Supporting Student Inquiry
SESSION
3
Thinking about Thinking: Becoming an Independent Reader
1
Overview
Becoming an Independent Reader
is a professional learning resource with
four sessions:
1.
2.
3.
4.
Engaging Early Learners
Making Thinking Visible
Supporting Student Inquiry
Reflecting on Learning
Thinking about Thinking: Becoming an Independent Reader
2
Key Messages
•
The purposeful integration of the four roles of the
literate learner supports higher-order thinking and
student independence in early primary classrooms.
•
An inquiry approach to teaching and learning leads
to student and teacher efficacy and supports the
development of independence in reading.
•
On-going reflection on research findings and
classroom practices deepens the professional
knowledge of educators and informs their teaching
practices.
•
Ministry resources (e.g., monographs, webcasts and
curriculum documents) support early primary
teachers in planning effective literacy instruction.
Thinking about Thinking: Becoming an Independent Reader
3
4
“In adopting an inquiry stance, we push
our beliefs out of their resting positions
and engage in a cycle where new
knowledge provokes new questions and
where new questions generate new
knowledge.”
– Mitzi Lewison, Christine Leland, Jerome Harste
Creating critical classrooms: K –8 Reading and
Writing with an Edge (2008, page 17)
Thinking about Thinking: Becoming an Independent Reader
Setting the Purpose
This session probes the following questions:
• How does student inquiry support the development
of thinking, reading and writing skills?
• How does the integration of the four roles of the
literate learner support student inquiry?
• What is the relationship between integrated learning
and student inquiry?
• Why do 21st century educators need a repertoire of
teaching strategies?
Thinking about Thinking: Becoming an Independent Reader
5
It’s About a Repertoire: Allan Luke
View a video on the web:
It’s About a Repertoire: Allan Luke
Thinking about Thinking: Becoming an Independent Reader
6
An Integrated Approach to
Student Learning
Thinking about Thinking: Becoming an Independent Reader
7
An Inquiry Approach to Learning
Grade 1/2 Teacher
View a video on the web:
An Inquiry Approach to Learning
Grade 1/2 Teacher
Thinking about Thinking: Becoming an Independent Reader
8
Getting Started with
Student Inquiry
Inquiry is about asking questions
and expanding understanding…
•Inquiry builds on children’s natural
curiosity.
•Inquiry allows students to make
decisions about their learning – and to
take responsibility for it!
•Inquiry leads to the development of
higher-order thinking skills.
Getting Started with Student Inquiry
Capacity Building Series, 2011
Thinking about Thinking: Becoming an Independent Reader
9
Inquiry in Kindergarten
View a video on the web:
Inquiry in Kindergarten
Thinking about Thinking: Becoming an Independent Reader
10
Sharing Learning
View a video on the web:
Sharing Learning in Grade 1
Thinking about Thinking: Becoming an Independent Reader
11
Thinking about The Four Roles of the Literate Learner
Click here to connect
Click here to connect
Click here to connect
Click here to connect
Adapted from Literacy for Learning: The Report of the
Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004).
For discussion purposes only.
Thinking about Thinking: Becoming an Independent Reader
12
Thinking about Inquiry
What are the learning needs
of our students?
What do they already know?
What do they need to learn and do?
How do we build on what they know?
What are our learning needs?
What was the impact of:
What do we already know that we can use
to support student learning needs?
• the learning tasks/experiences?
• our teaching actions?
What do we need to learn to do
to support student learning needs?
What sources of evidence/knowledge
can we utilize to learn this?
What teaching actions will
support student learning within
the tasks and experiences?
Thinking about Thinking: Becoming an Independent Reader
What learning tasks and
experiences can we design to
support student needs?
13
Collaborative Teacher Inquiry
reciprocal
relevant
adaptive
collaborative
reasoned
reflective
iterative
Thinking about Thinking: Becoming an Independent Reader
14
Moving Thinking Forward
“Confirmation bias” is the tendency to seek confirmation
of what we already think, believe, know and do.
