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Coiro Structured Online Inquiry Tasks

SIDL 2019 Workshop around design principles of structured online inquiry tasks for classroom settings

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Coiro Structured Online Inquiry Tasks

  1. 1. Designing Structured Inquiry Tasks for Young Learners Julie Coiro, PhD University of Rhode Island jcoiro@uri.edu
  2. 2. In this session… • What sparks reading engagement? • What is important to consider when designing online inquiry tasks for younger children? • What are some examples of structured online inquiry in elementary school? • What digital tools and instructional techniques can I incorporate into structured online inquiry tasks? • How can I get started?
  3. 3. How does a motivated learner think? Quickwrite THOUGHTS ?ACTIONS ? What does an engaged reader do?
  4. 4. Research says motivated and engaged readers… • Ask questions, inquire (Tovani, 2000; Wilhelm, 2007) • Preview, predict, activate background knowledge (Herber, 1978; Beuhl, 2009) • Interact with, actively explore (Guthrie, 2008; Burke, 2010) • Seek authenticity and relevance (Guthrie, 2008; Wilhelm, 2007)
  5. 5. How can we motivate and engage readers? Create intentional opportunities for the following in our teaching: • Wondering • Anticipating • Exploring • Mattering (being of importance; having significance)
  6. 6. • Wondering • Anticipating • Exploring • Mattering Online Inquiry: Questioning, Locating, Evaluating, Synthesizing, Communicating while reading on the Internet How can we motivate and engage readers while also building online inquiry skills?
  7. 7. Structured Online Inquiry Circles Structured opportunities to anticipate, explore, talk about, and matter while working collaboratively to solve online information problems and real-life scenarios 1 2 3
  8. 8. Types of Inquiry-Based Learning • Modeled inquiry: Students observe models of how the leader ask questions and makes decisions. • Structured Inquiry: Students make choices which are dependent upon guidelines and structure given by the leader (may vary). • Guided Inquiry: Students make choices during inquiry that lead to deeper understanding guided by some structure given by the leader. • Open Inquiry: Students make all of the decisions. There is little to no guidance. Alberta Inquiry Model of Inquiry Based Learning (2004)
  9. 9. What is important to consider when designing online inquiry tasks for younger children? What digital tools and instructional techniques can I incorporate into structured inquiry tasks?
  10. 10. Begin With An Authentic Task and a simple sequence of steps Use a webpage builder like Google Sites, Weebly, Wix, or even Google Doc!
  11. 11. Encourage partner work to help co-construct an understanding of challenging texts, concepts, and online reading practices
  12. 12. Productive Talk: Monitor understanding, request & give information Strategic Reading: Read, question, monitor, repair, infer, connect, clarify, and interpret Evan & William – Gr. 5 7:00
  13. 13. Design a Structured Informational Overview Page (Use a webpage builder like Google Sites, Wikispaces, Weebly, Wix, etc.)
  14. 14. Design a Structured Search (Google Custom Search)
  15. 15. Using Google Custom Search 1. CREATE ENGINE 2. ADD LINKS 3. BUILD LIST 4. SHARE LINK
  16. 16. Include Multimodal Sources to vary texts, increase interest, and decrease readability
  17. 17. Design Authentic Response Tasks that engage students in composing digital products
  18. 18. Structured Inquiry Tasks (Design Principles) • Design an authentic inquiry task to connect to relevant, real-world concepts and events • Provide opportunity to work with a partner to co-construct understanding around challenging texts/ideas • Design an informational overview page with embedded hyperlinks to build prior knowledge • Provide a sequenced list of steps to engage in the process • Provide a safe-search interface with limited number of search results • Include multimodal sources (e.g. video, images, interactive timelines) to increase interest and decrease readability in some parts of the task • Design authentic response tasks (e.g. send an email, create a podcast) to engage students in composing digital products
