Teach so it matters...

In his book Engaging Readers & Writers With Inquiry Jeff Wilhelm states that one of the first actions steps to take towards building a culture of inquiry is to 

       

"Reconceptualize your role and that of your students as members of an inquiring community that shares a common vocabulary and set of conceptual tools and strategic practices to solve open problems in a discipline."

Sounds easy, right?!? Not so much. These things are essential first steps, and because of the that I believe they deserve some discussion. As we look at the elements of common vocabulary, conceptual tools, and strategic practices, I will give you some practical thoughts about how to try and maybe even fully implement them for the benefit of your students. 

Developing a common language or vocabulary is something all educators should be aiming for. Not just for the purpose of test taking or spewing definitions, but to enrich the understanding of the content and its themes. This can be done by 

• Most importantly, this includes the conversational language you expect and use in your classroom discussions. How do expect them to agree with you, one another or a guest? What should they say if they disagree? What does a response to a question sound like? How can students have clarifying conversations when they misunderstand or disagree? When these "norms" are established and students know the boundaries and expectations for communication, they will be more likely to engage in classroom conversation and discussion than if they think you are only looking for thoughtless compliance. 
• Creating a visual support for important vocabualry words in your classroom. A bulletin board, poster or even notecards on the wall should be in a place where you and your students can access it. The purpose being that you will use them more, your students will see them more, and the meanings will be reinforced. Consider having students create illustrations or symbols to further support the vocab as their understanding develops. 

Teaching a set of conceptual tools means giving students options for how to deepen their understanding of a concept when there is a defect  As with other elements of inquiry learning, independence is built from repeated modeling and guided practice. 

• One way to do this is by presenting graphic organizers that cause students to record what they know, questions they have and provide an emphasis on connections. If students can see connections between knew knowledge and something they already understand, their conceptual understanding will be stronger. 
• If students are building knowledge through reading a text, teach them how to find key words, identify root words or note similar vocabulary. 

"Back When I was in School..."

I realize that by sharing some of this I am inviting criticism because it could potentially reveal my age, but I think it is timely and important. When I was in Kindergarten, I distinctly remember being considered a "high reader" because I could independently turn pages of Dr. Seuss and other classics while "reading" them accurately to other children. I also remember receiving compliments on my "wonderful" writing which consisted of words with simple beginning and ending sound (sometimes correct and sometimes not.) I don't believe that the school system I was in was behind the times or upholding low expectations, it was simply a different time in literacy education, and every other kind.

A few other things I distinctly remember from my childhood mark the turning of the tide for not only our culture, but education as well. First, I recall exactly where I was and the cock-eyed pigtails I was sporting when my mom tried to explain that my Uncle Hal had just gotten a "bag-phone" for business. My small mind and mouth bombarded her with questions about how a phone like this could work if it wasn't plugged in and why someone would ever want to talk on the phone anywhere but from home (in this moment my iPhone is vibrating an email notification.) I also remember our first computer as a family. It was a step above the Apple II e that I had grown found of jamming black bendy "disks" into at school. This screen was in color. And as far as I was concerned, creating imaginary "Wibbles" made this machine worth the space and money investment for my family.

And now, zooming ahead, as an educator I find myself communicating with my colleagues almost constantly, via text, email, tweet and phone. I am expected to share information with my student's families in many of those ways and maintain and updated classroom website. My filing cabinet was full of graham crackers for the last 3 years, and my desktop was "overflowing" with shared files. I often stand in front of a "smart" board rather than a chalk or whiteboard, manipulating words, shapes, and the internet in front of my students. It is a different time.

Lucy Calkins (2010) explains; "Today's information age requires that young people develop literacy skills that are significantly higher that those that have ever been required of them- and this education needs to be for all students, not just for the elite."

This is so powerful to me, because Calkins is acknowledging the change and the challenge for us, but there is no room for belly-aching. If you aren't comfortable, or the student doesn't speak English, or the standardized tests are paper & pencil.....(or whatever other excuse comes to mind) it's out! This is our charge. Regardless of if our students grow up to be doctors or custodians, professional athletes, politicians, sales clerks or mechanics, we need to help them be more than just literate. Students of today need to be Multi-literate problem-solvers with a head full of knowledge about the world and the tools that are available to them.