This the fourth post in a series that explores IQ: A Practical Guide To Inquiry-Based Learning by Jennifer Watt and Jill Colyer. Here are the links to post one (IBL and Learning), post two (In the Mess of Learning, what will stick?), and post three (Questioning and Expertise in Inquiry-Based Learning).
Chapter 4 of IQ: A Practical Guide to Inquiry Based Learning focuses on improving students’ communication skills. I love this chapter because it dovetails so well with the ideas (Harnessing the Power of Talk) presented at the Adolescent Literacy Symposium (#LiteracyON) last month. Like all good professional learning, the Symposium provided layers of learning: participants as learners, participants as teachers, participants as facilitators. One of the threads connecting all the layers was the use of protocols.
Learning conversations do not just happen on their own when groups of people get together to “discuss,” but instead are a result of intentional, systematic planning of the learning opportunity. … Protocols are structured sets of guidelines to promote effective and efficient communication and problem solving (The Learning Conversations Protocol).
Watt and Colyer mention protocols (page 68) as a means of supporting student conversations. Below I have listed some resources where you can access various protocols that may be appropriate to support your students’ conversations.
For example, one protocol that I might use in introducing inquiry vocabulary is List, Sort/Group, Label. Before I give students the list of words and definitions (Reproducible 9), I would give just the words (LIST) to small groups of 3 or 4 students with the instructions that they SORT or GROUP the words into the four categories. Sometimes I’ll give students the categories, sometimes students need to generate their own categories. Finally, students need to explain to the class how they sorted the words. Often I will end this activity with a Gallery Walk so that students can see the variations in the sorting and we can together sort through misconceptions and misunderstandings.
But there are TONS of protocols available AND of course, you can always create your own.
For instance, I am thinking that before I assign a journal prompt to students (LOVE the inquiry journal idea–BUT should it be paper or digital or choice? Thoughts?), I might have students talk through a prompt together. To do this, I currently use the Reading for Meaning Statement sheet, in which students are given a statement and they have to decide whether the text agrees or disagrees with it, and, in the space provided, share quoted, textual evidence to support their agreement or disagreement. Thinking through what the text is saying and providing support for their thinking together gives students confidence in tackling individual thinking tasks like the inquiry journal prompt writing demands.
But there are caveats. It’s important to consider Katz and Dack’s cautionary note because simply using a protocol is not sufficient.
Photo by TerryJohnston