Our interpretive question that was developed prior on Day 1 is: "Why do Ned and Miss Maggie become friends ?" We discuss the role of interpretive questions in Shared Inquiry Discussions. Using the Shared Inquiry Flipchart, we review the characteristics of interpretive questions and how it draws multiple perspectives because there is more than one right answer. The important part of interpretive questions is that it requires students to refer back to the text. The process of writing the interpretive questions and its selection was completed in a prior lesson. Since this is the second part of this lesson, students already read the story twice and are now ready to select the driving question for our Shared Inquiry discussion.
After the flip chart presentation, I placed the post-it sticky notes of Interpretive Questions from Miss Maggie that students created. I chose one for our Shared Inquiry Discussion.
We also discuss the rules for shared inquiry as well as the Shared Inquiry Discussion Rubric. Students need guidelines such as these to ensure participation and focus during shared inquiry discussions.
After the interpretive question is introduced, students begin their friendly debate. Students sit in a circular formation on the floor. They answer the questions and make reference to where they are getting their answers in relation to the text. My role as their teacher is only to ask the question, but not participate in answering. The guidelines outlined on the Promethean flipchart are followed to facilitate discussion and show respect during disagreements. The debate is more logic and less emotional.
Students conduct a self assessment about their Shared inquiry performance. Students rate themselves in areas of conduct, speaking /reasoning, listening, and knowledge of text and preparation. For the most part, students were specific in their self-assessments. Self assessment leads to self-improvement. I encourage students to partake in constructive criticism for the sake of learning and improving.