The Jade Stone Day 2
Lesson 2 of 18
Objective: SWBAT participate in collaborative conversations by linking comments to others' remarks, elaborating on topics, and clarifying text under discussion.
Students meet for our second day of Shared Inquiry focusing on the story: The Jade Stone. I review my Shared Inquiry Flipchart , focusing more on the Shared Inquiry discussion section, especially the rules of Shared Inquiry. We discuss and review the proper etiquette of this type of discussion. It is important to discuss objectively by referring to the text and respect one another. In order to facilitate this discussion, I introduce students to a Shared Inquiry Discussion Rubric. The rubric focuses on student conduct, speaking/reasoning skills, listening, and knowledge/ preparation. We review the expectations by reviewing the goal, which is the rubric score of 5 in each category. Students discuss what each looks like in their performance. We discuss and role play examples and non-examples so students clearly understand performance expectations during Shared Inquiry Discussions.
Shared Inquiry Discussion
We begin the Shared Inquiry discussion by sitting on the floor in a circle facing one another, similar to a Socratic Seminar. The selected Interpretive Questions for this discussion is introduced: Why did Chan Lo carve the fish when the Emperor wanted a dragon ? Following the rules of shared inquiry discussed on the flip chart, students take turns gaining the floor and responding to the viewpoints of their classmates. Students defend their ideas by citing text and makes connections with differing ideas. In ascending the Staircase of Complexity, students scaffold from simpler ideas to more sophisticated, thought provoking suggestions relating to the text. Brainstorming by analyzing differing perspectives on the same text lets students view the story from multiple angles or views. As a result of this type of discussion, students may change their opinions and ideas by the end of this activity. Effective persuasion techniques require a thorough understanding of text as well as acquiring logical thought processes.
The Jade Stone Inquiry discussion indicate that students had a thorough understanding of their performance expectations. The Shared Inquiry Rubric, modeling and role playing, discussions of examples and non-examples of performance expectations, and continuous teacher guidance are elements that establishes a classroom environment conducive to shared inquiry.
Using the Shared Inquiry Rubric, students conduct a Student Self-Assessment in areas of conduct, speaking/reasoning, listening, and knowledge/ preparation. Students elaborate on their self-assessment and discuss their strengths and ideas to improve target skills. The rubric lets students view the steps to scaffold to improve overall performance. A self-analysis is a great reflection of the knowledge gained from this lesson.