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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


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SLIDE 1

Developing & Implementing Conceptual Units of Inquiry

Rasha El-Haggan

relhaggan@gmail.com

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SLIDE 2

Statistical Trends

  • Student engagement in schools plummets as

students get to higher grades—from 80% in elementary school to just 40% by the beginning of high school.

  • A Lego Foundation study reports that students

lose more than 90% of their creative capacity during their school years.

  • 53% of recent college graduates are under—or

unemployed.

(Source: Leibowitz, A., Lombroso, D., Ridley, A., Whiteley, G. (Producers), & Whiteley, G. (Director). Most Likely to Succeed [Motion picture]. USA: One Potato Productions.)

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SLIDE 3

Statistical Trends

  • 65% of today’s grade-school children will end up

in jobs that haven’t been invented yet.

  • Millennials will have 15-20 jobs over the course
  • f their working lives.
  • The World Economic Forum reports that

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.)

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SLIDE 4

Most Desirable Skills by Fortune 500 Companies

In 1990 n 1990

  • 1. Teamwork
  • 2. Problem Solving
  • 3. Interpersonal Skills
  • 4. Oral Communication
  • 5. Listening
  • 6. Personal/Career

Development

  • 7. Creative Thinking
  • 8. Leadership
  • 9. Goal Setting/Motivation

10. 10.Writing ng 11.Organizational Effectiveness 12. 12.Com

  • mpu

putation

  • n

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

  • 1. Complex Problem

Solving

  • 2. Coordinating with
  • thers
  • 3. People

Management

  • 4. Critical Thinking
  • 5. Negotiation
  • 6. Quality Control
  • 7. Service Orientation
  • 8. Judgement &

Decision Making

  • 9. Active Listening

10.Creativity

In n 2020 2020

  • 1. Complex Problem

Solving

  • 2. Critical Thinking
  • 3. Creativity
  • 4. People

Management

  • 5. Coordinating with

Others

  • 6. Emotional

Intelligence

  • 7. Judgement &

Decision Making

  • 8. Service Orientation
  • 9. Negotiation

10.Cognitive Flexibility

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SLIDE 5

Most Desirable Skills by Fortune 500 Companies

In 1990 n 1990

  • 1. Teamwork
  • 2. Problem Solving
  • 3. Interpersonal Skills
  • 4. Oral Communication
  • 5. Listening
  • 6. Personal/Career

Development

  • 7. Creative Thinking
  • 8. Leadership
  • 9. Goal Setting/Motivation

10. 10.Wri riting (re (remo moved) 11.Organizational Effectiveness 12. 12.Comput utat ation ( n (remov

  • ved)

d) 13. 13.Readi eading ( (rem emov

  • ved)

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. Complex Problem

Solving

  • 2. Coordinating with
  • thers
  • 3. People

Management

  • 4. Critical Thinking
  • 5. Negotiation
  • 6. Quality Control
  • 7. Service Orientation
  • 8. Judgement &

Decision Making

  • 9. Active Listening

10.Creativity

In n 2020 2020

  • 1. Complex Problem

Solving

  • 2. Critical Thinking
  • 3. Creativity
  • 4. People

Management

  • 5. Coordinating with

Others 6.

  • 6. Emotional

nal Intel ellige genc nce e (added

ed)

  • 7. Judgement &

Decision Making

  • 8. Service Orientation
  • 9. Negotiation

10. 10.Cogni

  • gnitive F

Flex exibi bility

(adde ded) d)

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SLIDE 6

Most Desirable Skills by Fortune 500 Companies

In 1990 n 1990

  • 1. Teamwork
  • 2. Problem Solving
  • 3. Interpersonal Skills
  • 4. Oral Communication
  • 5. Listening
  • 6. Personal/Career

Development

  • 7. Creative Thinking
  • 8. Leadership
  • 9. Goal Setting/Motivation

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. Complex Problem

Solving

  • 2. Coordinating with
  • thers
  • 3. People

Management 4.

  • 4. Cr

Crit itic ical T Thin inking

  • 5. Negotiation
  • 6. Quality Control
  • 7. Service Orientation
  • 8. Judgement &

Decision Making

  • 9. Active Listening

10.Creativity

In n 2020 2020

  • 1. Complex Problem

Solving 2.

  • 2. Cr

Crit itic ical T Thin inking

  • 3. Creativity
  • 4. People

Management

  • 5. Coordinating with

Others

  • 6. Emotional

Intelligence

  • 7. Judgement &

Decision Making

  • 8. Service Orientation
  • 9. Negotiation

10.Cognitive Flexibility

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SLIDE 7

Most Desirable Skills by Fortune 500 Companies

In 1990 n 1990

  • 1. Teamwork

2.

