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Meta-Cognition

 

Initial Thoughts and Questions: Please discuss the following questions with one other person and be prepared to share with the larger group.

 

  1. Where and in what context have you heard about metacognition?
  2. What is your understanding of metacognition?
  3. How, if at all, do you think it relates to Inquiry Instruction? How would it effect lessons and instruction?  What would structures look like that help students build and develop metacognitive skills?
  4. Any other thoughts on this topic?

 

Follow up Questions after the lesson:

Creating Collaboration

 


 

Initial Thoughts and Questions: Please discuss the following questions with one other person and be prepared to share with the larger group.

 

  1. Are you familar with today's topic? Where and in what context have you heard about this topic?
  2. What is your understanding of this topic?
  3. How, if at all, do you think it relates to Inquiry Instruction? How would it effect lessons and instruction?
  4. Any other thoughts on this topic?

 

Follow up Questions after the lesson:

Creating Space

 

Initial Thoughts and Questions:

  1. What do you first think of when you hear the phrase "creating spaces to learn"?
  2. Working with a partner or small group come up with a collective explanation of the phrase, "creating space to learn".
  3. How, if at all, do you think it relates to Inquiry Instruction? How would it effect lessons and instruction?
  4. Any other thoughts on this topic?

 

Notes on the Topic: 

Spiral Curriculum

 


 

Initial Thoughts and Questions: Please discuss the following questions with one other person and be prepared to share with the larger group.

 

  1. Are you familar with today's topic? Where and in what context have you heard about this topic?
  2. What is your understanding of this topic?
  3. How, if at all, do you think it relates to Inquiry Instruction? How would it effect lessons and instruction?
  4. Any other thoughts on this topic?

 

Follow up Questions after the lesson:

Cognitive Development

 


 

Initial Thoughts and Questions: Please discuss the following questions with one other person and be prepared to share with the larger group.

 

  1. Are you familar with today's topic? Where and in what context have you heard about this topic?
  2. What is your understanding of this topic?
  3. How, if at all, do you think it relates to Inquiry Instruction? How would it effect lessons and instruction?
  4. Any other thoughts on this topic?

 

Follow up Questions after the lesson:

Student Centered

 


 

Initial Thoughts and Questions: Please discuss the following questions with one other person and be prepared to share with the larger group.

 

  1. Are you familar with today's topic? Where and in what context have you heard about this topic?
  2. What is your understanding of this topic?
  3. How, if at all, do you think it relates to Inquiry Instruction? How would it effect lessons and instruction?
  4. Any other thoughts on this topic?

 

Follow up Questions after the lesson:

Brie Stark's picture

Inquiry-Based Projects

Submitted by Brie Stark on Tue, 07/14/2009 - 10:16am

Model for Creation of Open-Ended, Inquiry-Based Projects

Brielle Stark, July 2009


I have been taking part in an inquiry-based program with K-12 teachers, exploring how the brain works, how emergence works and how to apply this knowledge in everyday life, as well as in the classroom.  We like to call this concept open-ended transactional inquiry. 

Deborah Hazen's picture

Should We Teach Grammar in the Upper Elementary School Classroom ?

Submitted by Deborah Hazen on Tue, 07/14/2009 - 9:12am

http://store.linworth.com/images/LombardoGrammarFinalFrontCover.JPG

You know that you are an upper elementary school teacher if this workbook cover makes you laugh, cry or break out in hives.

 

From On How to Write Good

  • Subject and verb always has to agree.
  • Prepositions are not words to end sentences with.
  • No sentence fragments.

Do you write good? How did that happen? Was it because of your early grammar lessons or in spite of them?

Deborah Hazen's picture

Mass Sociogenic Illness

Submitted by Deborah Hazen on Tue, 07/14/2009 - 9:06am

http://www.cdc.gov/mmwr/preview/mmwrhtml/00001618.htm

Jill Bean's picture

Play

Submitted by Jill Bean on Tue, 07/14/2009 - 8:33am
Play as an Emergent System PLAY ... "is not purely entertainment or a luxury to be given up when things get serious ...playfulness is ... not only to be enjoyed but to be accorded high value for its fundamental role in the success of all organisms, including humans." - Paul Grobstein, Serendip's Playground

What is Play?  Play as an emergent process.  The role of play in the development of self-regulation.

Should teachers examine play as a model for instruction? 

 

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