  19. 19. What are some other examples of structured online inquiry in elementary school? Turn and Talk. Questions, Observations, Concerns?
  20. 20. Structured Reading, Thinking, & Writing
  21. 21. EXAMPLE
  22. 22. EXAMPLE (con’t)
  23. 23. EXAMPLE 2 (con’t)
  24. 24. EXAMPLE 3
  25. 25. EXAMPLE 3 (con’t)
  26. 26. EXAMPLE 3 (con’t)
  27. 27. Teaching With Structured Online Inquiry Tasks How do I get started?
  28. 28. Envisioning Inquiry Tasks In A Weekly Routine (Perhaps once a month or once a unit) Monday: Introduce & Model •Introduce the task – Set the stage •Model use of overview page Tuesday: Model/Teach •Lesson: Reading Search Engines – generating keywords, making inferences, and evaluating relevance of results pages Wednesday: Model/Teach •Lesson: Reading websites: Reading across two websites & integrating information
  29. 29. Questions? Connections? Ideas for weaving into your routines? Good starting places in your curriculum? Turn and Talk: Structured Online Inquiry Circles
  30. 30. Other Ideas for Discussion
  31. 31. Fostering Productive Talk Patterns to Support Higher-Level Thinking • Teach students how to collaboratively build on partner’s ideas and jointly construct new insights rather than individually compiling facts • Teach students when and how to apply Internet reciprocal teaching strategies • Teach students how to monitor and stay focused on their purpose and relevant texts as well as when and how to think critically See http://coiroira2013.wikispaces.com/ for ideas
  32. 32. Building Language/Social Interaction Skills
  33. 33. In conclusion… • Inquiry-based learning that pairs students to explore online texts together provides an engaging context for encouraging strategic online literacy practices. • Well designed structured online inquiry tasks support students as they become more self-directed learners and more productive listeners, speakers, and collaborators. • Digital scaffolds can also build teacher confidence to comfortably explore online inquiry with young children. For more details: Sekeres, D., Coiro, J., Castek, J., & Guzniczak, L. A. (2014). Wondering + Online Inquiry = Learning. Phi Delta Kappan, 96(3), 44-48.
  34. 34. How do I know if and what children are learning during structured online inquiry?
  35. 35. How might these structured inquiry tasks be used to foster productive talk experiences where students build on each other’s ideas (Speaking and Listening: Comprehension and Collaboration) while engaged in developmentally challenging online reading, writing, and research activities (Reading: Integrate knowledge and ideas; Writing: Research to build and present knowledge)? Coiro, Sekeres, Castek, & Guzniczak [related publications] LRA Yearbook 2012; Educational Forum, 2013; Journal of Education 2013; LRA Conference 2014; Phi Delta Kappan 2014; The Reading Teacher (in press) Examining Learning Processes
  36. 36. Less strategic reading: reading aloud, taking separate notes (Jack rereading, monitoring, asking questions, attempts to interpret; Jill supports erroneous interpretation) Jack & Jill – Gr. 5 Less productive talk: take turns giving information; (Jack requests clarification; Jill replies with shallow reactions and twice ignores Jack’s requests before continuing on)
  37. 37. Examining Learning Processes
  38. 38. Noticing Strengths and Difficulties in Cognitive & Social Engagement S O C I A L COGNITIVE
  39. 39. Category Characteristics Examined Subject Uses the subject line to summarize the gist of the email Introduction Tells who the authors of the email are and why they are knowledgeable about green toys (toys & eco-friendly materials Register Uses a tone that suggests communication with an adult that they’ve never met before Context Provides context to signal to the recipient what they’re writing about Organization Construct email so it’s easy to read at a glance using spacing between ideas and references directly and explicitly their choices Closing Summarizes their choices and closes with an exchange that includes a way to reach them for further questions, and a signature Use of Digital Elements Uses digital affordances of email (e.g., hyperlinks, images, attachments, embedded hyperlinks) to enhance their message Examining Learning Products (email)
  40. 40. Examining Learning Products
  41. 41. Examining Learning Products
  42. 42. Examining Learning Products