Welcome to those who have been posting and to newcomers! If you have been following along but not posting, jump in with your thoughts at any time!
In Chapter 3, Mary and I continued along the inquiry path with a variety of ELA teachers as they shaped an area of interest or concern into a more specific inquiry question. You might decide to follow one or two of the teachers that you connect with more than others.
On page 75, we listed a few questions stems that could be used for framing a question. Here's one that I'm thinking about: What would be the impact of including interaction within all parts of professional learning? This is on my mind because Mary and I will be facilitating a professional learning experience on Feb. 22nd at Abington Junior High (see details on this website).
If you have or are thinking about an inquiry question, feel free to share it here, or any other thoughts about the this chapter.
I have really enjoyed getting to know the teachers throughout this text and following their journeys. Understanding their immersion and investigation into topics has helped me to think further about my own teaching practice. In particular, I have enjoyed reading about Shavon's inquiry process with technology as this has been something that I have been thinking about lately. While Shavon is exploring technology from the angle of enhancing lessons, my question resides with technology and engagement. Specifically, I would like to know how I can authentically engage students in meaningful conversations through online learning management systems.
Your question regarding engaging students in meaningful conversations through online learning is also a question I hope to explore more deeply. I volunteered to teach an undergraduate hybrid course (next fall) in which students will need to spend time online discussing readings and their own writing. If possible, let's plan to share resources.
That would be terrific! I've taught in a hybrid model for a couple of courses. I'd be happy to collaborate with you!
I’m truly enjoying getting to know and follow the educators in the seven scenarios in each chapter. It’s an engaging method for presenting a variety of situations in which educators find themselves and the range of ways in which they consider their issues. I’m looking forward to what happens next!
As a reading specialist and graduate instructor, I recognized how comforting to teachers it was to learn that there is no one right way to approach a problem or question; however, reflecting/writing, connecting, and applying play important roles in inquiry, no matter what the question or problem.
Protocols such as the lesson demonstration, as well as the templates at the end of the chapter can be very helpful in guiding teachers to their inquiry questions. As I was reading this chapter on forming an inquiry question, I kept thinking of the quote by psychotherapist Carl Rogers: “What is most personal is most universal.” Although I don’t think Dr. Rogers was necessarily talking about teacher inquiry, I do think that when teachers’ questions are deeply connected to a strong desire to address a specific issue involving a student or students, the inquiry process can result in impacts beyond those particular students.
Write something about yourself. No need to be fancy, just an overview.