Day 2
Tuesday, June 18, 2024
What is inquiry? How do we use writing to build an inquiry community?
Key Readings:
Muhammad, G., (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. New York, NY, Scholastic. [Chapter 4]
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. (2006). The literacies of teaching urban adolescents in these times. In Reconceptualizing the Literacies in Adolescents' Lives. Taylor & Francis Group, 257-268
Lytle, S. L., Portnoy, D., 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.
Additional Readings:
Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (1-9). Teachers College Press.
NWP In Person: Susan Lytle. (2010). National Writing Project. https://youtu.be/2H0AFtUreDA?si=np58_CSd50_dXX2F (online only)
Supplemental Readings:
Skantz-Hodgson, L. & Jones, J. (2015). Why argumentative writing is important to teach. Middle Web.
Skilten Sylvester, P. (1994). Teaching and practice: Elementary school curricula and urban transformation. Harvard Educational Review, 64(3), 309-332.
Toussant, M. (2007). Hey, Matt! There’s a reason why we write like every day. National Writing Project.
Treiman, R. & Markson, L. (2016). When do children learn to write? Earlier than you might think. The Conversation.
Using the Critical Incident Protocol to Foster Understanding and Community
Reading Group 1 Presentation on What is Inquiry? How do we use writing to build an Inquiry Community?
Visit to the American Philosophical Society
9:30 - 10:00
Writing Into The Day
Write about a ‘critical incident’ you’ve experienced as a teacher. Tell the story of a memorable, challenging moment in your teaching practice.
10:00 - 11:15
Morning Session: Critical Incident Protocol
GROUP 1: Chris, Emma, Adrienne B., Sally, Carly
GROUP 2: Alaya, Alex, Julia
GROUP 3: Takiyah, Mariama, Willeena, Kevin
GROUP 4: Adrienne S., Emily, Patricia, Grace
11:15 - 12:00
Reading Group Presentation: Group 1
12:15 - 1:00
Lunch
1:00 - 1:15
Portfolio Overview
Collaborative Institute Components on Padlet
One One-Page Reaction Post
Theory of Teaching and Learning
2 Responses
Artifacts and Annotated Table of Contents
Reflective Essay
Grading
Institute Traditions
T-shirts
Group Lunch, Friday 28
SIGS
Journal Groups (snacks!)
1:15 - 1:45
Journal Groups
GROUP 1: Chris, Emma, Adrienne B., Sally, Carly
GROUP 2: Alaya, Alex, Julia
GROUP 3: Takiyah, Mariama, Willeena, Kevin
GROUP 4: Adrienne S., Emily, Patricia, Grace
1:45 - 2:00
Setting the Context for our APS visit
The American Philosophical Society, the oldest learned society in the United States, was founded in 1743 by Benjamin Franklin for the purpose of “promoting useful knowledge."
Chapter 4 of Cultivating Genius, Gholdy Muhammad
2:00 - 2:40
Field Trip to the American Philosophical Society (APS)
At APS, we will cultivate our skills in examining primary source documents and making connections between historical events and our contemporary context, facilitating deeper inquiry into our ISI theme - Teaching in Philadelphia in These Times.
2:40 - 3:00
Wrap Up/Reflection
Tomorrow (6/19), we don't have ISI because of Juneteenth!
Day 3-Thursday (6/20): Benjamin Franklin House, Independence National Historical Park
Day 3 Readings!
Additional pictures from the American Philosophical Society, Philadelphia, PA