MR. LEE DIV. 5

Here is a brief summary/interpretation of my understanding of inquiry circles. For a more complete picture, please refer to the book, Inquiry Circles in Action (2009). Hopefully, I will be able to use a form of these circles in my classroom this year. 

There are four models of inquiries: mini, curricular, literature circle, and open. It seems the open inquiry is seen as ideal. Also, there is a list of 27 lessons in comprehension, collaboration and inquiry that are used generically during these inquiry circles. 

Here is a quick rundown of the lessons:

COMPREHENSION

• Activate and build background knowledge: find good read-aloud text + What we know chart
• Inner voice (think aloud): read text; stop; share connections, questions, inferences, reactions
• Think/Wonder about Images: show thought-provoking image; kids jot questions/thoughts
• Text/visual features: non-fiction; find feature; use feature/purpose chart
• Annotate text: read text; write text codes (v, L, ?, ??, *, !, R) on text or Post-its
• Ask Questions/Wonder: make different types of questions; is it answered later?
• Stop, Think, React (STR): read; stop at new learning; mark L , write learning on Post-it
• Notetaking (read with a question in mind): use notes/thinking chart
• Inferences: BK (background knowledge) + TC (text clues) = inference; use images, features, words
• Synthesize (get gist): think about information; what's important?; shape into own thought

COLLABORATION

• Turn + talk: can vary prompts; 30 seconds; eye contact; listen; ask questions; disagree politely; connect; react
• Home Court Advantage: show friendliness and support
• Create group ground rules: brainstorm ideas
• Make and use a work plan: use chart; have conferences; show school calendar
• Practice skills of effective small-group discussion
• Written conversations: identify "debatable" topic; write silently for a minute (thoughts, reactions, questions, feelings); after 1/4 page, pass; read, then answer for few minutes (reaction, comment, question, connection, agree/disagree, new point)
• Midcourse corrections: look at work plan; reflect and replan; share with partners
• Disagree agreeably: practice disagreeing

INQUIRY

• Model own inquiry process: show your process of a real inquiry
• Research notebooks: like Da Vinci; ideas, drawings, charts, observation, interviews, bibliography; drafts; images; notes, etc.
• Explore/use multiple sources
• Choose topic (free focused writing): write a 1-page draft with background knowledge
• Check sources: be critical of information source
• Organize group findings: use question webs; question in middle; answers in web lines
• Interviewing: practice asking questions
• Interview guidelines: make rules
• Response (Share with public): think of 3 ways; teach; poster; letter; book; journal; article; essay; poem, tableaux, drama, mural, book review; music 

 Of the four types, mini-inquiries is probably the way to start, as it can last from 15 minutes to about five hours. The model is still similar with the other three as well. 

STAGE 1: IMMERSE

• invite curiosity, questions, engagement
• teacher shares personal inquiry
• models questions, collaboration, group formation

STAGE 2: INVESTIGATE

• ​model how to read, listen, find answers
• help kids find information; work together in a group
• confers with groups

STAGE 3: COALESCE

• synthesize information; build knowledge; find key ideas
• help evaluate sources
• continue to share responsibilities
  

STAGE 4: GO PUBLIC

• demonstrate understanding; share learning
  
• teach others
  
• take action if motivated 

Source: Inquiry Circles in Action, Harvey & Daniels, 2009

​This PRO-D at William F. Davidson Elementary was all tech-related, thanks to the new curriculum known as Applied Design, Skills, and Technologies. It was led by Zale Darnel, and staff from Apple.
The steps involved in applied design are the following: understand context (empathize); define; ideate; prototype; test; make; share. A distinction between coding and programming (for our purposes) is that coding is a higher-level and simpler language to program, such as Hopscotch, suitable for elementary students, while programming requires the use of more lower-level understanding of languages, like Java and C++. 

We started with coding using iPads and BB-8 Sphero. Our goal was to work in teams and code the app to maneuver BB-8 along a predetermined route. It was a lot of fun and we took turns for each step. We found that it was difficult to be accurate and that the Sphero tended to spin and lose stability and direction at times. Still, after many attempts, we were able to reach our destination.  

Next, we used Hopscotch to make a Frogger/Crossy Roads type app. The main difference now was that we didn't have a physical object to program, simply a virtual game. There is a slightly differently appeal I feel for students who are able to be totally immersed in the virtual game world, where some kids may enjoy the hands-on feel of a robot more. Still, both held similar challenges, and I think the key component was definitely testing. Trial and error seems to be norm, probably until you become more proficient at coding/programming. As with any language, spoken or otherwise, mastery of the grammar and vocabulary is critical, and with more practice and feedback, fluency is increased. Being able to persevere is another skill that would be beneficial to accomplish both of these tasks.

Finally, an even more hands-on activity was building a rocket propelled by air pressure. We all had a variety of materials and a basic starting point. After that, it was up to us how we wanted to design and build our rockets. The challenge was to build one that could travel the farthest distance. Using file folders, stiff cardboard, lots of tape and hot glue, I managed to design and build one that went 300 feet with about 90 lbs./square inch of air pressure. I didn't have the farthest (330 ft.), but I was still pleased with my rocket. I think the best part was working alongside others while still building individual rockets. Being able to prototype it and test it frequently was a bonus; although, it was difficult in the time period to really create a radically new prototype, but rather make incremental improvements and adjustments. I think at a certain point, you do need to bring more theory of flight and aerodynamics to make greater gains in improvement. Building and making is fun, but knowing why and how something works  can be just as fun and a lot more useful in the long run.    

All in all, a great day of hands-on experiential learning, and I look forward to implementing as much as possible in all the subject areas. That balance between theory and practice (knowledge and practical) is so important for our students.