EngageNY.org

What Can Kids Do? Raising Expectations

for ResearchSession 1, May 2014 NTI

Welcome!

• At this NTI, we will take a deep dive into “Module 4s” – the “research modules.”

• Note: Although research is the focus of Module 4, the research process is embedded in many modules.

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Module Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

1           ✔

2a ✔   ✔   ✔  

2b ✔ ✔ ✔ ✔ ✔  

3a   ✔ ✔ ✔    

3b   ✔ ✔ ✔    

4(a) ✔   ✔ ✔ ✔ ✔

4b         ✔  

Norms for Collaboration• Norms for Collaboration ensure that we support

each other in a constructivist learning environment.

• Please rate yourself on the Norms Inventory based on how you typically participate in collaborative learning experiences.

• Set a goal for yourself for this NTI – how can you bring your “best self” to our learning experiences?

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Learning Target

• Learning targets guide our work and ensure that the purpose of each session is explicit.

• Learning target for this session: I can describe the principles of teaching research that underlie Expeditionary Learning’s approach.

• Note: We will draw explicit connections to the high school research modules and the Odell materials in Session 3A (for middle school teachers) later today.

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Video Case Study

• Focusing Question: How are students engaged, supported, and

motivated to begin the research process?

• Use the “Principles of Teaching Research Notecatcher” to capture your thinking.

• After the video, we’ll discuss.

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Adding to Your Thinking

• Turn your attention to page X in your Participants’ Notebook starting at subheading “Students are engaged in inquiry-driven research.”

• Read that short section, focusing on the grade band most interesting to you.

• Use the notecatcher to capture any other key ideas of importance to you.

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Video Case Study

• Focusing Question: How are students supported to become

“experts” on their topics?• Use the “Principles of Teaching Research

Notecatcher” to capture your thinking.

• After the video, we’ll discuss.

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Adding to Your Thinking

• Turn your attention to page X in your Participants’ Notebook, starting at subheading “Students read deeply, widely, and thoroughly to become experts, before and after the writing process.”

• Read that short section, focusing on the grade band most interesting to you.

• Use the notecatcher to capture any other key ideas of importance to you.

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Video Case Study

• Focusing Questions: How does this teacher scaffold students’

understanding of what their writing should communicate? What are the implications of this approach on students’ reading skills?

• Use the “Principles of Teaching Research Notecatcher” to capture your thinking.

• After the video, we’ll discuss.

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Adding to Your Thinking

• Turn your attention to page X in your Participants’ Notebook, starting at subheading “Engaging students in writing from sources strengthens their reading.”

• Read that short section, focusing on the grade band most interesting to you.

• Use the notecatcher to capture any other key ideas of importance to you.

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Video Case Study• Focusing Question:

Although this video is not explicitly about assessment, you will see many instances where you can infer that the teacher both formatively and summatively assessed her students’ progress. What are all the different ways that students are assessed?

• Use the “Principles of Teaching Research Notecatcher” to capture your thinking.

• After the video, we’ll discuss.

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Adding to Your Thinking

• Turn your attention to page X in your Participants’ Notebook starting at subheading “Teach and assess both research process and other skills.”

• Read that short section, focusing on the grade band most interesting to you.

• Use the notecatcher to capture any other key ideas of importance to you.

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Journal• What did you notice about this teacher’s

expectations of her young students? How does that compare to what you have noticed about rigor in the modules? How does it compare to your own expectations for what kids can do?

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