Day 3

9:00 - 9:10

Welcome, Reviewing Reflections, and Housekeeping

• • Remember to update your name on Zoom to include your pronouns.

  • Review agenda for the day

  • Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

  • Review Day 2 reflections: What stands out? Discuss in pairs.

9:10 - 9:40

Writing Into the Day: Practitioner Inquiry Moves

• Introduce today's focus question: What does it mean to take an inquiry stance on practice and make practice public?

• Select at least one of the practitioner inquiry texts. Most of the texts are written by PhilWP TCs. They may be in different formats: multimodal websites, blog posts, book chapters, or word processing docs.

  1. 1. • Pincus, M. (n.d.). Playing with the possible: Teaching, learning, and drama on the second stage.

        • Rivera-Amezola, R. (2020). Preservation and education: Teacher Inquiry and the “family and community stories” project. Language Arts, 97(5),324-329.

        • Ballenger, C. (2019). Reframing the Achievement Gap: Lessons From Puzzling Students. The Reading Teacher, 73(2), 141-147.

        • Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (1-9). Teachers College Press.

        • Wolfe-Rocca, U. (2018). Dangerous discussions: Voice and power in my classroom. NWP Write Now Blog.

        • Portnoy, D. (2002). Collaborative inquiry: Philadelphia and Ketchikan Alaska: Playwriting, race, and audience.

        • Coleman-Brown, A. (2006). Teaching within and beyond the mandated curriculum in a fifth grade Language Arts classroom.

• Record some of your reflections on a shared slideshow that includes links to the texts and space to write:

  1. 1. • What moves are teacher-writers making when they engage in inquiry and go public with practice? Consider implicit stances.

        • What are they making visible about teaching? About how they see students? How?

• More Resources:

  1. 1. • More PhilWP TC-authors and publications

        • Lytle, S. L. (1993). Risky business. The Quarterly, 15(1), 20-23. (Bulk Pack)

        • 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.

9:40 - 10:10

Reflect on Inquiry Moves in Breakout Groups

• In breakout groups, discuss what you noticed about the texts. Focus on the moves the authors were making.

• Discuss your slides but also look at slides created by others and note things that stand out.

• You might talk in terms of:

  • “This resonated with me…”

  • “I want to know more about…”

10:10 - 10:20

Break

10:20 - 11:00

Noticing Collaborative Practitioner Inquiry Moves

• Some of the texts we read this morning were written by teachers who were engaged in inquiry with other teachers.

• Take a look at one or more of the texts that describes collaborative practitioner inquiries. Three of the four texts are from PhilWP TCs.

  1. • Puntel, C., & Winikur, G. (2011). Collaborations strengthen connections to school, each other. Philadelphia Public School Notebook.

     • Puntel, C., & Winikur, G. (2011). Sharing stories about teaching, engaging, part II. Philadelphia Public School Notebook.

     • Puntel, C., & Winikur, G. (2011). Creating reciprocal teaching and learning at Parkway Northwest. Philadelphia Public School Notebook.

     • Watanabe, M. (2007). Lessons from a teacher inquiry group about tracking: Perceived student choice in course-taking and its implications for detracking reform. Teachers College Record, 109(9), 2136-2170.

• What moves are practitioners making as a collective?

  1. • What do you notice?

     • What do you wonder?

• Add noticings and wonderings in the chat to spur whole group discussion.

11:00 - 11:35

Making Plans for Our Own Inquiries

• Consider which inquiries are emerging for you at this moment. Some of you may have emerging inquiries you've written about in your pre-institute posts on the TPS Teacher Network.

  1. • What do you want to explore about my teaching/students? What are you noticing?

     • What questions are important to me, and how can I get started?

     • How can I explore Inquiry with others and in community?

     • What are some venues and ways to go public?

• Add some ideas to a shared slideshow.

• You might think about:

  1. • What protocols, resources, and/or documents (you can also share other kinds of protocols/documents you might want to use) would work well with teachers to develop inquiry and support ongoing inquiry?

     • How do we help other educators write and share their inquiry?

     • Are there ways that other staff in the building, parents, community members, and/or students can be part of inquiry?

     • What are the possible barriers and challenges that can emerge as you work towards building a culture of inquiry in your school or department or among a group of educators?

     • What kinds of data do I/we want to collect? (e.g. documents, observations, interviews, student work, teacher writing)

     • How can an inquiry stance help us teach in these times and in a context of healing, justice and addressing racism?

• Look over what others in the institute are writing about in the slideshow.

11:35 - 11:40 + afternoon

Afternoon Activities

1. Complete Reaction Sheet

2. Meet with Journal Group. (You may try out one of the protocols below to engage with each others work.)

   1. • • • Protocol 1

          • Protocol 2

          • Protocol 3

3. Prepare Readings for Tomorrow

   1. • • • Darling-Hammond, L. Hyler, M. E., Gardner, M., & Espinoza, D. (2017). Effective teacher professional development. Learning Policy Institute.

          • Lieberman, A., & Friedrich, L. (2007). Changing teaching from within: Teachers as leaders. Presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

          • Pacansky-Brock, M. (2019). Untangling academic transformation through untethered, equitable professional development. Educator Innovator.

4. Follow Up on TPS Teachers Network Posts

5. Dr. Susan Browne (Associate Professor, Rowan University; 1999-2000 PhilWP Scholar) will discuss teaching with children’s books and life histories [1:00 - 2:00pm] with ISI participants

   1. • • • Life Histories Center Performance as Response to Text (Browne & Madden, 2020)

          • Reading, writing, and performing life histories to explore complex interactions between life and texts (Browne & Madden, 2020)

6. Teaching with the Library of Congress: Primary Sources and Multiple Perspectives [2:00 - 3:00pm] — Recording available