THE INQUIRY DESIGN MODEL SESSION 3 Part I The Nature of Sources What are sources What makes a source disciplinary What is the relationship between sources and tasks How do sources support work with knowledge and skills ID: 505141
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Slide1
Sources
THE INQUIRY DESIGN MODEL
SESSION 3:Slide2Part I – The
Nature of Sources What are sources?
What makes a source
disciplinary?
What is the relationship between sources and tasks?How do sources support work with knowledge and skills? Slide3What Are Sources?
Sources provide information that is useful in answering questions
Three characteristics of sources
Information contained in a source
Composition of a source
Perspective or bias of a sourceSlide4
What Makes a Source Disciplinary?
Sources have features that are distinctive within the disciplines.
Examples of disciplinary sources and processes include:
Political Science
– legislation
Economics
–
data and
statistics
Geography
–
maps
and GIS
data
History
–
oral history and diaries
evaluating public policies
quantitative reasoning
spatial reasoning
perspective Slide5Your Task
Given the content suggested in Key Idea 7.7 in NYS
K–12 Social Studies Framework
, what are some sources that would be useful in an inquiry on
the compelling question, “Can
words lead to war
?”
What sources in
political science
?
What sources
in economics
?What sources in geography?What sources in history? Slide6
What is the relationship between sources and tasks?IDM
tasks are anchored by sources
Sources and tasks must work in tandemSlide7
Sources
Source Work Follows C3 Inquiry Arc
If students are asked a
COMPELLING QUESTION
…
Students answer in the form of a
SUMMATIVE
ARGUMENT
In the middle are the
SUPPORTING
QUESTIONS, FORMATIVE
PERFORMANCE TASKS,
AND
SOURCESSlide8How do sources support work with
knowledge and skills?Disciplinary knowledge
and
disciplinary
skills are integrated within an investigation.
Source
work is not
easy.Slide9Sources can be used
toSpark curiosity Build knowledge
C
onstruct arguments
Part II – The Instructional Uses of SourcesSlide10Sparking Curiosity
Sparking curiosity is about engagementFocus on relevance and what we know students care about.Use staging activities in an inquiry.
Nurture curiosity through sources throughout the inquiry.Slide11How would you use this source
to spark curiosity?
http://www.speaktruthvideo.com/2014-
winners.html
Kailash
SatyarthiSlide12
What are some other ways to spark curiosity using sources?Slide13Building Knowledge
Sources in an inquiry contain the disciplinary knowledge (content and concepts) students need to complete tasks.Students use disciplinary skills when building knowledge.
Students gather information from the sources during an inquiry.Slide14
How do the sources support the
building of knowledge? Slide15Constructing
Arguments with EvidenceInquiries result in arguments.
Sources contain information that can be used as evidence in an argument.
Students need support when determining what information should be used in an argument.Slide16How do the sources support the argument? Slide17Part III – Working with Sources
When using sources in an inquiry teachers should consider the following:
Selecting sources
Scaffolding
Adapting sourcesSlide18Selecting Sources
Selection of sources requires deep knowledge of contentWhere can we find the sources?
Archives, libraries, collections
Online
Through collaboration and sharing Slide19Slide20Adapting Sources
Approaches to adapting sourcesExcerpting
Modifying
Annotating
ExamplesText passage from Uncle Tom’s Cabin
Summary of
Uncle Tom’s Cabin
Illustration from the first edition of
Uncle Tom’s Cabin
Adaptations to instruction
Objections to making changes to sources Slide21Sources Require Scaffolding
Scaffolds provide novices with support for complex academic work.Toolkit scaffolds were designed to support formative and summative tasks.Analyzing sources in an inquiry involves literacy work.
Again, source work is not easy.Slide22Slide23Slide24Summary
Sources
contain information useful in answering questions, are disciplinary in nature, relate to the tasks in an inquiry, and support work with knowledge and skills.
IDM
features three instructional uses of sources:
Sparking curiosity
Building knowledge
Constructing arguments with evidence
When using sources in an inquiry teachers should consider the following:
Selecting sources
Adapting sources
Scaffolding Slide25
IDM™ Conceptual Framework: Sources
Content knowledge and disciplinary skills are integrated within an investigation (#3)
Disciplinary sources are the building blocks of inquiry (#6)
Social studies shares in the responsibility for literacy (#8)Slide26
Questions
Tasks
SourcesSlide27Pulling it All Together