  • 2. Probl
  • blem S

Sol

  • lving
  • 3. Interpersonal Skills
  • 4. Oral Communication
  • 5. Listening
  • 6. Personal/Career

Development

  • 7. Creative Thinking
  • 8. Leadership
  • 9. Goal Setting/Motivation

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.

  • 1. Com
  • mpl

plex ex P Probl

  • blem

em Solving ng

  • 2. Coordinating with
  • thers
  • 3. People

Management

  • 4. Critical Thinking
  • 5. Negotiation
  • 6. Quality Control
  • 7. Service Orientation
  • 8. Judgement &

Decision Making

  • 9. Active Listening

10.Creativity

In n 2020 2020

1.

  • 1. Com
  • mpl

plex ex P Probl

  • blem

em Solving ng

  • 2. Critical Thinking
  • 3. Creativity
  • 4. People

Management

  • 5. Coordinating with

Others

  • 6. Emotional

Intelligence

  • 7. Judgement &

Decision Making

  • 8. Service Orientation
  • 9. Negotiation

10.Cognitive Flexibility

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SLIDE 8

Most Desirable Skills by Fortune 500 Companies

In 1990 n 1990

  • 1. Teamwork
  • 2. Problem Solving
  • 3. Interpersonal Skills
  • 4. Oral Communication
  • 5. Listening
  • 6. Personal/Career

Development 7.

  • 7. Creat

eative T Thi hink nking

  • 8. Leadership
  • 9. Goal Setting/Motivation

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. Complex Problem

Solving

  • 2. Coordinating with
  • thers
  • 3. People

Management

  • 4. Critical Thinking
  • 5. Negotiation
  • 6. Quality Control
  • 7. Service Orientation
  • 8. Judgement &

Decision Making

  • 9. Active Listening

10. 10.Creativ ivit ity

In n 2020 2020

  • 1. Complex Problem

Solving

  • 2. Critical Thinking

3.

  • 3. Creativ

ivit ity

  • 4. People

Management

  • 5. Coordinating with

Others

  • 6. Emotional

Intelligence

  • 7. Judgement &

Decision Making

  • 8. Service Orientation
  • 9. Negotiation

10.Cognitive Flexibility

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SLIDE 9

So How Do Islamic Schools Meet that Challenge?

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SLIDE 10

Important Factors

  • Written, taught, and assessed curriculum needs to

be:

– Transdisciplinary – Conceptual – Inquiry-Based

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SLIDE 11

Transdisciplinary Learning

  • is engaging, relevant, challenging and significant.
  • conveys learning that has rel

elev evan ance across the subject areas

  • trans

nscend nds t the he conf

  • nfine

nes of the subject areas to connect to what is real in the world

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SLIDE 12

Transdisciplinary Example

  • 4th Grade

– English

  • Poetry & Rhyme schemes

– Math ath

  • Patterns

– Arabi abic

  • Arabic Poetry

– Qur Qur’an an

  • Surat Mariam

– Islamic Studi tudies es

  • Personality & Physical

appearance of the Prophet (PBUH)

– Final nal Asses essmen ent

  • Wrote a poem about the

Prophet.

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SLIDE 13

Transdisciplinary Example

  • 2nd Grade

– English

  • Folk tales & Fables

– Math ath

  • Expression through

symbols

– Arabi abic

  • Joha Folk Tales

– Qur Qur’an an

  • Surat Al Shams & Surat

Al Naml

– Is Islam amic Studi tudies es

  • Prophet Sulayman & his

ability to speak to animals.

  • Hadith about treatment of

animals.

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SLIDE 14

Framework Checklist

  • Transdisciplinary ✅
  • Conceptual
  • Inquiry Based
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SLIDE 15

Conceptual

  • What is a concept?

– 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.

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SLIDE 16

The Human Body

Concept or Topic?

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SLIDE 17

The Human Body

Concept or Topi pic 

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SLIDE 18

Systems

Concept or Topic?

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SLIDE 19

Systems

Conc ncep ept or Topic?

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SLIDE 20

Verb Conjugation

Concept or Topic?

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SLIDE 21

Verb Conjugation

Concept or Topi pic 

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SLIDE 22

Relationships

Concept or Topic?

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SLIDE 23

Relationships

Conc ncep ept or Topic?

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SLIDE 24

Linking Conceptual

  • Math: Ratios & Percentages
  • Guiding Question: How do we quantify CH

CHANGE?

