1. Discuss how reading online may present different challenges for students. Think of ways to address these in your teaching.
  2. Check out some of the fake web sites that are mentioned in this chapter or Google "fake web sites" and work with another teacher in the study group to evaluate these and think about how your kids could distinguish these from real sites.
  3. New learning tools make inquiry even more exciting. Discuss how you might incorporate them into your teaching.
  1. Discuss how the ten elements the authors discuss on page 76 and 77 combine to offer rich learning opportunities for students.
  2. Think about the resources available in your classroom and school. What else might your students need to give them more variety and choice?
  3. How might the use of small groups help meet students' individual needs?
  4. The authors suggest three types of questions in content area reading: the definition question, the consequence question, and the action questions. How do these three question categories provide a framework for helping students uncover idea
Thanks for a great chat on November 24th. Highlights from meeting:
1)    Irene thought that the chart on page 46 & 47 would be an area that she could start working on with her JK/SK. The team agreed that consistent/common language and expectation throughout the school is beneficial.
2)    Pete talked about the chart on page 61 – The Steps and Stages of Inquiry. He has been using this model in his classroom and photocopied the pages to remind him of the process.
3)    Check out the [ http://www.bie.com ]www.bie.com website for more information on project based learning.
4)    A template is attached to assist you in planning a lesson.
5)    Danielle will investigate the possibility of ordering the book “The Conversation Club by Diane Stanley. It is out of print but can be purchased on eBay.
Thanks Pete for facilitating the discussion. Our next meeting is December 15th at 2:20 on chapter 5 & 6, with Danielle as facilitator. Thanks

Watching video resource
Inspiring classroom clips
Turns out that reading 4 chapters for a book club discussion is too many! As a result, at our next meeting we will discuss chapter 3 & 4. We will also watch the video clips that are connected to the chapters. Everyone is very interested and excited about continuing the discussion and learning. One important note of discussion was the piece about what research is telling us about teacher talk....American fifth graders are spending 91% of their day either listening to teacher talk OR working alone. One of our participants talked about purchasing a timer to keep herself on track with time. Also, the comprehension continuum chart (p.30) with specific language teachers can use when questioning students was highlighted. We will photocopy the chart for teachers so that they can have it at their fingertips. Our next meeting is on November 24th. It was agreed that we would meet at 2:20. Thanks
2:45- 3:30- Meet in Student Resource room
- Glitch Activity
- Establish Team Norms
- Discuss rotation of group facilitator & establish future meeting dates
- Discuss chapter 1 and watch video clip - Work in small groups
- Discuss chapter 2 & 3 and watch video clip - Create ground rules for collaboration
- Discuss chapter 4
- Sharing on website - www.inquiry-based.com using the book club blog tab- Dialog and discussion
continues on the blog!
Please do not worry if you did not read all the chapters...we want you to be part of our conversation and
you will have the opportunity to continue the conversation online!
Chapter 4 - What We Know About Inquiry
  1. How does organizing classroom instruction around inquiry change the role of the teacher?
  2. Compare and contrast an "inquiry approach" with a "coverage approach."
  3. How might "slowing down" instruction allow for deeper thinking and more satisfying study?
  4. How might withholding interesting and challenging lessons from less-developed readers limit their learning?
  5. Look at the list of inquiry-based model. Consider how each of these models provides students with similar opportunities as those offered adults in the "real' world. We sometimes think of inquiry-based learning as a new fangled idea, but there is a robust tradition in this type of approach to teaching and learning. Think back to your own education and consider those times that you remember and that you really learned something. How did that happen for you? What were the conditions that led to this learning? How about in your own practice with kids? What teaching experience do you recall that led to the highest level of engagement with your kids? Why?
Please note - questions are provided by Heinemann - publisher of professional resources.
Chapter 3 - What We Know About Collaboration
  1. If success with small groups depends on students' social skills, how can we incorporate ways for students to learn productive ways of interacting with others into our curriculum and teaching?
  2. Reflect on the six dimensions small groups need. How could you make this part of the community building activities in your classroom?
  3. Using the chart on "How Proficient Collaborators Think and ACT," assess your own students' social skills and consider ways to strengthen them. Or directly ask your students to list the attributes of effective small-group members and then hold a discussion around the chart. Share the results with members of the study group.
Please note- questions are provided by Heinemann - publisher of this professional resource
Chapter 2 - What We Know About Comprehension
  1. Discuss the strategies proficient learners use as they read, listen, and view.
  2. Spend sometime studying the "comprehension continuum." What examples can you link from your own students?
  3. The authors cite Richard Allington's 3 principles that lead to better reading instruction. Consider your classroom teaching and learning through the lenses of these three principles: the volume principle, the response principle, and the explicit instruction principle. Discuss your own teaching in relation to these principles.
Chapter 1- Kids Want to Know
  1. How might the "working alone" culture limit student's development?
  2. Consider the idea of teaching the reader-not the reading. How might that idea affect teaching in the classrooms in your school?
  3. How could you use the principles of inquiry circles in your curricular planning?
Please note-questions are provided by Heinemann- publisher of professional resources.
Our first meeting is on November 16th, 2011.  We will plan future meetings together so don't forget your calendar!
We will be discussing chapters 1 to 4.