being a student, being a teacher, Reading, student choice, student driven

Stepping Into Inquiry – How to Use Google Search Better and Whose Voices are Missing?

Note: This is a continuation of the blog series I am doing detailing the work I am doing with students in an inquiry project into how to research better. The first post detailing the set-up and our first module, How to Write an Inquiry Question, can be found here.

Module 3 was a big one for us, spread over two days, not so much for the tips on how to use Google Search better although they were helpful, but more because we wanted our students to think about the types of sources they were finding, as well as whose voice was missing from their sources, so they could consider the impact of those missing voices.

This question; whose voices are missing, is a question we center our work around all year. Throughout the year, I have been actively trying to expand students’ historical knowledge of the world using an “overlooked history” segment every Friday for discussion and reflection, as well as spending a lot of time selecting the media that our students will be immersed in, in order for them to experience as many voices as we can. So we knew that searching for reliable sources to use would be a brilliant opportunity to put this more into their hands as our students don’t automatically consider whose voices they are using an dhow that will impact the knowledge they gain and the direction they take.

There are so many tips for how to use Google Search better, many can be Googled, so we wanted to introduce just a few that would potentially limit their results and bring them more specific results. We watched a video together that discussed some of the limiters, I didn’t love it and will probably search for a better video for next year. The students continued to practice their note-taking skills along with the video and then I walked them through a search so they could see how my results changed.

The limiters we decided to focus on were:

  • Using quotation marks for an exact phrase
  • Using boolean operators.
  • Eliminating unnecessary words.
  • Excluding words.
  • Including year range.
  • and using specific sites to limit their search – this one we just showed but didn’t expect them to use.

Teaching slides day 1

Then they started their work in their student slides (note, there are duplicate slides in here because I was out with sick kids and so they worked through slides I would have taught otherwise). We wanted them to specifically consider:

  • What they actually were searching for, so to clarify their inquiry question.
  • Which types of sources they would search for, we reminded them that video, infographics, and podcasts can also make for excellent resources.
  • We discussed the difference between primary and secondary sources in order for them to think of whose voices they should be listening to.
  • Then led a specific conversation about whose voices they would search for urging them to think of how someone’s perspective is going to change based on many factors such as their economic situation.

Once they had found the sources they wanted to use, they needed to consider whose voices were being represented so they could think of whose voices were missing. You could see a lot of aha moments here as students considered their sources and how they were incomplete. Then they had to consider whose voices they needed to add as well as the the impact those missing voices would have on their research. Honestly, this is the largest point I wanted students to walk away; getting to think about whose voice holds power and who is not represented. My teaching slides for day two had introduced this concept more fully and many students were spot on in theirintial analysis of whose voices were missing and why they needed to find better sources.

For my 2nd day of teaching, I had specific discussion points about changing perspective and why it is so vital we recognize our limitations of what we know and then try to learn more. This was a great discussion supported by the teaching slides and set them up for further work within their own slides.

Day 2 Teaching Slides

Reflection Back

I am still pondering what I need to change as there were many things I liked and some I didn’t. Like I said, I need to find a better video for them to take notes on. We also had our small groups work together on one inquiry question and find sources together for that question, but I don’t love how that limits their choice when it comes to what they are pursuing. Some of the limiters were not particularly helpful and actually increased their results rather than decreased them. But the conversation about perspective, missing voices, and the impact it will have on our knowledge were powerful and will be continued throughout the year because the few days of work we did around it here is simply not enough. It was a taste and something I am still actively working through as an adult.

The one area I want to work on through discussion is why we should be worried about whose voices are given authority and how power is given to certain voices and not others. While I touched on it, it was not enough (I am not sure what “enough” would look like), so I am mulling over how this can be added further.

Note: The unit after this was a lesson on how to use databases led by our librarian so I will not be sharing those slides as they are not mine to share.

After that came another big one: How to check reliability using the CRAAP method.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students

being a student, being a teacher, questions, Reading, student choice, student driven, Student Engagement

Stepping Into Inquiry – How to Write an Inquiry Question

Last year, after we finished our first read aloud, we released our kids into their first inquiry project. While we had scaffolds in place, there was plenty of choice, and also specific lessons targeting research skills, my special ed teacher, Kelly, and I still stood back and felt like what we were doing was simply not enough. Or perhaps that it was too much. That somehow we were simply pushing kids through research and yet there were so many executive functioning skills and also simple research skills that we were assuming kids already had a handle of. And yet, they didn’t not all of the kids, despite the wonderful teaching that had happened before 7th grade. We saw it fall apart a bit when kids were really worried about the end product but not focused on what they were learning throughout the unit and they weren’t fully grasping the research skill lessons we were teaching because there was this larger pressure to produce a speech answering their inquiry question.