  • English: Past & Present Tense Verbs
  • Guiding Question: How does our language CH

CHANGE

  • ver time?
  • Science: States of Matter – Solids, Liquids, Gas
  • Guiding Question: How does the physical world around

us CH CHANGE?

  • Qur’an: Madani vs. Mekki Surahs
  • Guiding Question: How do themes of surahs in the

Qur’an CH CHANGE from the Mekki to the Madani period?

  • Conceptual Connection: CHANGE
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SLIDE 25

Framework Checklist

  • Transdisciplinary ✅
  • Conceptual ✅
  • Inquiry Based
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SLIDE 26

What is Inquiry?

  • More than asking a student what he or she wants

to know.

  • It’s not just about asking questions in class
  • It’s about trigge

ggering c ng cur urios

  • sity.
  • Combats the “dunno” syndrome – common

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

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SLIDE 27

Types of Inquiry

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SLIDE 28

Types of Inquiry

Sort the buttons by Size

How can you sort the buttons?

What can you do with the buttons? You have some buttons

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SLIDE 29

Another Inquiry Diagram

Controlled Inquiry

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SLIDE 30

Unit of Inquiry Breakdown

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

  • n

assessments Teachers facilitate the reflection process and document changes in MB

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SLIDE 31

Provocation week

  • The first week of the six weeks is spent provoking

student’s minds and getting them excited about the Unit of Inquiry (UOI).

  • HMRM Teachers are conducting provocations that

start to get kid’s thinking about what the big idea/enduring understanding might be.

  • Specials are conducting provocations about their
  • wn content related to the concepts, enduring

understanding, skills, or however other way they are connecting to the UOI.

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SLIDE 32

First Provocation – Strandbeest

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SLIDE 33

Writing questions

  • Get 6 to 7 sticky notes
  • Write as many questions as you can think of about

the video.

– What did you hear? – What did you see? – What did you feel? – What did you taste? – What did you smell?

  • Put each question on a different sticky note.
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SLIDE 34

Analyze Questions

  • With your group, share your questions
  • Sort the questions into different categories
  • If you have time, label the categories.
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SLIDE 35

Second Provocation

  • Read the Passage on your tables while I read it

aloud.

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SLIDE 36

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

  • turn. They spun slowly at first, then faster and faster, until the force of their motion rocked the
  • tower. My knees buckled, but I held on.

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."

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SLIDE 37

Provocation #2

By: William Kamkwambe

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SLIDE 38

Color.Symbol.Image

  • Thinking Routine that helps make students’

thinking visible to the teacher and to themselves.

  • Purpos
  • se:

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.

  • A “thinking routine” from Harvard University’s

Project Zero.

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SLIDE 39

Color.Symbol.Image

  • Think of the passage and represent it using a Color,

Symbol, and Image:

  • Color that best represents or captures the excerpt
  • Draw a Symbol that best represents or captures the excerpt

– (simple line representation or uncomplicated drawing)

  • Draw an Image that best represents or captures the excerpt

– (visual image or metaphor that is more complex and fully developed than just a symbol)

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SLIDE 40

Sharing CSI

  • Share Your CSI with the people at your table.
  • Explain WHY your choices:

– Why did you chose that color? – What does that symbol represent in the excerpt? – How does that image represent your feelings of the excerpt?

  • If time – Share with Workshop attendees
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SLIDE 41

Predicting the Big Idea

  • As a group, look at the questions you wrote from

the first provocation.

  • Examine all the CSI’s you created
  • Come up with one statement that you think this

unit will be about.

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SLIDE 42

Scaffolding the Discovery

  • ___________ in how we use _________ leads to

solutions for ___________.

– Creativity in applying the design cycle – How we use energy creating movement – Finding solutions for issues that trouble us

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SLIDE 43

Fill in the blanks

  • Innovating in how we use energy leads to solutions

for social problems.

– Creativity in applying the design cycle – How we use energy creating movement – Finding solutions for issues that trouble us

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SLIDE 44

Provocations

First week of the Unit of Inquiry (UOI), students find the classroom completely rearranged.

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SLIDE 45

Provocations

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SLIDE 46

Provocations

Various Student-Centered activities throughout the week that provide clues as to the central idea.

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SLIDE 47

Inquiry Based

They finally guess the central idea

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SLIDE 48

Asking Questions is Key!

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SLIDE 49

Questions in 3rd Grade

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SLIDE 50

Writing Our Central Idea

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SLIDE 51

Flexible Seating

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SLIDE 52

Reading Content related to Unit of Inquiry

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SLIDE 53

Questions?

Rasha El-Haggan relhaggan@gmail.com