JCPS Phase 2: Collaboration & Inquiry

WICORize your classroom

Collaboration & Inquiry

Phase 1.2

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Collaborative Study Groups

AVID DistrictwideImplementation ~ Rigor

Levels of Questions

Philosphical Chairs

index

Earning Credits

Additional Collaborative Inquiry Strategies

Socratic Seminars

The Index serves as a HOME page. Get anywhere from here without having to click through slides you've visited or activities you have completed. If seeing it for the first time, click on the right arrow in the right corner.

AVID Districtwide Implementation

What is Rigor in Johnston County Public Schools?

Using INQUIRY-BASED, COLLABORATIVE STATEGIES to CHALLENGE and ENGAGE students in content resulting in increasingly COMPLEX LEVELS of UNDERSTANDING. WICOR Strategies used within the classroom with intentionality and in tandem result in increased engagement and higher levels of questioning and thinking .

In phase 2, our focus is Collaboration and Inquiry. Click on the link below to access the Focused Note Taking document .

EQ How do we raise the rigor in our classrooms using Collboration and Inquiry strategies?

Organization: Grouping Strategies for Collaborative Groups

Fun Ways to create Random Groups

Ten Easy Grouping Techniques

Grouping Strategies to Maximize Engagement You may have seen or read this article in Phase 1: Collaboration and Organization

Flexible Grouping Strategies

Quickwrite

Consider each of these quotations

Choose one that resonates with you and complete a 3-min quickwrite explaining why in your Focused Notes. Start the timer below to practice the strategy.

Increasing Rigor through Questioning

Costa's Levels of Questions

Google It -- Gathering information directly from the source- explicit Noodle It-- Processing it - thinking about it - inference Doodle It-- Applying or Creating - critical thinking

Question Stems for ELA, Science, Math, Social Studies

Inquiry: DOK Levels, Blooms. & Costas

Are you smarter than a Sixth Grader? Click on the link for a short quiz on Costa's Levels of Questions

Costa's Q's for Right-brains

Costa's Q's for Left-brains

Sample: Generating Questions for discussions - Increasing rigor

• How many people are in the photo? C-1
• What are the people doing in the photo? C-1

• What are the people in the photograph looking at? C-1
• What are the people in the photgraph feeling about whatever they are seeing? C-2/3
• Why did the photographer choose this moment to take this photograph? C-3
• If this was a scene from a movie what is the storyline/plot? C-3

• Why is the man in the suit in the forefront of the photograph not looking up? C2/3
• Where and when was the photograph taken? C-1
• What more can you find in the picture that may help us understand what is happening? C-2
• Who was the photographer? C-1
• Would the photgraph have more or less impact if it was taken with a wide angle lens? Explain your thinking. C-3
• What caption or headline could you write about this photograph? C-3

What questions come to mind from studying this photograph?

Generating questions to Increase Rigor

• Create a Google slide. (Click on the poster to the left or this text box to use our template.)
• Choose one of the following: a quote, a portion of text, a picture, a graph, a math problem, a scenario related to your content area and insert it on one side of the slide.
• Brainstorn a list of questions that could be discussion starters on the other side.
• After you create your list of questions determine the level of the question as related to Costa's Levels and label C-1, C-2, or C-3.
• Link your slide to your Focused Notes

Your Turn: Generating Questions for discussions - Increasing rigor

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Inquiry: What happens when students engage in Socratic Seminars

The video below introduces curious educators to the world of Socratic Seminars. John Spencer is most notable for his articles and books on empowering students through design thinking and project-based learning. Click on the image below to watch the video about what happens when students engage in Socratic Seminars.

For more articles or podcasts on AI, PBL, or Inquiry (like this article entitled, "How to Help Students Ask Better Questions by Creating a Culture of Inquiry," click the info button below.

+ info

John Spencer, author of The Creative Classroom podcast

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Inquiry: Socratic Seminar

Many teachers ask to see a Socratic Seminar in the classroom. Here's your chance to watch one in action. Click on the video to learn what a seminar looks and sounds like. The info button below links a complete "how to" on the Socratic Seminar from the National Paideia Institute--if you're looking to add this tool to your toolkit.

+ FurTher reading

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Inquiry: Collaborative Study Groups

"In addition to the academic benefits, successful CSGs also serve as an independent demonstration of increasing mastery and application of student success skills. These skills include inquiry, note-taking, organization, collaboration, communication, and numerous other skills necessary for college readiness."

