Monday, July 9 [Day 1]

What is inquiry?

How do we use writing to build an inquiry community?


8:30 - 9:00

Breakfast


9:00 - 9:15

Facilitator Introductions: Logos, Music Playlist, Instagram Feed, Neighborhood Photo Album, My Bookshelf, Me Bag, Life Map, or Self-Portait


9:15 - 9:40

Get-to-Know-You BINGO


9:40 - 10:00

Morning Reading: "Willing to be disturbed" (Wheatley, 2002)


10:00 - 11:00

Analyzing Primary Sources: People and Protest


11:00 - 12:00

Journal Groups


12:00 - 1:00

Lunch


1:00 - 1:20

Institute Goals, Traditions, and Requirements


1:20 - 2:40

Reading Response Groups and Debrief


2:40 - 3:00

Agree or Disagree: "Historical Thinking is NOT about history"


3:00 - 3:30

Reflections and Wrap-up

  1. Complete reaction sheet
  2. Bring in a literacy artifact for tomorrow
  3. Meet with Reading Response Group
  4. Consider posting reflections to TPS Teachers Network
  5. Readings for Day 3
    • Christensen (2001)
    • Campano (2007)
    • Delpit (2006)
    • Lake (1990)

Goals

  • (Re)introduce participants to each other as well as ISI history, structures, and goals
  • Use Library of Congress tools to analyze primary sources
  • Consider goals for teaching with a range of texts (including primary sources)
  • Reflect on and engage in practitioner inquiry through reading and writing about questions of practice

Readings

  • Ballenger, C. (2009). Puzzling moments, teachable moments: Practicing teacher research in urban classrooms NY: Teachers College Press. [excerpts]
  • Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: Ways forward. In Inquiry as stance: Practitioner research for the next generation (pp. 118-166). New York: Teachers College Press.
  • Forman, J. (2017). Locking up our own: Crime and punishment in Black America. New York: Farrar, Straus, & Giroux.
  • Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52(2), 96–107.
  • Nieto, S. (2003). Teaching as autobiography. What keeps teachers going?. New York, NY: Teachers College Press. [excerpt, pp. 22-36]
  • Stripling, B. K. (2003). Inquiry-based learning. In B. K. Stripling & S. Hughes-Hassell (Eds.), Curriculum connections through the library (pp. 3-39).
  • Wineburg, S. (2016). Why historical thinking is not about history. History News, 71(2), 13-16.