When we read professionally, our natural inclination is
to focus on the things that confirm what we already
think, believe, know and do.
Katz and Dack suggest that in order to “intentionally
interrupt” the confirmation bias, we should highlight
the things we don’t agree with and create an opportunity
to make our tacit knowledge explicit – to create the
conditions for possible real, new learning.”
– Adapted from Steven Katz and Lisa Dack
Intentional Interruption (in press)
Thinking about Thinking: Becoming an Independent Reader
15
Connecting Theory and Practice
“With such wide and varied bodies of knowledge
to explore, and limited time to act on the specific
needs of students, it is important that the use of
expert knowledge is strategic and purposeful.”
– Collaborative Teacher Inquiry,
Capacity Building Series, 2010, page 4
Research articles to support ongoing professional learning are available
to all members of the Ontario College of Teachers in the Members Area/
Margaret Wilson Library.
Click here to connect
Thinking about Thinking: Becoming an Independent Reader
16
Research Reflections
on Session Three
It’s a Mystery:
A Case of
Implementing
Forensic Science
in a Preschool
Science Inquiry
(Howett, Lewis &
Upson, 2011)
Reading
through a
Disciplinary
Lens
(Juel, Hebard,
Haubner, Moran,
2010)
Inquiring
Minds Learn to
Read, Write
and Think:
Reaching all
Learners
Through
Inquiry
(Wilhelm &
Wilhelm, 2010)
Thinking about Thinking: Becoming an Independent Reader
17
An Early Start
on Thinking
New Horizons in
Comprehension
(Epstein, 2008)
(Keene, 2010)
Curriculum Documents
Sessions 1 – 4
All resource and curriculum documents used in Thinking about Thinking sessions are
available online in PDF – click to download file to desktop.
 The Ontario Curriculum, Grades 1–8:
Language, 2006 (revised)
 The Ontario Curriculum, Grades 1–8:
Science and Technology, 2007 (revised)
 The Ontario Curriculum, Grades 1–8:
Mathematics, 2005 (revised)
 The Ontario Curriculum, Grades 1–8:
The Arts, 2009 (revised)
 The Ontario Curriculum, Grades 1–8:
Health and Physical Education, 2010
(revised/interim edition)
Thinking about Thinking: Becoming an Independent Reader
 A Guide to Effective Literacy Instruction,
Grades 4 to 6 – Volume One, Foundations
of Literacy Instruction for the Junior
Learner, 2006 Part 1 & Part 2
 The Full-Day Early Learning –
Kindergarten Program, 2010–2011 (draft
version)
18
Monographs
Sessions 1 – 4
All monographs used in Thinking about Thinking sessions are available online in PDF –
click to download file to desktop.
• Asking Effective Questions in
Mathematics – Capacity Building
Series, 2011
• Collaborative Teacher Inquiry –
Capacity Building Series, 2010
• Critical Literacy – Capacity Building
Series, 2009
• Getting Started with Student Inquiry
– Capacity Building Series, 2011
• Grand Conversations in Primary
Classrooms – Capacity Building
Series, 2011
Thinking about Thinking: Becoming an Independent Reader
• Integrated Curriculum – What Works? –
Research into Practice, 2010
• Integrated Learning in the Classroom –
Capacity Building Series, 2010
• Let’s Talk about Listening – Capacity
Building Series, 2009
• Primary Assessment – Capacity
Building Series, 2010
• Student Identity and Engagement in
Elementary Schools – Capacity Building
Series, 2011
19
Research Articles
Sessions 1 – 4
All research articles are available online in PDF to members of the Ontario College of
Teachers. Click here to proceed.