+ Further Reading

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Inquiry: Philosophical Chairs

Philosophical Chairs differs from Socratic Seminar in that it is not dependent on a text, but the reading of some text before engaging in the activity can only enhance the process. Philosophical Chairs focuses on a central statement or topic that is debatable.

+ Further Reading

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3 ~ 2 ~ 1

Self Evalution:

In your Focused Notes write: Three units you teach that lend themselves to implementing a Socratic Seminar and why

One topic you might use for a Philosophical Chairs strategy in your classroom

Two ways you can implement Collaborative Study Groups in your classroom

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Collaborative Strategies to use with Inquiry

Jigsaw

Fish Bowl

World Cafe

Students are arranged in an inner and outer circle. The inner circle takes part in a discussion while the outer circle listens and takes notes.

A goup of students becomes the "expert" on a piece of text or content and then shares that knowledge with another group.

Collaborative groups work to discuss and problem-solve large issues or problems

+ Additional Reading

+ Additional Reading

+ Additional Reading

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Each graphic on slides 16 & 17 contains a link to a how to video for each strategy

More Collaborative Strategies to use with Inquiry

Carousel

5E

Project Based Learning

In a carousel, students work in small groups and move from station to station, discussing each task as they go.

Engage, Explore, Explain, Elaborate, Evaluate

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

+ Additional Reading

+ Additional Reading

+ Additional Reading

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For more information

Resources

Article How Helping Students to Ask Better Questions Can Transform Classrooms

Video Scaffolding Discussion Skills With a Socratic Circle

Article Yes, Elementary Students Can Use Socratic Circles

Video Socratic Seminar Kindergarten "How to"

ArticleHow to Conduct Socratic Seminars in the Art Room

Video What is Inquiry in Physical Education?

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For more information Continued

Resources

Article Incorporating Guided and Open Inquiry in the CTE Classroom

Article Tutoring with Inquiry Instead of Answers

Article Philosophical Chairs Topics - a list of 50 topics for Discussion Middle School

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Article Make Project-Based Learning Truly Authentic with Public Projects

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Article Empower students as Digital Collaborators

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Article Extending the Silence (wait time for thinking improves learning)

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summary

Points to Ponder

Socratic Seminars and Philosophical Chairs are effective ways for students to engage in content in relevant and impactful ways. Teachers may ask thought-provoking questions, but we must teach students how to as well.

Whether the focus is on Bloom's, DOK, or Costa's Levels of Questions, teachers and students must ask thought-provoking questions to raise the rigor.

Higher level questioning develops critical thinking. Students move beyond simple recall to using skills such as analyzation, application, and creation.

Rigor is not simply more or impossible tasks. Rigor is thinking deeply. In JCPS it is inquiry-based, collaborative strategies to challenge and engage students in content resulting in increasingly complex levels of understanding.

There are a number of ways to group students for collaborative learning. Consider the purpose for the collaboration before choosing the collaborative structure.

+ info

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Resources

JCPS Guidebook for WICOR Implementation

Phase 1 Genially Collaboration & Organization

AVID Open Access

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Earning Credit for WICOR TRAINING

Complete and Submit Assignments for each Phase of Training. For this Phase 2, Collaboration and Inquiry, upload your Focused Notes using the Google Form linked in #5 and on the star. Your notes should include the five activities included below:

Slide 4. Focused Notes/Two-column: Be sure to include your name, the topic/objective, Phase 2 for class/period, and the Essential Question with your notes.

Slides 5-6. Record key notes about Grouping and Maximizing Engagement and Complete the 3-minute Quick Write: Be sure to include your initial thoughts on teaching Inquiry.

Slide 7-10. Study Costa's levels of questions and consider the sample lesson with questions on Slide 10. Be sure to add a screenshot of your own Google Slide and sample questions.

Slides 11-14 . Explore Socratic Seminars, Collaborative Study Groups, and Philosophical Chairs . Be sure to complete the 3-2-1 debriefing activity in your notes. Slide 15

Explore the Collaborative Strategies (Slides 16-17), rank them on your notes sheet, and complete a summary of your learning for Phase 2. Once you complete your notes, Click on Share document, Change access to anyone with a link can View, Copy the link and include it in question #4 on the Google form.

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