Tag Archives: ISP

Teacher Strategies: When Learning Gets Emotional

17 Sep

Undoubtedly, one of the toughest teacher responsibilities in an inquiry classroom is helping students past those moments of the Information Search Process where they feel frustrated and confused. If this strikes a majority of students simultaneously, it might feel easier to just return to a more traditional, predictable, and comfortable format rather than stick with the inquiry method. Below are some strategies we employ when our students hit those walls.

  1. Above all, make sure that you’re celebrating their accomplishments. Make sure that you tell students when they show growth or do something well. Maybe even share some examples with the class. Specifically, we like to share when a student gets us to consider something totally new. We can show them that we’re learning with them and that the teacher doesn’t have all the answers. You can also point out progress with specific skills. Showing them where you see real growth helps boost their spirits.
  2. For us, one of the most important pieces of building the classroom community is showing students that we understand their frustrations and that we want to help them work through those rough patches. At the same time, we also don’t want to bend so much that the integrity of the inquiry process goes down the drain. We make sure they they understand that we will not tell them what to do, and we will not give them the answers, but we will work with them to figure out some new strategies to better support them. This happens in one-on-one conferences, small group discussions, and full-class instruction.
  3. Cathy conferences with a student

    Cathy conferences with a student

    During each unit, we require three points of reflection where students consider what they’ve learned about their essential questions and what progress they’ve made with their standards. These also serve as points for the students to tell us how they’re doing with the inquiry process as a whole. We usually ask them to write in the margin of the learning plan one adjective that describes how they feel at that point in the process. We even provide a list from Dr. Carol Kuhlthau’s work on the Information Search Process. Then, when we conference with the students, we can use that to initiate conversation. If a kid is really frustrated, we can talk about why, and we can ask him to show where in the process that frustration is occurring. Usually, we can work through that point by problem solving together. For example, if he has trouble finding a resource, we can talk through potential search terms or how to use databases, and the teacher can clarify any questions he might have. We will sometimes even have students take notes during those conversations to track the process that he and the teacher go through together. That way, if the same student hits a wall the next time he goes to search for a source, he can go back to those notes and try to work through it on his own before coming to the teacher for help.

  4. We also group students up to help each other through those rough patches. If you have a student who is really good at something that others are struggling with, ask him to mentor others during those points of the process. Meg did a great job of this with one student, Doug, who had been through the inquiry process prior to her class, and he served as the expert in designing activities.
  5. If there is frustration with the skills, you can have them examine the standards. We do a lot of frontloading with the standards–have the students break down the language of the standard to see what they need to produce and what actions they need to take. We will also have the students create their own rubrics for select standards, so that they can see the variations between proficiency levels–they will get a better idea as to what is expected of them. We tell them that the standards tell them what to do; when they design their activities, they have to be sure they are always going back to that. And believe me, that takes a lot of time to click–we are always asking, “How does that fulfill the standard?” When they realize it doesn’t, they’re usually angry, but then they regroup and figure out a way to fulfill it.
  6. We also make sure the first two rounds of activities are formative, so that students are receiving feedback but not a grade. This is especially important because they’re trying a skill that’s new or that is an area of weakness for them, and that can be scary for them. With formative feedback, they’ll know where they fall on a rubric–what proficiency level they are–but we won’t count this towards their course average. It’s only the last round of activities that will receive a summative grade in the gradebook–and it’s always after they’ve completed the first two rounds. That alleviates some of the pressure and allows them to make mistakes without consequences. If they use the formative feedback to progress with each activity, their summative grade should reflect their true and best abilities. This isn’t a process where students can just complete the last round either–they have to through the entire plan in order to reap the benefits. We hold them accountable by giving them an overall grade on the learning plan, but they’re not receiving any completion grades.
  7. If your school has a librarian who assists with research projects or who is willing to co-teach a unit or a part of the lesson around inquiry, you may be able to have a second educator to work through the process with you.  See Heather’s post about the benefits of having a librarian assist with an inquiry unit.

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Confusion and Frustration were Rampant

3 Apr

Last time, I wrote about one point of frustration during my American Lit class’s first time through the Inquiry Learning Plan (ILP)–their first individualized unit where they were designing activities and assessments. About 2/3 of the way through, students hit another snag. They had already completed 6 activities, and we took a few minutes of class to look back at what they’ve done and figured out our next steps for the upcoming round of activities. Students seemed to be in a good place, recognizing that each activity connects an element of content and at least one standard as they aimed to learn more about their essential questions. And, after lots of practice breaking down standards into rubrics and developing activities in small groups, most students were pretty comfortable with designing their own activities during class workshop time. Their comfort was apparent in their self-assessments after their second round of activities. Using Dr. Carol Kuhlthau’s ISP continuum, I had asked students to identify emotions they were feeling about their work at that point. Many said they were feeling confidence and clarity. Several wrote that they had a sense of direction. Wahoo!

The next day in class, I complimented their progress and their resilience as they tried something new. I also spent some time reminding them about the requirements for their last three activities–they needed to use their long text in one of the activities, they had to use any remaining texts (of their original 7), and they had to cover all of their standards. I didn’t anticipate the reaction I got that day. After all, I thought, if they had put effort into their prior activities, and if they had learned from the mistakes that they made to improve for the final round, they would be in great shape.

However, the mood almost instantly changed in the room.They looked scared, baffled, and frustrated. Recognizing the distress, I did some quick conferencing with students. One student told me that he left class the prior day feeling clarity with both the content and the inquiry process. Today, he plummeted right back to doubt. Only this time, he said, he felt lower than when we started the process. A few students admitted that they were struggling to make sense of new source information, and even more were overwhelmed by the thought of coordinating everything in these last few activities. Confusion and frustration were rampant.   Continue reading

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