So this year, we knew we had to do something different. Rather than have students do a full inquiry project into a topic tied in with The Bridge Home, our read aloud, we wanted to create an inquiry project into the art of research itself, not worrying about a final product but instead walk students through specific research skills in separate modules. Sounds great, right? Yet what we quickly were reminded of was that the art of research itself is vast, which we knew, so we had decisions to make; which 7 or 8 research skills did we really want to focus on as a baseline for the kids as we introduced 7th grade inquiry skills.

Knowing that this was a great chance to cross-collaborate between other subject areas , we did just that; surveyed other teachers to see what they thought was important to establish a baseline in, as well as brought it up as a problem of practice in our consultancies with colleagues. The results were clear, we would love 7th graders to be able to have an initial understanding of:

  • How to write an inquiry question
  • How to take notes using the Cornell Method of notetaking
  • How to cite their sources using Easybib – MLA
  • How to avoid plagiarism and understanding what plagiarism was
  • How to use Google Search better
  • How to use our databases
  • How to potentially revise their inquiry question
  • How to use the C.R.A.A.P method to check for reliability
  • How to check for bias in their sources
  • How to find the main idea and supporting details
  • How to synthesize their information into original thought – a primer
  • How to evaluate whose voices are missing and how do those missing voices impact the validity of the research

But that’s a lot so how do we do all that without losing kids in the process? Enter in discussion with my new wonderful colleague, Chris, my fabulous literacy coach, Andrea, and also our incredible librarian, Christine. With the help of them I was able to synthesize some of the thoughts we had about what kids would be able to do as, well as look at which standards this would even cover because we would also need to find a way to assess what kids were doing. After looking at all 9 standards for the year, we pulled the following standards out:

  • Standard 2:  Draw and cite evidence from texts to support written analysis.
  • Standard 3: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Standard 5: Evaluate claims in a text; assess and express the soundness and relevance of reasoning.

Knowing this led us to creating 8 different modules for students to work on throughout the month of November. We knew we wanted choice throughout and also for students to feel supported and not feel ashamed if they wanted to work in a small group with the teacher and instead embrace the knowledge that they knew what they needed at that time to be successful.

So the final modules with their standards assessed became:

  • Module 1: How to formulate an inquiry question – Standard 3 
  • Module 2: What is Plagiarism and How to Do Citations – Standard 3 
  • Module 3: How to use Google Search better – Standard 3 and 2
  • Module 4: How to use our databases (taught by our librarian) – Standard 2 and 3
  • Module 5: How to assess the credibility of a source – CRAAP method ALSO Do you need to revise your inquiry question  Reg – Standard 5, Enriched Standard 2
  • Module 6: How to recognize bias – Standard 2 and 5 
  • Module 7: How to pull out a main idea and supporting details that tie in with your inquiry question – Standard 3
  • Module 8: How to synthesize information without plagiarizing – Standard 3

We launched the inquiry unit while still immersed in our read aloud, The Bridge Home by Padma Venkatraman. While we did a lot of reading work, we also kept an I wonder page that we would visit now and again. We wrote down large questions we had about society as it tied in with the story we were listening to and moved away from predictions.

Sample wonderings included:

  • What do parents do when their children run away?
  • How does being homeless affect your mental health?
  • Who started the idea of landfills?
  • How can we reduce our waste as a family?
  • Which types of diseases affects children living on the streets of India?

Then it was time to launch our very first unit and what better way than to use a picture book?

Bringing us together with our readers’ notebooks we laughed at the whimsy within the pages and then I asked; what do you wonder about within the pages of our read aloud? As students shared, I encouraged others to write down the questions they also had as potential inquiry questions. I love when students nodded and agreed that they had questions about something similar. This also afforded me an opportunity to reiterate that their inquiry question should somehow be connected to the read aloud but should not be answered by the book, but that they instead needed to do research in order to come up with their own answer. We also stressed the importance of this being of interest to them, and while we had potential inquiry questions ready for those who refused or found it hard, we have found we haven’t needed them. This discussion then planted the seed for how to come up with a proper inquiry question.

