Inquiry+Discussions

=OUR INQUIRIES=

Post your inquiry questions and any explanation you'd like to provide. If you'd like comments, suggestions, resources, etc., say so.
What is the best way to assess student writing within the Writing Workshop environment? This is the question stated in a simple manner, but the issue behind the question is keeping assessment from being the focus of the writing AND keeping administrators who want a grade happy. Portfolios are great, but I can't wait until the end of the semester to place a grade. So the question becomes: What are some assessment tools that will both fit into the Writing Workshop and give a tool with which to assign a formal grade without making students feel that getting the A is the goal? -Crystal Meekins //I'd like any comments or anything else helpful! Thanks!// See Linda Christensen, //Teaching for Joy and Justice//, last chapter on grading. See also Peter Elbow article, "Liking, Evaluating, and Ranking." Some grades can be based on thoughtful completion of drafts, participation in peer response, etc. Make highest percentage of grade on final portfolio. Even if a daily activity only counts for 1% of the final grade, or some small number of points, students will still try to get that grade or those points. (Alas.) //Steve//


 * How can I use student action-research to further their understanding of the concept of perception (both self and perception of others) as it relates to Tim O'Brien's __The Things They Carried__?** What I want students to be able to do is assess how they perceive themselves, how they think others perceive them and how others actually perceive them, and then look for similarities and disconnects between the three. They would gather this data through some type of observation or written expression. The idea is that they can tie this concept of perception back to the characters in the novel through writing.-- Daniel Kimbley

How can I design a classroom activity that asks students to compose their own cultural narratives? The goal of the activity or activities is to have students see connections (or disconnections) between their own cultural narratives and those from "outside" sources. One of the many great comments I received today mentioned "help[ing] students see how their unique culture(s) is/are part of a larger group...[helping them] develop a strong sense of relevance and belonging - of 'roots.'" Any and all suggestions are gladly appreciated. Thanks, Jeff Russ

**How can I effectively integrate creative writing into science activities, particularly stations, while still meeting standards?** Stations are purposely not set for extended periods of time; students experience the lab/literacy/technology/what have you, respond, and move on to the next. Generally station rotations do not last more then 20-30 minutes, which is not a significant amount of time to have an authentic experience and provide a quality writing response. Usually teachers give students fill in the blank/what did you learn about X questions... how can I get away from that but still ensure that they are obtaining the necessary information? I really liked the sci-fi suggestions from yesterday's QAD but am concerned about time... I have some thoughts, but welcome feedback!! --Shari Grinnell

**As an Instructional Coach in charge of planning staff professional development around Teacher Research and Inquiry, in what ways can I support teachers as they work through the process over the course of the school year? ** Related but more specific questions include: How can I motivate teachers to engage in the inquiry process about their own practice? What do I do for those who will not engage? How can I help teachers identify and pursue meaningful questions that will help them grow as teachers? What sorts of "just in time" support might best meet teachers' needs? (coaching, questioning, providing books, articles, dvd's, or...?--this is really trying to get to what sorts of tools or tricks should I have in my bag ready to whip out for someone depending on what type of learning/teacher they are) I would love to get your ideas about this: in a perfect world where you had someone at your disposal to support your teacher research, what would all of you want in the way of support, resources, or whatever??? ~Karen Goldstein

__Inquiry Question__ If we believe students cannot think until they "know" a lot, and if teaching for information crowds out learning to think, how and when will critical thinking abilities develop? -M. Brady

Inquiry Question: How can I have my students create new metaphors, engage in higher order thinking skills, and write more interesting lyrics? -Jay Jasper

Inquiry Question (Amanda Waltermire) How would exploring the nature of language help students understand the underlying grammatical structures of it and motivate students to learn a second language?