Developing & Implementing Conceptual Units of Inquiry
Rasha El-Haggan
relhaggan@gmail.com
Developing & Implementing Conceptual Units of Inquiry Rasha - - PowerPoint PPT Presentation
Developing & Implementing Conceptual Units of Inquiry Rasha El-Haggan relhaggan@gmail.com Statistical Trends Student engagement in schools plummets as students get to higher gradesfrom 80% in elementary school to just 40% by the
Rasha El-Haggan
relhaggan@gmail.com
students get to higher grades—from 80% in elementary school to just 40% by the beginning of high school.
lose more than 90% of their creative capacity during their school years.
unemployed.
(Source: Leibowitz, A., Lombroso, D., Ridley, A., Whiteley, G. (Producers), & Whiteley, G. (Director). Most Likely to Succeed [Motion picture]. USA: One Potato Productions.)
in jobs that haven’t been invented yet.
creativity will become one of the top three skills in demand by 2020.
(Source: Leibowitz, A., Lombroso, D., Ridley, A., Whiteley, G. (Producers), & Whiteley, G. (Director). Most Likely to Succeed [Motion picture]. USA: One Potato Productions.)
Most Desirable Skills by Fortune 500 Companies
In 1990 n 1990
Development
10. 10.Writing ng 11.Organizational Effectiveness 12. 12.Com
putation
13. 13.Readi eading
Source: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
In n 2015 2015
Solving
Management
Decision Making
10.Creativity
In n 2020 2020
Solving
Management
Others
Intelligence
Decision Making
10.Cognitive Flexibility
Most Desirable Skills by Fortune 500 Companies
In 1990 n 1990
Development
10. 10.Wri riting (re (remo moved) 11.Organizational Effectiveness 12. 12.Comput utat ation ( n (remov
d) 13. 13.Readi eading ( (rem emov
Source: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
In n 2015 2015
Solving
Management
Decision Making
10.Creativity
In n 2020 2020
Solving
Management
Others 6.
nal Intel ellige genc nce e (added
ed)
Decision Making
10. 10.Cogni
Flex exibi bility
(adde ded) d)
Most Desirable Skills by Fortune 500 Companies
In 1990 n 1990
Development
10.Writing 11.Organizational Effectiveness 12.Computation 13.Reading
Source: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
In n 2015 2015
Solving
Management 4.
Crit itic ical T Thin inking
Decision Making
10.Creativity
In n 2020 2020
Solving 2.
Crit itic ical T Thin inking
Management
Others
Intelligence
Decision Making
10.Cognitive Flexibility
Most Desirable Skills by Fortune 500 Companies
In 1990 n 1990
2.
Sol
Development
10.Writing 11.Organizational Effectiveness 12.Computation 13.Reading
Source: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
In n 2015 2015
1.
plex ex P Probl
em Solving ng
Management
Decision Making
10.Creativity
In n 2020 2020
1.
plex ex P Probl
em Solving ng
Management
Others
Intelligence
Decision Making
10.Cognitive Flexibility
Most Desirable Skills by Fortune 500 Companies
In 1990 n 1990
Development 7.
eative T Thi hink nking
10.Writing 11.Organizational Effectiveness 12.Computation 13.Reading
Source: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
In n 2015 2015
Solving
Management
Decision Making
10. 10.Creativ ivit ity
In n 2020 2020
Solving
3.
ivit ity
Management
Others
Intelligence
Decision Making
10.Cognitive Flexibility
be:
– Transdisciplinary – Conceptual – Inquiry-Based
elev evan ance across the subject areas
nscend nds t the he conf
nes of the subject areas to connect to what is real in the world
– English
– Math ath
– Arabi abic
– Qur Qur’an an
– Islamic Studi tudies es
appearance of the Prophet (PBUH)
– Final nal Asses essmen ent
Prophet.
– English
– Math ath
symbols
– Arabi abic
– Qur Qur’an an
Al Naml
– Is Islam amic Studi tudies es
ability to speak to animals.
animals.
– Universal – Timeless – Abstract – Move students toward higher levels of thinking – Broad ideas that transcend the perspectives and limits of any subject specific-area – It can be taught in any classroom, no matter what the content includes.
CHANGE?
CHANGE
us CH CHANGE?
Qur’an CH CHANGE from the Mekki to the Madani period?
to know.
ggering c ng cur urios
problem in student engagement.
Source: Wolpert-Gawron, H. (2016, August 11). What the Heck Is Inquiry-Based Learning? Retrieved May 03, 2017, from https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron
How can you sort the buttons?
What can you do with the buttons? You have some buttons
Controlled Inquiry
Week One One Week k Two Two Week Three Week Four Week k Fi Five ve Wee eek Si Six Provocations Line of Inquiry One Line of Inquiry Two Line of Inquiry Three Summative Assessment, Reflection and Complete Student Portfolios Introduce the unit with provocations Exploration of first line of inquiry. Field Trip? Exploration of second line of inquiry. Field Trip? Exploration of third line of inquiry. Field Trip? Teachers provide meaningful, timely feedback
assessments Teachers facilitate the reflection process and document changes in MB
student’s minds and getting them excited about the Unit of Inquiry (UOI).
start to get kid’s thinking about what the big idea/enduring understanding might be.
understanding, skills, or however other way they are connecting to the UOI.
the video.
– What did you hear? – What did you see? – What did you feel? – What did you taste? – What did you smell?
aloud.
The machinery was bolted and secured. The tower was steady and unmoving under the weight of twisted steel and plastic. News of the machine had spread to the villages, and people were starting to arrive. The traders spotted it from their stalls and packed up their things. The truckers left their vehicles along the roads. Everyone walked into the valley, and now gathered in its shadow. I recognized these faces. Some of these people had mocked me for months, and still they whispered, even laughed. More of them were coming. It was time. Balancing the small reed and wires in my left hand, I used the other to pull myself onto the tower's first rung. The soft wood groaned under my weight, and the compound fell silent. I continued to climb, slowly and assuredly, until I was facing the machine's crude frame. Its plastic arms were burned and blackened, its metal bones bolted and welded into place. Two wires dangled from the heart of the machine and gently danced in the breeze. I knotted their frayed ends together with the wires that sprouted off the reed, just as I'd always pictured. Down below, the crowd cackled like a gang of birds. "Quiet down," someone said. "Let's see how crazy this boy really is." A sudden gust muffled the voices below. The arms of the wheel on top of the tower began to
Don't let me down. I gripped the reed and wires and waited for the miracle. Finally it came, at first a tiny light that flickered from my palm, then a surging magnificent glow. The crowd gasped and shuddered. The children pushed for a better look. "It's true!" someone said. "Yes," said another. "The boy has done it."
By: William Kamkwambe
thinking visible to the teacher and to themselves.
e: This routine asks students to identify and distill the essence of ideas in non-verbal ways by using a color, symbol, or image to represent the ideas.
Project Zero.
Symbol, and Image:
– (simple line representation or uncomplicated drawing)
– (visual image or metaphor that is more complex and fully developed than just a symbol)
– Why did you chose that color? – What does that symbol represent in the excerpt? – How does that image represent your feelings of the excerpt?
the first provocation.
unit will be about.
solutions for ___________.
– Creativity in applying the design cycle – How we use energy creating movement – Finding solutions for issues that trouble us
for social problems.
– Creativity in applying the design cycle – How we use energy creating movement – Finding solutions for issues that trouble us
First week of the Unit of Inquiry (UOI), students find the classroom completely rearranged.
Various Student-Centered activities throughout the week that provide clues as to the central idea.
They finally guess the central idea
Rasha El-Haggan relhaggan@gmail.com