I also found another handy resources that most of my class love to use. It is called SuperSpeedMath2.0
by Chris Biffle. It is great for those students who enjoy such practice and it is based on self-challenge. It includes more than multiplication with addition facts, subtraction facts, division facts and fraction facts. You can download an explanation pack too. This helps you understand how to use it, but once you get your head around it, its two minutes of practice and fun for each child per day.
Generating Questions and Sorting Questions are Student Keys to Driving an Inquiry. I am always trying to find effective ways to include student voice in planning an inquiry. These two simple but effective resources help me to hand over the keys to the inquiry vehicle so students can drive their own inquiries.
Students can write the central idea in the middle, and begin formulating questions for each concept.
For students to identify their most powerful questions that could guide their inquiry and deepen their understanding, they can sort their questions. The Generative-Genuine double continuum is a great tool to sort questions. Inquiries need questions that are both generative (that take us somewhere) and genuine (that we care about) and this does the trick just nicely. I named each quadrant in order of value to inquiry as:
Although students pursue one DRIVING question, the thinking involved in generating questions and the insight it provides is valuable information about student learning.
When asked to explain inquiry, this is how I make sense of the different inquiry cycles available.
I have made a table with the cycles or processes I use and aligned them with Kath Murdoch’s model. We use the cycle that best supports the student's inquiry and leads to ACTION.
Many cycles or processes have elements that are key to a quality inquiry, such as, the traits for writing, or, the elements of music for composition. I find these equally useful.
As inquiry is an active present verb, it is also important to plan for inquiry where students are actively connecting and thinking within the discipline(s). For example, students should not only study scientists and their discoveries, but also experience BEING a scientist to make his or her own discoveries.
In addition there are skills and key questions, even attitudes, that can be used at different stages to support the inquiry. For example, you can use the questions within Problem Solving Talk and Problem Solving Steps for the Math Problem Solving Process. Alternatively, you can use the Question Frames for the Reading Comprehension Cycle.
ProDivas is a simple sharing approach, teacher to teacher, for our professional development. We collect and share bite-sized practical ideas. Once you take a bite, you may be self-motivated to eat the whole meal! We aim to find ideas supported by research to then apply for “best practice” but some ideas are too good to miss and are just simple “teacher tips”.