Inquiry and Critical Thinking Journal/Notes

Chapter 7 Discussion

Take note of the different forms of assessment in this video

Formative assessmentsQuestions

Pre-assessmentsmilie face responses

Draw pictures of the weather in groups

Self assessment to check for their understanding

Revision

Post assessment: re-asking the questions they started with

Share with your partner:

Two of the ideas to save

Smiley face yes or no questions

The question you asked the author

Zarillo Presentation Chapter 7

Zarillo Presentation Chapter 3

Inquiry Based lesson

This person changed forever what we think about the past.

Artifact cards body, bow/quiver, dagger, ax, belt/pouch

Facts

Dagger

Triangular Flint blade

Ash wood handle

13 centimeters long

trade item

Flint from the quarries in the Lessini Mountains

Belt and Pouch

Made of calfs leather

Almost two meters long

Filled with black mass

Can start fire with pouch

Stored various tools

Inferences

Important role in the community

Hunter/warrior

Hypothesize

Fighter, rich, surprise attack murder, war wounds

Tell a story using evidence

Lets be clear we are failing too many of our children. Were sending them out
into a 21st century economy by sending them through the doors of 20 th century
schools. Barak Obama, in a speech at the Center for American Progress
Critical Thinking

3 words generate three words that quickly come to mind; dont overthink,
just quick associations

Higher, evaluation, analyzing

2 questions generate two questions that quickly come to mind; surface

ideas are fine.

How to differential critical thinking with regular thinking

What comes after critical thinking?

1 metaphor or simile may need the start phrase ___ is like

Critical thinking is like catching a Charizard instead of an Eevee

3-2-1 Bridge

Steps:

Set up

Initial Response

3 words generate three words that quickly come to mind; dont

overthink, just quick associations

2 questions generate two questions that quickly come to mind;

surface ideas are fine.

1 metaphor or simile may need the start phrase ___ is like

Provide an instructional period

Repeat the 3 -2- 1

Bridge Have students share with partners, discuss what they are
noticing about how their thinking has shifted from their initial
responses

Thinking routine for introducing and exploring ideas

Purpose: activating prior knowledge

Reminder dont forget to do the Bridge portion; its important for students
to recognize and name their own learning and development

Making the Case

Beliefs determine practice

Directions:

In your group, come up with a short 1 minute argument using the

method you were given to convince someone to use critical thinking
strategies more often in their classroom. Add your argument to the
point below.

Data feel free to create data points out of thin air

Fear

If students dont know how to think critically, the rest of

the world will surpass them and leave them behind so
that they get jobs that no one else wants.

Follow the group

Emotional

Anecdotal

Practice determine beliefs

Brain Research

Challenge

Problem Solving

Critical Thinking

Relevant Projects

Complex Activities

Feedback

Specific

Multi-Modal

Timely

Learner Controlled

Contributing Factors to Meaning-Making:

Emotion

Relevance

Context and Patterns

Have to point it out

Briefly describe your past experience in social studies classrooms to a partner

using negative examples of the points above. Any positive examples? As a
result of your discussions add your thoughts/ideas for how to incorporate
each of the above in your future practice.

Getting Started Developing an Idea

Standards

English/Language Arts Compare works that express a universal

theme and provide evidence to support the ideas expressed in each
work.

Current Global issues

Website designers meeting the needs of clients

Elected officials deciding public policy

Community Issues Service Learning

Traffic volume

Students read various short stories from different cultures, all

focused on leaving home, then use excerpts in podcasts they
create to express their own thoughts, feelings and advise on the
theme.

Students measure the volume of traffic and analyze delays on

key roadways, then present findings and make
recommendations.

Relevant and interesting to your students

Immigration and workers 'rights

Students research policy past and present, national and

international, write a policy recommendation.

Writing a driving/essential question

Localize relate to their own life

Charge give students a charge to do something

Intentionally flows through the unit/lessons

Types:

Abstract/conceptual

Can one person really make a difference?

What unifies us?

More Concrete

How did early explorers change the world?

What makes a place worth visiting?

