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. Authenticity

1.1. Engaged in work related to the real world

1.2. Wrestle with meaning and relevant questions

1.3. Deal with Controversies

2. Kids learning to behave and act in a way of a profession.

3. Lasting Effects

3.1. "Sophistication of your kids work. If your kids are producing work that is worth doing and has lasting value and learning that is worth learning, then you're a good teacher."

4. Galileo Inquiry Rubric

4.1. Authentic

4.2. Academic Rigor

4.3. Assessment

4.4. Life Skills

4.5. Appropriate Use of Technology

4.6. Active Exploration

4.7. Connecting with Experts

4.8. Elaborated Communication

4.9. Compassion

5. "Disposition towards the topic you teach"

6. Rigor

6.1. "Passionate adult who is rigorously pursing inquiry in the area of their subject matter and inviting peers/students into that discussion"

6.2. Apprenticeship

6.3. Work Worth Doing

7. Activities

7.1. Need to be something that the teacher would be interested in and would want to do as well.

7.2. Authentic and Academic Rigor

7.3. Related to the real world

7.4. What questions are important and need to be addressed?

7.5. Messy as well as a balanced focus

7.6. Allow for deep connections

8. Student Learning

8.1. What do we want students to get better at?

9. Planning

9.1. Plan for students to learn what is important in a subject and leave space for students to make the learning their own.

9.2. Choose resources that are going to hook the kids and make them feel that what they are doing is interesting and important.

10. Questioning

10.1. A driving question that helps the students connect to deeper meaning.

11. Resources

11.1. What would an expert in this field use? (ie a historian wouldn't use a text book)

11.2. Bring in Experts in the area/topic

11.3. Students document the learning that they have made from these resources (wiki)

11.4. Give students a platform for their learning

12. Impact

12.1. Students have an impact on what their learning

12.2. See connections between the curriculum and what they're learning and why it's important

13. Critical Thinking

13.1. Making judgments on evidence

13.2. Use "The Critical Thinking Consortium"

13.3. Differentiate the thinking charts and how students analyze work

14. Historical Thinking

14.1. Use "Benchmarks of Historical Thinking"

14.2. Establish historical significance

14.3. Use primary source evidence

14.4. Identify continuity and change

14.5. Analyze cause and consequence

14.6. Take historical perspectives

14.7. Understand ethical dimensions of history

14.8. Move beyond factual recall

15. Throughline Questioning

15.1. "Teachers ask provocative and relevant questions that encourage students to make connections between: self, subject matter and the society in which they live in. "

15.2. Can change into: critical or dangerous teaching where students critique ideas.

15.3. Students are encouraged to act and are given a voice and a platform.