Monday, July 15 [Day 1]
Monday, July 15 [Day 1]
What is inquiry?
What is inquiry?
How do we use writing to build an inquiry community?
How do we use writing to build an inquiry community?
8:30 - 9:00
8:30 - 9:00
Breakfast
9:00 - 9:15
9:00 - 9:15
Facilitator Introductions: Instagram Feed, Neighborhood Photo Album, My Bookshelf, Me Bag, Life Map, or Self-Portait
9:15 - 9:35
9:15 - 9:35
Get-to-Know-You BINGO; Debrief this and prior experiences
9:35 - 10:00
9:35 - 10:00
Morning Reading: "Willing to be disturbed" (Wheatley, 2002)
10:00 - 11:00
10:00 - 11:00
Analyzing Primary Sources: People and Protest
- Slideshow, Item List, and Images from Today
- Routines and Strategies
- Picture Books
11:00 - 12:00
11:00 - 12:00
Journal Groups
12:00 - 1:00
12:00 - 1:00
Lunch
1:00 - 1:50
1:00 - 1:50
Institute Norms, Goals, Traditions, and Requirements
1:50 - 2:50
1:50 - 2:50
Practitioner Inquiry: Reading Response Groups and Debrief
- Guidelines
- Today's 311 Protocol
- 3 important ideas from reading(s) on practitioner inquiry
- 1 connection to your own thoughts on teaching
- 1 thing you have a question about
2:50 - 3:00
2:50 - 3:00
Checking in About Norms
3:00 - 3:30
3:00 - 3:30
Reflections and Wrap-up
- Complete reaction sheet
- Bring in a literacy artifact tomorrow
- Meet with Reading Response Group
- Consider posting reflections to TPS Teachers Network
- Readings for Day 2
- Christensen (2001)
- Campano (2007)
- Delpit (2006)
- Lake (1990)
Goals
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
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.