Wednesday, June 21, 2023
What is inquiry? How do we use writing to build an inquiry community?
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 5]
Lytle, S. L. (2008). At last: Practitioner inquiry and the practice of teaching: Some thoughts on "Better." Research in the Teaching of English, 42(3), 373-379.
Lytle, S., Portnoy, P., Waff, D., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17(1): 23-42.
Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: Ways forward. In Inquiry as stance: Practitioner research for the next generation (pp. 118-166). Teachers College Press.
Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (1-9). Teachers College Press.
Wineburg, S. (2016). Why historical thinking is not about history. History News, 71(2), 13-16.
Analyzing Primary Sources to Spark and Sustain Inquiries
Exploring an Example Partnership Between a School and Independence Park to Make Participatory Art
Teacher-created Resources for Civic Argument Writing Units on Monuments and Memorials
9:30 - 10:00
Welcome and Reviewing Yesterday's Reflections
Identify one sentence, one phrase, and one word.
Read a sentence aloud in a circle, followed by a phrase and then a word without comment.
Reflect on the text rendering protocol experience:
What themes stood out to you?
What about the experience worked for you?
10:00 - 10:50
Using Writing + Primary Sources to Build an Inquiry Community
Introduce today's focus question: What is inquiry? How do we use writing to build an inquiry community?
This question can help us think about...
inquiries we might pursue with students
inquiries into our teaching practice that we might pursue in community with other practitioners
As whole group, analyze a primary source that might help us think about:
What does it mean to be part of a community?
What do we like about our community?
Is there something we might change?
What might it look like to try to make our community better?
Facilitator models writing down what teachers see, think, and wonder about
Thinking routines used:
Write down questions (from the ones we already generated, that students generated, or that they haven't shared yet) that they think could drive further investigations
Using JamBoard, analyze additional primary sources that could help us think about the first photo we analyzed
Here's what one third grader saw, thought, and wondered about the same images
After analyzing sources, students might be interested in investigating their questions (and our unit focus questions) further with secondary sources
10:50 - 11:30
Today's focus question: What is (practitioner) inquiry? How do we use writing to build an inquiry community?
Since 1986, the Philadelphia Writing Project’s (PhilWP) Invitational Summer Institute (ISI) on Writing and Literacy has supported teachers in developing an inquiry stance on teaching practice. Dr. Susan Lytle co-founded PhilWP.
Possible discussion questions:
What did the authors mean by "inquiry as stance"?
What possibilities do you imagine for yourself, your classroom, your students, and your school if teachers were supported in developing inquiry stances?
In what ways have you worked "within, against, and beyond" the system?
11:30 - 12:15
12:15 - 1:00
Lunch and Reading
1:00 - 1:45
Fanny Jackson Coppin Mural and Art in the Liberty Bell Pavilion
What might it look like for your class or school to partner with Independence National Historical Service?
Doc shared a story about the creation of a mural honoring her brother, Pulitzer prize- winning playwright Charles Fuller.
1:45 - 2:30
Cultivating Genius with Units on Monuments, Memorials, and Public Memory
Explore teacher-created resources that bring together sources and strategies from the Library of Congress Teaching with Primary Sources (TPS) program; approaches and tools from the National Writing Project's College, Career, and Community Writers Program (C3WP); and Gholdy Muhammad's Culturally and Historically Responsive Literacy Framework.
We engaged in a "They Say / I Say" writing routine with a news story about a Columbus statue in Philadelphia. Then, we analyzed student writing from a similar lesson.
2:45 - 3:00
Closing and Afternoon Activities
Add a word to a shared slide to describe how you are feeling after day 2.
Reading to Prepare for Day 3:
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 6]
Baldwin, J. (1963). A talk to teachers. The Saturday Review, 39(42-44, 60).
Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp. 37-51). Routledge.
Sealey-Ruiz, Y. (2021). Racial literacy: A policy research brief. James R. Squire Office, National Council of Teachers of English.