Session 1
• The Ecology of Learning: Factors Contributing to Learner-centred Classroom Cultures
(Crick, McCombs, Haddon, Broadfoot, & Tew, 2007)
• The Classroom Environment First, Last and Always (Roskos & Neuman, 2011)
• Philosophy in Primary Schools: Fostering Thinking Skills and Literacy (Fisher, 2001)
• Organizing Literacy Classrooms for Effective Instruction (Reutzel & Clark, 2011)
Session 2
• Making Thinking Visible – How to Promote Engagement, Understanding and
Independence in All Learners (Ritchhart, Church & Morrison, Karin, 2011)
• Critical Literacy in Australia: A Matter of Context and Standpoint (Luke, 2000)
• Using the Everyday to Engage in Critical Literacy with Young Children (Vasquez,
2009)
• Teachers Talking to Young Children: Invitations to Negotiate Meaning in Everyday
Conversations (Gjems, 2010)
Thinking about Thinking: Becoming an Independent Reader
20
Research Articles
Sessions 1 – 4
Session 2 (continued)
• The Nature of Student Teacher Discourse in an Elementary Classroom (Dickson, 2005)
• Orchestrating Discussions (Smith, Hughes & Engle, 2009)
• Teachers Talking to Young Children: Invitations to Negotiate Meaning in Everyday
Conversations (Gjems, 2010)
Session 3
• It’s a Mystery: A Case of Implementing Forensic Science in a Preschool Science Inquiry
(Howett, Lewis & Upson, 2011)
• Reading Through a Disciplinary Lens (Juel, Hebard, Haubner & Moran, 2010)
• Inquiring Minds Learn to Read, Write and Think: Reaching all Learners Through
Inquiry (Wilhelm & Wilhelm, 2010)
• An Early Start on Thinking (Epstein, 2008)
• New Horizons in Comprehension (Keene, 2010)
Thinking about Thinking: Becoming an Independent Reader
21
Research Articles
Sessions 1 – 4
Session 4
• Children’s Self-Assessment of Their Schoolwork in Elementary School (Elder,
2010)
• Using Self-assessment in Elementary Classrooms (Bingham, Holbrook & Meyers,
2010)
• Who’s Afraid of the Big Bad Answer (Aukerman, 2006)
• Launching Self-Directed Learners (Costa & Kallick, 2004)
• Talking in Class: Remembering What is Important about Classroom Talk
(Johnston, Ivey & Faulkner, 2010)
Thinking about Thinking: Becoming an Independent Reader
22
Handouts
Sessions 1 – 4
• Checklist for an Inclusive Classroom Community
• Learning Environment Document Statements
• Four Roles of the Literate Learner
• Thinking about Inquiry
• Making Thinking Visible Document Statements
Thinking about Thinking: Becoming an Independent Reader
23
Videos
Sessions 1 – 4
SESSION 1
• A Child’s Perspective on Reading 1.02
•
Teaching with an Inquiry Stance Grade 1 / 2
Teacher 3:11
•
Authentic Real-life Inquiry Kindergarten 4:27
•
The Gradual Release of Responsibility 7:19
•
Peer Conferencing in Grade 2 2:43
SESSION 2
•
Talking About Learning in Kindergarten 2:14
•
Reading Different Texts Grade 2 4:03
•
Play-Based Learning in Authentic, Real-Life
Contexts Kindergarten 2:17
•
Relevance and Authenticity: Articulating
Values and Beliefs and Taking Action
Grade 2 6:20
•
Reading the World: Allan Luke 5:12
Thinking about Thinking: Becoming an Independent Reader
SESSION 3
• It’s About a Repertoire: Allan Luke 0:44
•
An Inquiry Approach to Learning Grade 1/2
Teacher 3:06
•
Inquiry in Kindergarten 3:06
•
Sharing Learning in Grade 1 2:11
SESSION 4
•
Student Teacher Reading Conference
Grade 1 4:26
•
Questioning and Listening Grade 1 3:14
•
Consolidating the Learning Grade 2 5:55
24