Our next component of the day was taking notes on a video using a modified version of the Cornell notetaking method. We wanted to introduce kids to a way of taking notes that they can easily use in other classes and also encourage them to make them their own. Rather than do a stand alone lesson, my colleague, Chris, suggested having students take notes throughout as an integrated part of the units which is what we did. This has worked really well and much better than if I had done a separate unit on just note-taking. I explained how to set up their notebook and we watched the first video, How to Develop an Inquiry Question, uploaded to Youtube by Kansas State Libraries. The video was a good introduction to why developing a strong inquiry question was important before kids went any further with their work. We took some notes throughout as I paused the video and then introduced the final component; the reflection questions.

One of the things we discussed in our planning was that a major reason for this unit was for students to understand the transfer of these skills to other subject areas, and also to life outside of school. However, this doesn’t always happen without the proper time and reflection. Therefore, our students have four questions to answer every time they finish a module. They are collected in a packet that I hold on to for ease:

  • What do you think you will remember learning from this module?
  • How is this skill useful to you in life?
  • How is this skill you useful to you in school?
  • How could you use what you have learned in this module in geography/STEAM/or science when you have to do a research project?

After this, we released students into their student module 1 – note this was over the course of two days with 90 minute blocks of English and each student was given a copy of the slides to fill in. The student module 1 allowed them to watch another video that discussed the levels of inquiry questions, look at examples of inquiry questions, and then write different levels of inquiry questions. At the end, I asked them to please come up with a potential level 3 inquiry question that they would be interested in pursuing the next few weeks and then submit it to me. And then I held my breath, how would it go?

Reflection back:

After my first ELA block, I tweaked the student slides to make them easier for them to use and took out some unnecessary steps. There was general confusion between level 2 and 3, which I had suspected would happen and so we discussed as needed and I stressed that as long as they were out of “level 1” territory then I was happy. Some kids created much too broad or much too narrow questions and so I left them feedback or had conversations as needed, however, this is also something that will be assessed more in module 5.

One major thing we are still working on is overall time management, some kids are using all of their time well and thus working through everything with time to spare while others are not. Starting tomorrow, I will be asking students to join me in the small group to do the slides together in order for them to stay on track and not fall further behind.

I also tweaked my teaching slides, in order to get to their work time faster and not have so much talking from me.

Teaching Slides Day 1

Teaching Slides Day 2

The next module is Module 2 – What is Plagiarism and How to Do Citations – a one day module, hopefully.

I will continue to share as I work through all of this, the sharing helps me reflect on what I am missing and at times others share great resources as well, so feel free to ask questions or share resources.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students

being a teacher, Reading

Our Mock Caldecott Picks for 2020

Warning: I may change my mind…

For the past 5 years, I have done a Mock Caldecott unit with students as we come back to school in January. And while January is far away, the year is quietly winding down which means the reflection begins on which illustrations took my breath away. And there were many. Last year, I ballooned my choices but it turned out to be too hard to get through for my students. So this year there are a few changes.

One, I am reading all of these books aloud in the weeks leading up to our unit. While the students will still read them in their group, they will have experienced the full text with us all first.

Two, I am limiting our choices to 12. That way we can leasurely work through the unit, savor the illustrations, and give it the time it needs rather than skim through pages in order to come up with a winner.

Three, each group will pick their winner. Every year we have had a vote for class pick, but this year, I will let our groups select and root for their individual winners. We will, however, vote for an overall winner in all of my English classes combined.

The lessons will not change much; I use previous winners to discuss the different components of the award and then students grab the books they will discuss that day and rank. Each group gets a packet with the titles and a voting sheet. The slides I use are here and are pretty straight forward. The voting packet I use is here each group gets one and it helps them keep track of their scores.

So which books have I chosen for the year? (Not that I matters because we almost never pick the winner, ha)

Two potentials that I may add but I haven’t quite decided yet because then I am over 12 and I don’t want to be over 12 hmmm

What are your Mock Caldecott choices?

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students

being a student, being a teacher, Reading, Reading Identity, student choice, Student dreams, Student Engagement

Creating Foundational Rights for Students Within Personalized Instruction.

A conversation I find myself having often with other educators is just what to do next for curriculum. How do we get everyone on the same page? How do we ensure that what we do is actually happening in different classrooms with different teachers? How do we ensure that the very kids we are entrusted with have somewhat similar experiences within our classrooms all while protecting the art of teaching?

