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UHPS Inquiry Skills Continuum May 2016

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Information about UHPS Inquiry Skills Continuum May 2016

Published on June 5, 2016

Author: JoeSheik1

Source: slideshare.net

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1. University Heights Inquiry Skills Continuum – May 2016 SKILLS Early Years Early Primary End of Primary Junior Intermediate Questioning Observe/ Wonder Statement Vs Question Thin v thick I wonder .. orally I see, I think, I wonder Beginning ask Open v Closed Using resources Q chart Open vs Closed and Observations based on 5 senses to create wonderings New Open Questions building upon previous information -do they relate to the EQ? Complex Open Questions building upon previous information Research/ Recording Skills ( ability to collect data) Student Exploration – Senses Observation based Drawing a picture of what you see Short written describing Lists & Labelling Guided research independent by end of Gr1/ 2 Guided /given sites used to find information on internet Pebble go, Culturegrams Beginning of finding information on internet Recording in graphic organizers (guided) Google Classroom Recording in Jot Notes Variety of sources/ print/ databases Using a graphic organizer Point form vs copy and paste - full sentences Where to go – What site is valid Recording in Jot Notes Variety of sources/ databases And skill to do use these. Information in their own words Validity of site Determining Main/ Important Idea On topic and Relevant Finding the Big Idea and retell it What do I need to know Finding relevant idea in a passage and summarize What I need to know Find, interpret, synthesize it – what does it mean Hi lite most important 5 facts/ phrases Cross out redundant information Find, interpret, synthesize – what does it mean and what do I know – demonstration of understanding Comparing and Connecting Inferring Activation of background knowledge What do you think K/W/L What do you know Activation of background knowledge working towards real world connections Real world connections Relationship building and real world connections Seeing relationships between subjects Relationship building, real world connections, patterns and trends Relating applicable content make real world connections and trends Publishing of Inquiry Communication On Going Student Dialogue Sketch Observation/ Oral / Modelled graphic organizers Shared interactive writing Relevant Think/ Pair/ Share/ Student created drawings and diagrams Teacher provided graphic organizers Small group active listening, Peer listening, Student generated Graphic organizers and Technology ( google docs) Active Listening (with norms) Student Created Graphic Organizer And technology Agree to Disagree (with norms) Increasing complexity of use of Technology - Multiple Representation of Results ex prezi, report, imovie, video mash up, debate, ranking relevancy Purposeful /Respectful Dialogue (with norms) Reasoning and Justification Reflection and Action “How does this relate back to the EQ?” Show me how you know.. because Answering the “Why is that important to us?” How can we help? Sharing of background knowledge, making connections Answering Why is this important” What do we now know?” Background knowledge and proof to defend answer Answering the “so what….” What makes this important to me and the world I live in? Expanding and extending personal opinion based on evidence with perspective Answering the “so what….” What makes this important to me and the world I live in and what conclusions can I come to. Expanding and extending strong personal opinion based on evidence with multiple perspectives Answering the “so what….” What is important to remember? What conclusions will I draw and actions will I take?

2. At University Heights we believe that these skills are inherently part of a successful inquiry based classroom. While they are not essential to all inquiry as are the skills listed in the above chart we recognize their importance. Learning Skills Reading Comprehension Skills Critical Thinking Skills Classroom Culture Collaboration Skills Predicting Challenging or Probing the Problem Risk Taking Cooperation Skills Activation of Background Knowledge Flexibility of Thinking – respecting the evidence Foster Environment for Creativity Independent Skills Student Exploration Making Connections Flexibility of Thinking Organization Skills Establishing the Problem Communicate Effectively Initiative Ask good questions Student Exploration Perseverance Challenging or Probing the Problem Engagement through Student Centre Pursuit ( Voice and choice) Self Regulation

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