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Inquiry Based Education Classroom Learning Look For’s

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Intro to Making Student Thinking Visible (Ch. 2 Summary)

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Intro to Making Student Thinking Visible (Ch. 2 Summary)

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Students ask questions. This enables them to see how people think differently and value the way we all could arrive to an evolving conclusion and make connections we couldn’t have unless prompted

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Students taking on a large share of the cognitive lift. Makes me think about how I can get students to engage more with one another as opposed to myself being the main source of information/learning. I think this would support student outcomes because students would engage in more critical thinking and critically to help them engage deeper with the content.

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It's very student centered and directed. It's more about teachers facilitating conditions for students to create and guide their course of thinking

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Patterns: All are focused on STUDENT actions. What are students actively doing?
Supports thinking: Teachers are facilitators of learning, not givers of information.
Supports student outcomes: Students cannot fake inquiry. They need to be wrestling with the content to be successful. This keeps me honest as a teacher. If I am not supporting them in their inquiry it becomes clear VERY quickly

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students actors; teachers faciltators. Hard to get students to authentically push each other without teacher around - this is always an area I can improve on. 

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students actors; teachers faciltators. Hard to get students to authentically push each other without teacher around - this is always an area I can improve on. 

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It looks like all of these are student-focused. Teachers are facilitators instead of the main drivers of learning. Engagement seems to be a priority. In this 90-minute lessons, especially, using Inquiry can hook students and provide an opportunity for academic discussion.

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Students centered and giving them the freedom to look and explain what they have read and what they think the reading means

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Teachers are absent from the look-fors. The learning is actively done by students vs. provided by teachers.

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Patterns I've noticed: Students engage more with choice vs. having a teacher tell them why they're doing something. There could be more opportunities for students making their thinking public and engaging in cycles of deeper learning, solving problems, and posing questions.

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Students should be able to make connections and draw conclusions. It is important for students to make connections that they can utilize outside of the classroom; whether that is in other classes, their community, continued education, work, and so on.

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Students are encouraged to be independent learners, while teachers do more guiding than actual cognitive lift.

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Students are driving the learning, it's messy! But that is the point, let them uncover their learning

Teachers helping along the way, which can be scary to give up some of that control

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I the ownership for learning is on students, they are asking questions, engaging in inquiry, and taking ownership of their learning. This excites me because I think I've seen this list in the past, but haven't thought about it recently. I think this could help stretch me to make sure I am creating opportunities for each of these in my classroom regularly.

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The student is and always be at the center of what we do. They should always question everything. Exploration and learning begins this way.

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Although the list mentions students, teachers do many of the actions as well.

Teachers help guide the students in their thinking.

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What patterns do you notice around the role/actions of students?  Of teachers?

Students are active and generate their own questions. Teachers facilitate.

In what ways does this support/stretch your thinking?

Agree it makes sense to use, I'm just struggling to incorporate the QFT better. I haven't seen much success with it.

How do you think studying an inquiry based learning approach could support your own practice?  Student outcomes?

Allows student agency. I'm already incorporating the leaderless discussion, meaning making protocol and QFT to my curriculum.

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The patterns that I notice around the roles and actions of students when we do Inquiry-based learning is that many students are so used to fill-in-the-blank and check-the-box type activities that they are resistant to this learning modality that doesn't lend itself to copying or faking. Students seem to have vastly different capacities for this kind of work - even in the same classroom. Often it requires extensive unlearning of bad habits before productive work can ensue. I started my students with a research project around their own families last Unit and some students only engaged after they saw the finished work of other students.

A relationship that I see with Making Things Visible is that many students believe that learning is a passive reception of what the teacher is teaching, but occasionally something happens that disrupts that misconception. We were evaluating the focus of arguments about a given position and one student suddenly stood up and said "Whoa, whoa! I changed my mind!" Then I asked him what in the persuasive argument changed his mind and student thinking, and the power of persuasion, was on display for all to see.

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In my own practice, I see students check out when there's too much teacher-led time, but nearly 100% engagement when the lift is shifted back to students

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This supports my thinking that students should be doing the majority of the thinking, purpose making, and question asking. It stretches my thinking around what are the repeatable structures and instructional practices that we can use often to push students to share their thinking in more modalities.

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What patterns do you notice around the role/actions of students?  Of teachers?

students are active

teachers are supportive of student activity

In what ways does this support/stretch your thinking?

supports: student engagement is important for student learning

stretches: how to engage students when they aren't interested currently in the questions

How do you think studying an inquiry based learning approach could support your own practice?  Student outcomes?

We take a learner stance together - collectivist

Students have more buyin and ownership by pursuing their questions

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Students are at the center and teachers take the position of listener and advocate.

