What Does Inquiry in Social Studies Look Like?

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What Does Inquiry in Social Studies Look Like? by Mind Map: What Does Inquiry in Social Studies Look Like?

1. Inquiry Based Learning - What does it involve?

1.1. Project ideas

1.2. Assessment practices

1.3. Student work

1.4. PD materials

1.5. Interviews with teachers/students

2. There is more than one way to do inquiry

2.1. It’s a disposition towards the topic you teach. Not so much about a particular teaching strategy

2.2. It's how you approach the topic you teach

2.3. It's the way that you relate to kids

2.4. It's how you listen to kids

2.5. It's the questions and topics that you bring in

3. Inquiry Rubric (9 elements) - These helped them frame what inquiry is

3.1. Authenticity

3.2. Academic Rigor

3.3. Life Skills

3.4. Appropriate Use of Technology

3.5. Active Exploration

3.6. Connecting with Experts

3.7. Elaborated Communication

3.8. Compassion

3.9. Assessment

4. Connecting the subject matter to society

5. Resources for teachers

5.1. thinkinginmind.com

5.2. calgaryscienceschool.blogspot.com

5.3. twitter

6. Academic rigor

6.1. 1. The critical thinking consortium

6.1.1. a. Making judgements on evidence/criteria

6.1.2. b. Analyzing and sourcing info

6.1.3. c. Analyzing images

6.2. 2. Benchmarks of historical thinking

6.2.1. a. Establish historical significance

6.2.2. b. Use primary source evidence

6.2.3. c. Identify continuity and change

6.2.4. d. Analyze cause and consequence

6.2.5. e. Take historical perspectives

6.2.6. f. Understand ethical dimensions of history

6.3. 3. Throughline questioning

6.3.1. Ask provocative and relevant questions that encourage teachers and students to make connections

7. Critical or dangerous teaching

8. HTH video

8.1. "I want kids behaving like an actress, scientist, documentary filmmaker, like a journalist. Not just studying it, but being like it."

8.2. "Inquiry is about kids learning to behave, act and think in the ways of the discipline. Instead of teaching math, its about teaching mathematical thinking. It's not teaching science, its getting kids to do science. "

9. Nurturing kids that are empowered and actively engaged in the world

10. Using authentic questions and topics

10.1. The ring road in Calgary

10.1.1. The students made a website for the community

10.1.2. They talked to community members

10.1.3. They used news stories

10.1.4. They went public so people in the community could use it

10.1.5. They researched and produced something worth value to the community

10.2. Students hosted a forum for the mayoral candidates

10.2.1. Six candidates came to the forum

10.2.2. They used livestream.com to broadcast it

10.2.3. Over 2000 people watched it

10.2.4. The students were upset because they learned that most college kids don’t vote and they wanted to vote. The grade 9 students went around and tried to convince college students to vote. They were successful

10.2.5. All of their knowledge and research left the classroom and went into the community

10.2.6. This project resulted in kids being excited and informed about politics

10.3. Putting adolescent kids with recent immigrants

10.3.1. Students documenting/recoding immigrants travels/struggles

10.3.2. Students were given the task of figuring out the values or worldview of another country. They made images that they thought represented a certain country's values/worldview. They then sat down with someone from that culture to discuss the student's work. The students began to realize how difficult it really is to understand other cultures.

11. Inspiring ways of thinking

12. Getting kids involved with the real world

13. Foundations of inquiry

13.1. Authenticity: students engaged in work that is rooted in the real world, wrestling with meaning and relevant questions, issues, and controversies

13.2. Academic rigor: Students working in ways or behaviours that mirror the disciplines outside of school. How do historians think, act, work and produce knowledge?

14. Taking learning outside the classroom

15. Inquiry is about a driving question

16. Students having a voice

17. Finding ways to connect to deeper issues

18. Moving beyond factual recall/traditional forms of teaching

19. Digital citizenship