You may think that textbooks with daily lessons are the answer, and for many it appears to be, but it doesn’t have to be that way. As Dr. Allington reminds us, “…no
research existed then, or exists now, to suggest that maintaining fidelity to a core reading program will provide effective reading lessons.” (What Really Matters When Working With STruggling Readers, 2013) . Yet, fidelity has become a major selling point as we see many programs being touted to schools who are unsure what to do next. Fidelity has become a point of judgment; how closely aligned are we? Do we use the same texts? The same worksheets? The same words in order to ensure the same experience for all? I was once told by a well-meaning but ill-advised administrator that “I better be on the very same page of the textbook as my colleague next door” as he passed from classroom to classroom.

And yet if there is one thing I know about teaching, it is that our kids are not the same. From class to class, from year to year, the kids have needed different things. Have needed educators that are adept at adapting, that are unafraid to try something new, that know their research, but also know to seek out others for more ideas. Who know their own areas of growth so that they can provide better and better experiences year after year. Sure, use a program to start you off, but don’t forget about the very art of teaching that asks to be responsive to the very kids we teach, that require us to be disruptors of inequitable practices that have shaped the educational experience of so many.

I teach in a district that puts an incredible amount of trust in their teachers and fellow staff who support our students. Whose very core of teaching is autonomy, responsibility, and professional development. Who believes in developing teacher craft so that students can be vested in classroom experiences that speak to them personally and not just whatever the pacing or curriculum guide has told them to care about. Who believes in disrupting inequitable education experiences and providing the room to do so, supporting each teacher on their journey. But how do you then ensure that students aren’t unknowing members of an educational lottery where their growth is based on the experience and know-how of a single teacher? How can you create room for your teachers to personalize while still ensuring that certain experiences are in place?

The foundational idea is deceptively simple; create student rights together. A living breathing document that shows which experiences every child should have in every room, no matter the teacher. Live by it. Work by it. Discuss and change as needed.

But in practicality, how do you get there?

The first step is to have time to discuss what the experiences of students should be. What do we, as the practitioners, believe every child should have as rights in their English (Or whichever curricular area) educational experience? Reading books they like, having a librarian and time in the library, abandoning books, picking writing topics, a teacher that will confer with them, discussing relevant topics. Brainstorm as many things as you can. Group them to see patterns. And then step back.

What is missing? This isn’t something that is done quickly, after all, this will be a guiding document. Do research on best practices within your curricular area. What do you not know about? What do people like Dr. Rudine Simms Bishop, Dr. Richard Allington, Dr. Gloria Ladson-Billings, Zaretta Hammond, or Dr. Louise Rosenblatt say about the experiences students deserve?

Then group all of the post-its or thoughts together. What are the clusters? What clearly speaks to all of you as a team? Try to come up with words that can tie it all together. Which patterns do you see? The right to read, to speak to one another, to have texts and materials that reflect their experience and the experience of others? The rights to connect with others? To free write? To skillful instruction? Again, pay attention to your own gap areas, which parts of instruction are you not thinking about? Do these potential rights mirror an entire experience or only parts of one?

Then translate the goals into actual experiences, such as if your team believes in student choice in reading, what will that actually look like? When will there be guaranteed time for that? How often do they get to choose? How will you support their choice? Who else will support it?

Then it may look something like this…

If students need…Empowerment – then we will commit to giving them choice throughout their time with us.

How: Choice in their independent reading book, choice in their topic of writing when possible, choice in who they work with, choice in who they share with, choice in how they work through learning. Space to reflect on their experience, speak up about it, and shape the teaching that happens.

If students need to read and write every day, then we will commit to giving them dedicated independent reading time every day and writing time every day.

How: Start with 20 minutes of independent reading focused on developing their relationship to reading and reading identity. An emphasis on free writing when not otherwise steeped in their own writing. Planning reading and writing experiences every day.

It may end up looking something like this then.

Go through each foundational right as a team and then commit to it as a team. Bring it up throughout the year to see whether you are actually living it. What are the opportunities for the students throughout the year? What is missing and needs to be added?

Having a foundational understanding of what the experiences should be for every child provides us with a guide of which direction to go while also being able to see our own gap areas. Where do we need to grow as practitioners? What are we not yet providing for students and how is that impacting them? How do our choices in our learning tie in with these rights?

