

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+ It is nothing short of a miracle that modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry. ~Albert Einstein Boise State Writing Project Teacher Consultants

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+ Why Wilhelms Inquiry Model? Follows Apprenticeship Model Intuitive Relevance Situated Learning Legitimate Peripheral Participation (Lave & Wenger, 1991) Click here to see a video exploring the question Why Inquiry?here Boise State Writing Project Teacher Consultants

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+ Models of Inquiry Tina Blythe & Associates (1997) Kath Murdoch (1998) Wiggins & McTighe (1998) Wilhelm (2007) Teaching for Understanding Framework Integrated InquiryUBD, The Backward Design Process Inquiry and Design Articulate Throughlines (Overarching Goals) Identify Generative Topics and Understanding Goals Work Toward Performances of Understanding 1-Introductory 2-Guided 3-Culminating Ongoing Assessement Tuning in Finding Out Sorting Out Going Further Making Conclusions Taking Action Stage 1: what is worthy and requiring of understanding? State 2: What is evidence and understanding? Stage 3: what learning, experience, and teaching promote understanding, interest, and excellence Identify a problem or issue/ask an essential/framing question Set the task/identify culminating projects and how to get there Find and become familiar with important data/texts Develop new data (survey, experiment, etc.) Select and organize data Analyze data to see new patterns Represent what has been learned Share what has been learned Solicit feedback Reflect Revise Undertake Social Actions Boise State Writing Project Teacher Consultants

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+ The Apprenticeship Model: The Six Ms 1)Motivate: Essential Questions and Frontloading 2)Model: Teacher Does/Students Watch Examples: read alouds, guided reading, think alouds, drama strategies, and visual strategies 3)Mentor: Teacher Does/Students Help and Students Do Together/Teacher Helps Gradual release of responsibility and genuine collaboration Boise State Writing Project Teacher Consultants

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+ The Apprenticeship Model: The Six Ms (continued) 4)Monitor: Students Do Together or Alone/ Teacher Watches Independent application of all strategies to complete culminating projects 5)Multiple Modalities: Students Assisted in Various Ways Use strengths to address weaknesses 6)Multiple Measures of Success: Multiple Opportunities to Demonstrate Progress and Achievement Boise State Writing Project Teacher Consultants

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Scaffold Conceptual and Procedural Knowledge through Sequencing Frame the Unit with an Essential Question Frontload Concepts, Procedures and Prior Schema and Motivate Sequenced, Cyclical, Engaging Instruction to Practice Concepts and Procedures Gradual Release of Responsibility as Students Work Toward Culminating Project, Collecting Feedback Assess Learning with a Culminating Project that represents the students answer to the EQ Click HERE to see an explanation of Conceptual and Procedural KnowledgeHERE Click HERE to see an overview of InquiryHERE

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+ Step One: Articulate Unit Goals See Standards Grouping Activity in Module #4 Boise State Writing Project Teacher Consultants

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+ Step Two: Craft an Essential Question Guiding Question: How can we craft essential questions that will engage students in the real work of historians, scientists, agriculturalists, executives, writers, readers, artists, and mathematicians? What types of questions do people ask in your discipline? Click here to see a video of this activityhere Boise State Writing Project Teacher Consultants

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+ Purposes of Essential Questions Mirror the thinking of experts in the discipline Establish a purpose for the learning Generate motivation Boise State Writing Project Teacher Consultants

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+ Criteria for Essential Questions Open-ended and arguable multiple possible answers Student friendly Get at the heart of the discipline Edgy Concise and clearly stated Could transform students understanding and ways of being in the world Boise State Writing Project Teacher Consultants

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+ Examples of Essential Questions Biology: Why do things die? Literature: Should we conform? History: How should we use our power? Government: What makes a great leader? Math: When is it appropriate to estimate? Boise State Writing Project Teacher Consultants

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+ Examples of Essential Questions: Which one is best? Which wars have had results that have not justified fighting? Is war necessary? Do you agree with engaging in war? What reasons are compelling enough to justify war? Boise State Writing Project Teacher Consultants

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+ Brainstorm Essential Questions Select one of the four groups of standards you created during step one in Module #4. Consider the group of standards, thematic title, and texts you listed. Brainstorm possible essential questions based on the standards, theme, and/or texts. Tips to Remember: Ask questions that Get at the heart of your discipline Require students to make judgments Raise ethical or moral issues Matter for students now and in the future Boise State Writing Project Teacher Consultants

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+ Your Essential Question Write the essential question you have selected for your unit on your Unit Planning Template. Boise State Writing Project Teacher Consultants

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+ Step Three: Create a Culminating Project Guiding Question: How can we create AUTHENTIC assessments (which are also significant learning experiences) that allow us to learn what students know and can do? Click here to see a video of this activityhere Boise State Writing Project Teacher Consultants

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+ Purposes of Culminating Projects Allow students to demonstrate their understanding of concepts and procedures summative assessment opportunities Create an immediate venue for application of what was learned Establish a goal students are working toward throughout the unit Boise State Writing Project Teacher Consultants

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+ Your Culminating Project Use the Culminating Project Template to develop your culminating project. When you are happy with your project, copy the description to your Unit Planning Template. Boise State Writing Project Teacher Consultants