What effect does population growth have on our society?

Problem Solving

How can we decrease the amount of pollutants in the water?

How can we decrease the amount of conflict in our school?

Design Challenge

How would we design a museum exhibit about the Civil War so

that it appeals to diverse groups in our community?

Entry Event

Start with a bang sparks interest and ignites curiosity

Ideas:

Give students a piece of correspondence (real or fictitious) presenting

a challenge

Have a discussion about an issue of interest or a news event

Review a website

Invite a guest speaker

Go on a field trip

Conduct a demonstration or activity

Show a video or scenes from a film

Read something provocative

Present a startling set of statistics or a puzzling problem

Display photographs or works of art or play a song

Authentic Assessments
Doing something to help
Open-ended
Real
Interaction

Students learn about endangered species in their region and take action to
protect them, including a public awareness campaign, habitat restoration
field work, and communication with local government officials.

Students design and create a calendar with pictures and information about
endangered species, which they sell at a pre-winter break community event
and donate the money to an environmental organization.

Students play the role of scientists who need to make recommendations to an

environmental organization about how to protect endangered species in
various ecosystems around the world.

Define and give examples of an assessment that is Not Authentic

Authentic Assessments

It meets a real need in the world beyond the classroom or the products
students create are used by real people.

It focuses on a problem or an issue or topic that is relevant to students lives

the more directly, the betteror on a problem or issue that is actually
being faced by adults in the world students will soon enter.

It sets up a scenario or simulation that is realistic, even if it is fictitious.

It involves tools, tasks, or processes used by adults in real settings and by

professionals in the workplace. This criteria for authenticity could apply to
any of the above examples of projects.

Remodel a Lesson

Typical 1st Grade lesson on U.S. Holidays

The standard: 1 H2.0.6 Identify the events or people celebrated

during United States national holidays and why we celebrate them
(e.g., Independence Day, Constitution Day, Columbus Day, Martin
Luther King, Jr. Day; Presidents Day).

Typical lesson includes: coloring pages, food, stories, etc.

Remodel

Focus on one holiday

What is/could be the underlying Big Idea or Essential Question?

What freedoms do we enjoy now because of our founding

fathers?

Why do students need to know or understand this?

Constitution Day

They need to understand that what we have in America

isnt normal. Most other countries have stricter rules and
regulations, limiting what its citizens can and cannot do.

What would be an authentic assessment?

Teacher gets letters from the king of Britain saying they

cant use a certain thing for awhile to a point where the
students cant take it. Then they revolt or create a
constitution

Unit Planning

Completed PRIOR to instruction

Take time to collaborate

Plan ahead and be prepared

Resources at different levels for each lesson

Everything ready

75% of classroom management

Reflect as you go sticky notes

Next Week

Unit Plans

At least 2 different unit plan ideas that have the following items (you
can start with one of your Assessments from your assessment plan):

Unit Big Idea(s)

Unit Essential Question(s)

The GLCEs and Common Core Standards that could be covered

with the unit.

The important concepts or understandings, skills, and

knowledge that students will achieve by the end of the unit.

Description of the final unit assessment (you dont have to

create the final assessment).

Day by Day lesson titles/topics (not the whole lesson) mapped

out on a grid or calendar

Week 5 Notes

Zarillo Chapter 4 Reading Response & Instructional Presentation (Katie)

What new information did you learn?

-I learned about the bridge method. I know weve done that before, but now that it
has been explained to us, I like how it breaks it down for each persons
interpretation. Also, all the activates that can be done just on holidays alone can be
very informative.
How has the material/experience affected you?
-Learning about historical figures from the past with only a few bits of information
really helps people infer and apply what they know to something new. It was such a
cool feeling trying to figure out Oetzi from the limited descriptions of what he was
carrying. I feel as though the small group part was essential in that it made all of us
collaborate and fit the pieces of the puzzle together.
Has it challenged your thinking?
-Honestly most of this lesson has challenged my thinking. Ive always wondered how
teachers have taught social studies including all the detail that go along with it.
Doing activities and analysis of how teachers teach always provides new
information for me.