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It's all about students exploring what they are curious about and going fairly deep into whatever self-directed work they do. Teacher as skillful facilitator.

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Students that are in trigger inquiry vs teacher inquiry makes them focused independently when seeking a basic topic that catches their eye. 

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Students that are in trigger inquiry vs teacher inquiry makes them focused independently when seeking a basic topic that catches their eye. 

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Students do not just learned because of the what the teachers is teaching, they also learn from themselves and teachers support them in many ways.

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It's about students being able to take ownership of their learning

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It's about students being able to take ownership of their learning

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The structure of inquiry-based learning allows students to question one another's thinking to better understand the subject matter. Sharing thinking whole group allows the teacher, as well as students, to correct any misconceptions/misunderstandings.

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The role of the teacher seems related with facilitating students with the learning. Guide students to actively learning and the teacher role is just to facilitate this process through inquiry questions.

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The focus on shifting students to develop deeper thinking than completing assignments for grades overlaps with the idea of shifting the cognitive load from the teacher to the students.

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Students are asking questions, making observations and explaining their thinking

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Student based learning based on these points

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Student based learning based on these points

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Ensuring that students are engaging with quality resources that help them build knowledge.

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Students are responsible for their own learning and doing the cognitive lift.

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making student thinking visible helps teachers see where students are at in order to make adjustments to instruction, it also celebrates that students have the skills to make sense of new knowledge

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Inquiry Question: How can I increase the amount of work my lower performing students turn in?

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Inquiry Question: How can I increase the amount of work my lower performing students turn in?

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Strategy: Frequent check ins + rewarding progress during class
Student Work Evidence: any graded assignments

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Question: How can we develop students' abilities to independently unpack and make meaning from grade-level prompts?

Strategy: Practice on a gradual release system. Model/think-aloud how make meaning of prompts, do as a class, do in pairs, solo attempt. Build this in as a daily check for understanding practice.

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How does students vocabulary comprehension expand after doing "making meaning routine"

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How can we improve students ability to think critically through the use of QFT and/or The Explanation Game, as evidenced by the work students create (written on pieces of paper, post-its, posters, etc.)?

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How can I support student comprehension of complex texts using the CSI protocol?

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How can understanding movement concepts improve my performance?

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How can I strengthen my students’ analysis of textual evidence?

How can I increase student’s ability to connect or be curious about how the skills they’re learning connect to their lives?

How can I foster more joy in my classrooms?

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Inquiry Question: How can I increase the amount of work my lower performing students turn in?

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Be responsive addressing students along the lines of "Great thinking. Provide me with a little more clarity on that subject. How can you state this in a simpler way and articulate the main point you are trying to make? - Jael

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How could we aid student in their pursuit of education and thinking?

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How could we aid student in their pursuit of education and thinking?

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Answer: I feel that we should help students to better understand material in methods that interest their curiosity in order to prevent them from being confused or disinterested. We could apply a trigger inquiry in their courses that will engage them in task management.

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How can your behavior affect the behavior of others in a game?

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Our group brought to light the push back that invariably you will experience in the classroom as a teacher, when you incest on having a more centered and discipline approach to inquiry.

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Our group brought to light the push back that invariably you will experience in the classroom as a teacher, when you incest on having a more centered and discipline approach to inquiry.

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My inquiry question is how can I get students to buy into the process of examining their thinking? and the corollary question: How can I identify what is making students resistant to examining their thinking?

In the materials provided, I saw references to "Thinking Routines." This seems like the lightest lift with the highest leverage. I will explore these routines and work them into my lessons.

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How can we improve students ability to decode and analyze complex primary source text through the 5 Levels of Analysis, as evidenced through their annotations of "The Popol Vuh"?

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How can conflicts be resolved in a healthy manner?

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How can conflicts be resolved in a healthy manner?

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How can we improve students' comprehension of a complex text using the Word-Phrase-Sentence protocol as evidenced by an analysis of craft & structure paragraph.

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Seeing what students are thinking allows you to help them improve their thinking.

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Seeing what students are thinking allows you to help them improve their thinking.

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And encouraging their questions is of great value.

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Because Visible Thinking is Better Than Invisible Thinking

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Because Visible Thinking is Better Than Invisible Thinking

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With student thinking visible, misconceptions can be addressed. Also, there's more student ownership of the learning.

RW, CAT

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Making Thinking Visible allows us to see the influence of the processes and strategies we are teaching in action and use that data to adjust what and how we are teaching.

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Making Thinking Visible allows us to see the influence of the processes and strategies we are teaching in action and use that data to adjust what and how we are teaching.

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When everyone can see thinking, everyone learns more.

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When everyone can see thinking, everyone learns more.