So often we look at curriculum and think that is where to start with any changes when really what we need to do is step back and look at the foundational beliefs and rights that support and determine the curricular choices we make. Because those beliefs are what shape every single experience kids have with us. Because those beliefs sometimes hurt the very endeavors we are trying to accomplish. While I know our documents and guiding beliefs are not perfect, nothing ever is, it gives us a place to start when we discuss what we are working on, what kids need, and the disruptions that need to continue happening for all of our students. Perhaps these guidelines can help others as well.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.I . f you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.     

being a teacher, new year, writing, Writing Identity

A Simple Sheet for Writing Conferences

I have been thinking a lot about writing, about all of the emotions tied in with what we write, with the bravado and the behavior that sometimes plays out when we ask kids, and at times even adults, to write. The armor. The resistance. The change. The hope. But only for a moment.

I have been thinking a lot about writing because it is something I discuss often with other adults when we share the things we wish we would have known a long time ago, the things we are just discovering. The things we wish we could figure out.

I have been thinking a lot about how despite having spent nearly seven weeks with these new students, I still feel I don’t know them well. I know snippets, small moments, glimpses of their story, but not enough, not now, not yet. How when we discuss their writing they sometimes don’t have the words to express what they need, or the trust. How we have all of these conversations about their writing but what they really are about is their identity, how they see themselves in the world. How they want the world to view them.

And I want to remember it all but I can’t. And I want to remember it all but I won’t, despite trying. Because while I am 100% focused in the moment, I often forget the details after they walk away because in front of me is a new person who needs my undivided attention, who deserves all of me.

So in order to help me remember, inspired by the discussions I am having with other adults and the kids themselves, I created a writing conference sheet. A simple sheet that perhaps will help me center my work a little more in order to be able to pick up the thread the next time we discuss their writing. A simple sheet that will allow me to gather some of the many thoughts kids share with me as I get to know them and help me consider how I can help them grow. Perhaps you would like to use it as well?

A partial view of the sheet.

A simple explanation of the first few boxes follows…

The top box is for the first time I meet with them after they have filled in their writing survey.

Writing + = What do they like about writing

Writing – = What do they not like

Goal = The goal they are currently working on as a writer

Why = What made them set this goal

Last year = What was their experience last year with writing and how did they feel about writing?

You as a writer = How do they view themselves as a writer

Hard about writing = What do they still find hard about writing

The second box is for each time we confer after that about their writing and so it allows me to record what we discussed – I always ask students to lead the conversation – as well as what their challenge and progress has been. Then I wanted space to reflect on what I see as their strengths and goals areas for the current piece, as well as writing overall.

I am starting to use it this week and I cannot wait to see how it will deepen the conversations we have about their writing and how it will help me be a better teacher of writing for them. Isn’t that what so much of teaching is really about?

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a teacher, new year, reflection, Student dreams, student voice, survey

The First Time We Ask

  Instagram · Square,

I think of the many hard lessons I have learned through the years.

About respect.

About feeling valued.

About feeling seen.

About what I needed to change not just as the teacher, but also as the adult in charge of the learning experience we create, day in, day out.

So many learned not because I finally realized something, but instead because the kids I have taught had a way to teach me. Had a way to speak up when they needed to. Had a way to feel heard, even when their words meant I needed to change. How it takes such little time to provide kids with the tools they need to speak up, to be heard, to be a full member of the community we are building. It takes a few questions, an open mind and only a few minutes.

In fact, if I ever had to re-name this blog anything, it would be the lessons the children taught me. The many things they have shared throughout their years as we have strived for a better way of learning, of reading, of being a community of people who already are impacting the world beyodn the walls of school.

And so this week, i will once again ask a few simple yet large questions.

Do you feel respected in this room?

Do you respect others in this room?

What can I do more for you?

What should I do less of?

What do you wish I would notice?

And I will remind them all, once again, that this is their chance to influence how I teach and how we learn. That I have thick skin but to also offer up ideas when they can, not just criticism, however, that criticism is also welcomed because I can’t fix anything I don’t know isn’t working. That this stays between us unless I have their permission to share. That I am grateful for their truths so that I can grow. So that we can grow.

And that this is the first reflection of many to come. That this is only the beginning, because for some I haven’t earned their trust, for some they are not ready to tell me how they really feel, and I respect that as well. But I will still ask because even just asking is a step toward a stronger learning experience. A step toward a more solid us.

We are about six weeks into the year, and it is time for me to learn more lessons.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.