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+ Step Four: Develop Frontloading Activities Guiding Question: How can we immediately motivate students to engage in the inquiry while simultaneously activating their prior knowledge and establishing the learning targets? Click here to see a video of this activityhere Boise State Writing Project Teacher Consultants

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+ Purposes of Frontloading Activate students prior knowledge and build students background information regarding the central ideas of your unit. Motivate students for reading and inquiry. Organize the inquiry by helping students set purposes for their learning, clarify what they are coming to know, and monitor their learning progress. Boise State Writing Project Teacher Consultants

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+ Example of Frontloading: Two Pictures Examine the two pictures of Johannesburg : Johannesburg, 1886 Johannesburg, 1896 What do you notice? What do you wonder? Boise State Writing Project Teacher Consultants

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+ Example of Frontloading: Opinionaire Consider the statements listed. Next to each statement write A (agree) or D (disagree). Be prepared to defend your responses. Talk with your group about your responses to each statement. As a group, try to come to consensus on each of the statements. Full group discussion: which were most compelling? Boise State Writing Project Teacher Consultants

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+ Example of Frontloading: Think Puzzle - Wonder On a sheet of paper, write down what you know or think you know about the conservation of energy principle. Click here to see a video of this activityhere In the next available space, note the questions you have about conservation of energy or other ideas you thought of while watching the clip. Work with a partner to generate ideas about how we can explore your questions. Write these down. Boise State Writing Project Teacher Consultants

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+ Your Frontloading On the second page of the Unit Planning Template, describe one or two frontloading ideas you have for your unit. Remember to consider your essential question and your culminating project. What would be best the way to introduce students to the unit? Boise State Writing Project Teacher Consultants

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+ Step Five: Sequence Instruction Guiding Question to Consider: How can we provide extended practice in miniature to help students develop practical expert knowledge, especially through meaningful social activity? Principles of sequencing: Easy to Hard Immediate to Imagined Familiar to Unfamiliar Oral to Written Short to Long Scaffolded/Supported to Independent Collaborative and Socially Supported to Individual Concrete to Abstract Visually Supported to Purely Textual (Ideas for sequencing from Wilhelm, 2007; Wilhelm, Baker and Hackett, 2001) Boise State Writing Project Teacher Consultants

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+ Example of Instructional Sequence Central Standard: RL.7.9Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Ideas for Sequencing: Story telling and fictionalizing with peer Photographs and paintings Documentary and film clips Excerpts from letters and poems Articles and short stories Novel Boise State Writing Project Teacher Consultants

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+ Your Instructional Sequence Consider your central CCSS standard for your unit. Using the principles of sequencing, create a plan for how you will scaffold that skill throughout the unit. Boise State Writing Project Teacher Consultants

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+ Your Instructional Sequence: Share Talk to a partner at your table. Provide a brief overview of your unit and the skill you have chosen to focus on. Describe the sequencing you have determined to help your students develop this skill. Explain how you are following the principles of sequencing to support your students in developing this skill. Boise State Writing Project Teacher Consultants

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+ Composing the First Draft of Your Inquiry Unit Plan Work alone or with a partner to finish drafting your Inquiry Unit Plan. Central CCSS Standard (written out) Other CCSS focus standards (abbreviated) Essential Question Culminating Project Frontloading Activity Instructional Sequence for the Central Skill (and, possibly, other sequencing ideas) Other Ideas for the Unit Possible Texts (Informational/Explanatory and Literary) Hang your poster on the wall when you are finished Boise State Writing Project Teacher Consultants

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+ Synthesis: Gallery Walk of Unit Plans Walk around and view your colleagues posters. Write your specific feedback (in the form of a PQP) on a sticky note and attach it to the edge of your colleagues poster. PraiseQuestionPossibilities Boise State Writing Project Teacher Consultants

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+ Praise: As a group, what did we do well? Anything you saw that you really liked? Questions: What are we wondering about planning inquiry units? Possibilities: What are some areas for improvement? Gallery Walk Debrief: P-Q-P Boise State Writing Project Teacher Consultants

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+ Connect Extend - Challenge Your exit ticket is a Connect Extend Challenge. Connect what we explored today with what you already knew. Explain how your thinking was extended or pushed in new directions. Describe what is still challenging or confusing. Boise State Writing Project Teacher Consultants

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+ References Blythe, T. (1998). The teaching for understanding guide. San Francisco, CA: Jossey-Bass. Common core state standards initiative. (2012). Retrieved from www.corestandards.org.www.corestandards.org Lave, J., & Wenger, E. (1991). Situated learning, legitimate peripheral participation. New York, NY: Cambridge University Press. Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible, how to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass. Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Saddle River, NJ: Prentice Hall. Wilhelm, J. D. (2007). Engaging readers & writers with inquiry, promoting deep understanding in language arts and the content areas with guiding questions. New York, NY: Scholastic. Wilhelm, J. D., Baker, T., & Dube, J. (2001). Strategic reading: Guiding students to lifelong literacy, 6-12. Portsmouth, NH: Boynton/Cook Publishers.

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+ Acknowledgements Boise State Writing Project Teacher Consultants involved in developing activities in this module: Kellie Hannum Anna Daley Cecilia Pattee Jess Westhoff Rachel Bear Boise State Writing Project Teacher Consultants