Session Title

Digging Deeper into Inquiry Journeys

GETTING STARTED WITH

Session Plan

SUMMARY

OVERVIEW

In this second introductory session, teachers explore the components of an Inquiry Journey’s lesson and investigate the strategies and key lessons within a unit that help students move through investigation into action. 

TEACHERS WILL:

  • Analyze and discuss the components of an Inquiry Journeys lesson

  • Examine how lessons connect across a unit to promote sustained investigation 

  • Examine the inquiry-based investigation strategies used within Units

TEACHERS WILL

  • Analyze and discuss the components of an Inquiry Journeys lesson

  • Examine how lessons connect across a unit to promote sustained investigation 

  • Examine the inquiry-based investigation strategies used within Units

PREPARATION

1. Optional: Review the facilitation plan below to better understand the flow of the entire session (please note that the same facilitation notes are provided in the notes section of the corresponding slides).


2. Review the slide presentation and the corresponding facilitation notes for each slide.

  • Preview all videos linked within the slides.

  • Take note of directions for accessing platform tours.


3. Prepare to describe onsite supports that you will provide for teachers as they implement Inquiry Journeys.


4. Make copies of the "See Think Wonder" handout (one per teacher).


5. Make copies of the “Investigation Strategies” handout  (1-2 per table group).

MATERIALS & SET UP

Technology

  • Slide Projector with Audio

  • Individual Technology: Teachers should bring devices to access app.inquired.org


Slide Presentation: “Digging Deeper into Inquiry Journeys”

  • A Google Slide Deck that contains slides, videos, and speaker notes


Handout: “See, Think, Wonder

  • A tool to help teachers explore an Inquiry Journeys lesson.

  • 1 copy per teacher


Handout: “Investigation Strategies

  • A resource to help teachers explore the investigation strategies used in lessons

  • 1, one-sided copy per table group

LEARNING EXPERIENCE

OPENING (20 Minutes)

Facilitator Notes

1. Welcome teachers and help them prepare for the session.

  • As teachers enter the room, welcome them, distribute the “See Think Wonder” handout,  and help them log into app.inquired.org (Slide 2).


2. When you are ready to begin, share the goals for the session with teachers.

  • Review the goals (Slide 3).


3. Transition to “Let’s Take a Tour of a Lesson” (Slide 4).


4. Facilitate the “Lesson Spotlight” platform tour.

  • Present instructions for accessing the tour (Slide 5).


5. Transition to “Let’s Examine a Lesson” (Slide 6).


6. Facilitate a "See Think Wonder" protocol to prompt investigation into the lesson.

  • Describe the “See Think Wonder” protocol, providing an example of the difference between the steps (Slide 7).

  • Prompt teachers to record and discuss observations (Slide 8).

  • Prompt teachers to record and discuss inferences (Slide 9).

  • Prompt teachers to record and discuss wonderings (Slide 10).

During the "See Think Wonder" it can be easy to become focused on the content within a lesson. The goal of the protocol, however, is to notice things about Inquiry Journeys lessons in general. Challenge teachers to make observations first, saving interpretations and inferences for the appropriate time.

ACTIVE INQUIRY (30 Minutes)

Facilitator Notes

10 min.

1. Transition to “Let’s Explore How Lessons Use the Inquiry Process”  (Slide 11).


2. Discuss the use of independent investigation strategies across lessons (Slide 12).

  • Independent investigation strategies are specific, classroom-tested protocols embedded across lessons.

  • They encourage students to explore content in collaboration with peers.

  • These strategies support: Questioning, Brainstorming, Gathering and Responding to Evidence, and Discussing and Sharing Out.


3. Facilitate a Jigsaw Protocol of investigation strategies.

  • Distribute “Investigation Strategies” handout (1-2 per table group).

  • Review the jigsaw protocol with teachers (Slide 13).

  • Use a timer to keep the protocol moving forward.


10 min

4. Pose the question: "How do the Modules and key lessons of Inquiry Journeys move the Inquiry Process forward?” (Slide 14).


5. Share “Modules and Lessons” video (Slide 15).


6. After the video, facilitate a share out of observations and wonderings.

The purpose of the jigsaw is to preview some of the investigation strategies that frequently appear in Inquiry Journeys lesson, but is by no means an exhaustive list of inquiry-based strategies.

CLOSING (10 Minutes)

Facilitator Notes

1. Transition to a discussion of the Next Steps (Slide 16).


2. Facilitate a discussion about the opportunities and challenges of transitioning to Inquiry Journeys.

  • Prompt teachers to identify what is familiar, exciting, or scary about the transition (Slide 17).


3. Facilitate a “Vote with Your Feet” Protocol on  a continuum  from “Feeling Totally Confident” to “Feeling Totally Vulnerable” (Slide 18)


4. Acknowledge and discuss the range of reactions in the room using one of the following strategies:

  • Prompt teachers to turn to a shoulder partner and discuss why they placed themselves where they did on the continuum.

  • Ask teachers on different parts of continuum to share out with the group why they placed themselves where they did.

  • Invite teachers to move on the continuum after hearing from shoulder partners and others at different points on the continuum.


5. Reassure teachers that they will have support on their journey.

  • Share the ways that you or others on-site will support them, as well as the sources of support provided by inquirED (Slide 19).


6. Share what is “Up Next” for teachers in their experience with Inquiry Journeys, including the subject and details of the next session (Slide 20).

This session presented a lot of information, and teachers may be feeling excited, overwhelmed, or vulnerable after previewing so much that may represent changes to instructional practice. Pay attention to the mood of the room to note anxieties or future areas for support.

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