Jack and the Beanstalk Day 2
Lesson 8 of 18
Objective: SWBAT participate in collaborative conversations by linking comments to others' remarks, elaborating on topics, and clarifying text under discussion.
I show students a Promethean Shared Inquiry Flipchart I created that explains the process of Shared Inquiry discussions. Yesterday, the students engaged in the first part of the flip chart, which begins with the procedure for reading or listening to a story twice before the discussion. To prepare for today's lesson, students read the story two times and used post its to mark areas of interest in the first read. They then used a second read to convert areas of interest marked by the post its into questions. We then decided as a group on a question to base our Shared Inquiry discussion on, making sure that the question we decided on was an interpretive one (not a literal or evaluative one). The first part of the flipchart also walked us through the process of identifying interpretive questions.
Today, 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. We look through the end of the flip chart presentation, and then I reviewed the Interpretive Question we collaboratively decided on for our Shared Inquiry Discussion.
Shared Inquiry Discussion
Students sit in a circle formation with their story of "Jack and he Beanstalk" accessible. The Shared Inquiry Session begins with a question. We selected the question: Why does Jack keep coming up the vine?" Students are reminded that there is no one right or wrong answer. The point of this discussion is to generate ideas that will improve understanding of the story. Shared inquiry is in keeping with my approach to teaching to the Common Core theory through developing critical thinking skills by helping students analyze text and requiring students to infer, evaluate, and revise ideas.
My role during the discussion is to facilitate by pacing the discussion and stopping at various points to ask students if they have gained insights from other students or if students gained perspectives that they would not have come up with on their own. Grappling with multiple perspectives in response to the interpretive questions, students gain alternate introspective views. By the end of this inquiry, students may change their opinion as they gain more insightful knowledge from their peers.
Students conduct a self-assessment on their performance during the Shared Inquiry discussion. After completing the Shared Inquiry Discussion Rubric, students discuss the reasons for the scores they gave themselves for the self-assessments. To support them in self-assessing accurately, I like to video my students during the Shared Inquiry discussions. I ask students to view themselves on the video and cite examples from the video that defend their self-ratings. Students discuss their strengths and weakness. Citing evidence from the video assures a fair and accurate self-assessment process.Feedback was given by their peers regarding ideas for performance improvement.