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Day 2

Page history last edited by TPS-Colorado 12 years, 2 months ago

 

 

 

Day 1 | Day 2 | The Inquiry Process Additional Resources 

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Friday, January 13, 2012
Time Topic Activity Presenter Resources
8:00-8:15 Rebooting

Discussion -Remembering Yesterday; Planning for Today

 

Inquiry Journal

 

Day 1 Agenda

Day 2 Agenda

  • Goals and objectives for Day 2
  • Roadmap and expectations (what we expect & what you'll do)

 

A Metaphor for learning: http://epicgraphic.com/data-cake/

8:15 - 8:45

CONSTRUCT

 

Application in Classroom

  Cynthia Stout 

Round Robin

 

Review the learning activities in pairs or a small group.  Discuss how you would change the activities for at least one of the following: ELL, Advanced/Gifted and Talented, and other differentiation.  Write your thoughts on the chart on the wall.

 

Question: how might you use this  activity around the questions you generated.  What do the students I am working with need? 

 

Is this the right activity for this question and these documents. 

 

 

How can this activity help students answer a historical question.  Does it fit these documents in answering this question?

 

 

 

 

 

 

 

TPS Goal 3: Teaching with Primary Sources; Goal 4: Exploring www.loc.gov; Goal 5: Understanding legal/ethical use

 

 

A Guided Inquiry --

4. Investigating, Constructing about, & Expressing about the Library of Congress & Using Primary Sources

 

Time Topic Activity Presenter Resources
8:45-9:15

INVESTIGATE; CONSTRUCT

 

Unexplored Library of Congress Resources

 

Objective 3b: Investigate the ways primary sources and various technologies can promote  inquiry, literacy, differentiated learning, and creative expression of knowledge.

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.

 

Becoming a Library of Congress Expert - Group work, preparing for reports to other participants

 

 

  • THOMAS Legislative Information 

 

 

 

 

9:15-9:45

CONSTRUCT; EXPRESS

 

Sharing Expertise Small Groups

What to report:

  • What it is
  • Why it's useful to a learner
  • Why it's useful to a teacher 
  • A really interesting tidbit (or two)
 
9:45-10:00

INVESTIGATE; CONSTRUCT

 

Copyright and Primary Sources

 

Objective 5a: Explore copyright, public domain and citation issues related to the use of digitize primary sources.

 

Short Tour of Copyright and Primary Sources   

Copyright 

10:00-10:10

CONSTRUCT; REFLECT

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.

 

Objective 6a: Examine inquiry learning models and methods.

 

REFLECT

 

Inquiry Journal -

Teacher Side

Construct

Reflect

 

After 3 hours investigating Library of Congress materials...

  • What have you discovered about the LoC and primary sources? 
    (Use goals and objectives) 
  • What have you discovered about the investigation stage of the inquiry process?
    • Finding & evaluating information
    • Thinking about information obtained
 
10:10 - 10:25 Break      

 

 

 

 

 

 

 

TPS Goal 3: Teaching with Primary Sources; Goal 7: Creating Inquiry Activities

 

 

A Guided Inquiry --

6. Constructing & Expressing about Using Primary Sources

 

Time Topic Activity Presenter Resources

10:25-10:40

CONSTRUCT

 

Standards and Primary Sources

 

The Teacher as Instructional Designer

 

Objective 3a: Use primary sources to align instruction with Common Core and state standards

 

Incorporating Standards and Essential Questions into the ARS

Self-Directed Inquiry  

 

 

Washington State Standards

 

9-10 CCSS & GLE alignment to primary sources.doc

11-12 CCSS & GLE alignment to primary sources.doc

 

Common Core Standards

 

Notes: The standards that are relevant to analysis of resources. One sheet that aligns.  A few key standards posted around the room.  When something targets the standards, note it.

 

Ryan: create the one-page standards.  Post each standards around the room. 

 

Relate to EQ discussion from day 1.

 

15 minutes

10:40-11:10

CONSTRUCT; EXPRESS

 

Creating a Tool for Facilitating Inquiry

 

The Teacher as Instructional Designer

 

Objective 3b: Investigate the ways primary sources and various technologies can promote  inquiry, literacy, differentiated learning, and creative expression of knowledge.

 

Objective 7a: Design and create inquiry-based learning activities using primary sources from the Library of Congress.

Developing Annotated Resource Sets Work Time

TPS_ARS_Template.doc

 

TPS_ARS_Industrial_Revolution

 

ARS Imperialism

 

Instructions for linking and downloading:

 

Selecting Primary Sources, Part I: Knowing Your Students (advice from the Teaching with the Library of Congress blog)

 

11:10 - 12:00     Work Time  
12:00-12:30

Lunch

 

 

 

 

 

12:30-2:20

 

Continue ARS Development

Work Time 

Check-in at 1:40

 

2:20-2:45

CONSTRUCT; EXPRESS; REFLECT

Peer critiques

Cynthia Stout 

Matt Karlsen

Debrief Protocol

 

Notes: Matt and Cindy - match to lesson study debrief.  How we will look at student work together.

 

 

2:45 -

3:30

 

    Work Time  
3:30-3:45  REFLECT 

REFLECT

 

Inquiry Journal -

Teacher Side

Connect

Wonder

Investigate

Construct

Express

Reflect

 

 

As a Teacher, consider...

How do I build in time for formal/informal reflection during the learning process?  How do I acknowledge the power of reflection in learning?

 

As a Learner, consider...

Do I purposefully reflect on my learning throughout?  Do I acknowledge the value of my own metacognition and its contribution to my learning?

3:45-4:00

Wrap-up

End of Workshop Survey

Kathy Wolfley, Ryan Theordoriches,

Matt Karlsen

 

Post-Workshop Survey

Notes: Have ARS developed that align with Imperialism questions.  

See what kids do with it--through lesson study.  

 

Matt, Ryan, Toni: send questions.    

 

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