# data[].attributes.body
In order to FOCUS Grade 2 students thinking towards the concepts of our current unit we need the students to focus on city systems and how they might change and transform.    Student first  explored what a city was by doing a "MESS ABOUT" with pictures and books about cities, just observing, and thinking about the unit books.  They also drew pictures of a city and then compared and contrasted each others pictures.  We needed students to start focusing on city systems.  Students were asked to write down on cards some of the things they learned about what cities "HAVE".   After all the ideas were collected we started sorting them.  It was during this activity that  we used the Group, Describe, Name strategy.  Guided by the teacher, each student was invited to lay out one of their cards, others who had a similar idea placed the card next to it.  Eventually we had a number of different groups.  Students were tasked with naming the groups.  They came up with "Transportation Systems",  "Vehicles"  "Food Systems",   together as a group.  For Virtual Day an activity was made and each student had to individually  sort the remaining words into the Mind-map they had started in class.  Quite a few students realized they were going to have to create more "groups" or "sub-topics in order to sort.  They added new categories and students had various names for them. (Civic Buildings, Society, Public Buildings, Emergencies (Services), Places of Worship, Parks, Nature.) We hope they are beginning to get the concept of city systems. We hope to continue adding to the sort as we continue to learn. Below is a student's finished sort, and a photo of the initial sorting activity.

# data[].attributes.headline
Reflections on Spectrum Sort-Engagement Strategy

# data[].attributes.subject
Reflections on Spectrum Sort-Engagement Strategy

# data[].attributes.body
Strategy- Spectrum Sort
Context- Grade 2, First Lesson on a new unit of inquiry
Reflections after first try
+ very good strategy for revealing prior knowledge and misconceptions
+active engagement for all students
+quiet students had to move, so we learned more about their level of knowledge
+easy to prep (prepped statements before)
-the younger the students, the shorter the discussions
-it was difficult to take notes during activity (could have filmed it I guess?)
- stopped short of doing all statements to maintain high engagement

Next Steps
- I need to try with different domains (this time I did "Very Knowledgeable-Not Knowledgeable Yet"
-more space, longer line
-being six learners to sort, next six have to have conversations with first six to decide who goes where

Questions/Wonderings
-I wonder if this would work as a good exit ticket activity?  How comfortable are you feeling with today's material?

# data[].attributes.body
1. It gives you an overview of the phases of concept-based inquiry.  Skimming these overviews will help you know which phases you want to take a deep dive in to.

2. There is a good one page description of inductive vs. deductive approaches to inquiry which is very helpful to someone new to inquiry.  This is on p. 94 of the PDF version.

3. On p. 97-98 of the PDF version, there is a summary of the dispositions for both teachers and students to foster a culture of concept-based inquiry. This includes accessible strategies for all levels.

# data[].attributes.headline
Reflections on Four-Corner Debate (Engage Strategy)

# data[].attributes.subject
Reflections on Four-Corner Debate (Engage Strategy)

# data[].attributes.body
Routine: Four-Corner Debate
Purpose: To spark motivation and enthusiasm and to identify their opinions
Context: Second grade classroom
Reflections: The students loved this activity because it was active.  In corner discussions students heard many reasons to support their opinions which they could then use to write their supporting arguments. Since using this strategy a few times, students have asked for it, and we have used  it as a brain break with quick statements related to what is going on in the class or in the community.  It is proving to be a great alternative to a survey or a written exit ticket.
Attaching some posters I made for this routine, but never had time to print and post!!

-

# data[].attributes.headline
Chapter 4 -Engage  (Reflecting with the Four A's)

# data[].attributes.subject
Chapter 4 -Engage  (Reflecting with the Four A's)

# data[].attributes.body
The Four A's

What assumptions does the author of the text hold?

that users are familiar with using an inquiry cycle of some sort to organize instruction. This book is very much in alignment with PYP approach.

LOL- that I have read chapter 3 recently. (factual, conceptual/provocative questions)

What do you agree with in the text?

the importance of revealing/inviting students prior knowledge/respect

engagement strategies serve as formative assessment

The Four-Corners Debate works very well with second graders

experiential strategies such as field trips can be more effective and  powerful if they occur at the beginning of a unit of inquiry (depends on purpose- see figure 4.6)

What do you want to argue with in the text?

simulation activities more often seen in elementary classrooms? I have seen some very rich, provocative simulations in grade 5 and up middle school (Fur Trade, If the World were 100, Model UN etc.)

What aspirations do you have that relate to the text?
- Planning to try "Spectrum Sort" and "Mess About" this week. We are launching our third UOI and we are trying to assess prior knowledge and determine student interests and enthusiasms to guide the unit.

# data[].attributes.body
Last week it was suggested that we create a collaborative document to share our reflections, questions, ideas, links, connections, photos etc with each other.

We might post before, during or after our PLC meetings, and as often as we wish in between meetings.  Will using Padlet work for us, or would we prefer just a google document? Comments welcome.