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Making Thinking Visible Gives Teachers Real-Time Snapshots into Student Minds

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Making Thinking Visible Gives Teachers Real-Time Snapshots into Student Minds

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I would say that this helps student to be more critical in thoughts and allow them to express their own claims. This will help them make less assumptions. 

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I would say that this helps student to be more critical in thoughts and allow them to express their own claims. This will help them make less assumptions. 

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Making student thinking visible is important in gauging student understanding and also for students to make meaning through one another

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We have to do something.

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Making student thinking visible creates opportunity for immediate feedback and correction of misunderstandings

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Making thinking visible allows us to meet out students where the are at, not just where we expect them to be.

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so we know the "why" behind students' thinking process, challenge diverse perspectives, while documenting the process to further enhance our inquiry stance

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Giving students a way for students to see and understand their growth

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Inquire to Learn Observation and Dialogue 

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Inquire to Learn Observation and Dialogue 

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Making thinking visible allows us to guide students in their thought process as it is happening

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Making thinking visible allows us to guide students in their thought process as it is happening

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It's as important to see how the cookies are baked as it is to taste the cookies. 

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It's as important to see how the cookies are baked as it is to taste the cookies. 

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Like, I want to see the recipes and the techniques, not just the final product. ESPECIALLY if I am trying to help someone bake for the first time or to make something new to them.

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Visible thinking helps learners of different learning style engage

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Visible thinking helps learners of different learning style engage

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If we can't see where our students are at in terms of their thinking, how do we know where to go next?

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If students can freely share their thinking in school, about text and topics, school will feel less oppressive. 

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If students can freely share their thinking in school, about text and topics, school will feel less oppressive. 

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Visible thinking may reveal students' learning status

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Visible thinking may reveal students' learning status

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Making thinking visible, allows students to reflect on their thinking, use document and center their ideas

shruti

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Students and teachers need to be affirmed.

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Making Thinking Visible Elevates ALL Voices in the room

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Making Thinking Visible Elevates ALL Voices in the room

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Making thinking visible truly allows us to see student strengths and areas of need/ gaps

Revison:

Making thinking visible allows instructors to actively engage students to build meaning, to recognize individuals and class strengths and gaps, and to build activities that are responsive to student need.

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Making Thinking Visible helps see student genuine thoughts and helps them see each other's, too

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Students are also capable of teaching teachers new ways and methods to improve their learning.

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Making thinking visible allows us to assess, evaluate and then plan to help our students grow academically

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Headline: Extra Extra READ all about it!

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Headline: Extra Extra READ all about it!

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What: We know students know things, but how can they SHOW us what they know?

Why: To provide opportunities, and to focus on equity

How: Giving different types ways to really let us know what is going on in their brains

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It help us to see observable behaviors that allows us to understand our student knowledge. Then, this data can help to create a better plan for student engagement.

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Making thinking visible helps students draw a clear connection between what they are learning and the world that they live in.

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https://docs.google.com/document/d/1hOEU1QcYIXuzwnNA7oj_ELI9BCFKYM0Z8uC28YvmGqU/edit?usp=sharing

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Nat Lee - Student Work Analysis Protocol - 2020-2021

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https://docs.google.com/document/d/1ENnNPKPAUMHfItwGTU9nTHy8cIWGzAQ1Quhj7eAurXo/edit?usp=sharing

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 Student Work Analysis Protocol - 2020-2021

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Ale Student Work Analysis Protocol - 2020-2021

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Copy of Student Work Analysis Protocol - 2020-2021

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Shruti's Student Work Analysis Protocol - 2020-2021

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Copy of Student Work Analysis Protocol - 2020-2021

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1ZDm4GV_S0Ww_eObFzw2u4_7CKnSNs08TqHYwUUP_b3k/edit?usp=sharing

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Katz Student Work Analysis Protocol - 2020-2021

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https://docs.google.com/document/d/1F-2RHbFgzia-moT11T8cFcNgezX93KAsZSEvQA59qHc/edit#

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1qUHC0Xa3V8IYH_xkhanscLPPFhiO93hEY8JeC0PLXMg/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Copy of Student Work Analysis Protocol - 2020-2021

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9th Impact (Amy) Student Work Analysis Protocol - 2020-2021

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1L2k7gRXo7w8DTL9wrT6OmT6bc_HEjbbWk9Yflbte78E/edit?usp=sharing

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Lee Copy of Student Work Analysis Protocol - 2020-2021

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Choice Board - Backwards Planning with UbD

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3: old, routine, important
2: Can teachers have the opportunity to pick and choose what would be important? Can teachers shift/adapts section to make it their own?
1: UbD is our boat in which we sail

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Project based learning
Planning
Assessing learning along the way

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3 words: ending, skills, checks
2 questions: What do my students need right now? How can we build off this past unit?
1 metaphor/simile: roller coaster