Integrating Subjects Through Inquiry

        While deciding to implement personal digital inquiry (PDI) into my classroom I needed to consider the content and standards that were required to be taught in my classroom. I wanted to ensure that I engaged my students in learning while also adhering to the state standards and curriculum materials. My students are the least motivated during my social studies lessons and I decided that integrating reading and social studies would benefit my students the most academically. I would still be able to provide adequate literacy instruction and well as incorporate the use of the Teachers Curriculum Institute fourth grade materials. Students would also be able to make personal connections to the content and have intrinsic motivation to learn more about how different people live in the United States. 

In order for students to comprehend social studies content reading is fundamental and students need to be able to read to learn. Bradley (2016) states that reading consists of four strands, writing, listening, speaking, and language. Students build on these still through the use and practice of skills and strategies as they are exposed to different content knowledge. Through adequate instruction and academic fostering of these skills, students can apply multiple strategies across different content areas. Bradley (2016) also stated that an instructional approach that fosters student's natural curiosity about people, places, and the world promotes critical thinking and problem solving skills. It is imperative that teachers provide instruction to students that engages them in curiosity about the word as well as different literature. Utilizing the PDI framework provided me with opportunities to allow students to practice literacy skills while engaging in their curiosity about other parts of social problems, people, and geographical locations. Establishing students with a routine way to practice literacy skills and engage in the social studies curriculum. 

When integrating subjects using PDI it is important that teachers plan strategically and help students focus on the essential questions and use those questions as guidelines for students. Essential questions can lead to genuine inquiry and require students to seek out additional information or support their positions with evidence (Bradley, 2016). Please watch this video for an example of adequate planning and utilizing essential questions to foster student inquiry. (https://www.youtube.com/watch?v=fVJCjRaHIJc) Proving open opportunities for students to collaborate as they discuss findings and locate answers to questions that have specific connections to their interest. When students interact with their peers and teachers it helps students learn to work together, make compromises, and ask questions in a clear and precise manner. During the exploration process students learn multiple methods for communicating with others as well as critical thinking skills to solve their own problems all while engaging in cross content area curriculum (Bradley,2016). As a teacher, I know that part of social studies is learning the social standards and teaching students the appropriate way to conduct themselves in society. When integrating subjects using PDI teachers incorporate more opportunities for students to engage in discussion and practice the necessary language and social skills needed to succeed later in life (Dobler et al., 2015). As well as creating more opportunities for authentic learning and use of literacy strategies across content areas. Utilizing different strategies that require students to read the web, analyze the text they have read, and form their own understanding. 

As students engaged in the inquiry process throughout my lesson implementation plan I provided students with resources related to the content subject area. Currently my students are learning about the Northeastern portion of the United States of America. The instructional practices I decided to use include literacy skills for reading digital texts and comprehending the content they located. It is imperative that teachers incorporate instruction on the proper use of digital tools in order for students to research adequately (Johnson, 2014). I am currently in the last portion of my implementation plan and students are more engaged in the literacy aspects of this plan than I originally thought. Students consistently review the social studies materials to find additional questions and practice using literacy skills as they discover new content and share in their learning. Inquiry has been a great way for me to scaffold learning as I integrate curriculum. 

References: https://docs.google.com/document/d/1FQ7mCW7aX9efEVTP1k-ZrhJ9EdGzK2qzLJxqUofhF9A/edit?usp=sharing

Choosing Digital Resources

         When choosing resources teachers should be sure to consider the importance digital resources have to instruction and student learning. Incorporating digital resources that are pointless can limit the benefits of their use. A wide variety of resources have different affordances that would be better suited for certain activities. The digital resources that I chose for my implementation plan were purposely chosen based on the usefulness to the activities I have created and instruction. I also consider how much knowledge my students have before implementing the resource into an activity or instruction. When teachers have a clear understanding of student knowledge, teachers can plan instruction based on student current levels(Casey & Bruce, 2011). Each resource chosen should be modeled to students and the purpose clearly expressed. Students should understand how necessary each resource is to their learning and the inquiry process (Coiro, et al., 2016). Digital resources are always fun and engaging for students to use and I want my students to have fun completing activities. The three resources I have evaluated are Jamboard, Seesaw, and BookCreator. I have used Jamboard and Seesaw in my classroom often, the students will have their first experience with Book Creator during my implementation plan. 

Jamboard

Jamboard is an online resource that is provided through Google. This resource is a great way to keep track of students' questions, responses, and notes. The tools provide a wide variety of ways for students to add notes, draw responses, add pages, visual elements, and attachments. This resource is easily accessible through a link that is created through a Google account and provided to students. Students who are struggling readers can easily manipulate and use this resource due to the pictured tools located and their diversity of uses. Students who have their own google account can also create Jamboards on their own to create activities and share resources with other students. This source can be comparable to Padlet, a posting digital webpage that I have also used in my classroom. 

Students are eagerly engaged when using Jamboard as multiple students can actively participate and collaborate at the same time. I chose to use this resource in my implementation plan because it allows for adequate opportunities for students to share, critique, and create responses. Teachers can engage students in a critical thinking activity by using Jamboard for discussion to prompt students to communicate with each other while they offer suggestions and reflect on their own ideas and posts. The drawbacks of the Jamboard resources is the requirements for adequate internet service and devices. Many classrooms do not have adequate access to devices or steady access to the internet. 

Seesaw

Seesaw is an interactive webpage source that is used in classrooms worldwide. This source was mandated to be used in my classroom this year and was easy to implement. The affordances it provides to students at all levels of learning are spectacular. Classrooms as young as pre-kindergarten can all have uses for this online web page program. The program provides ways to add activities and link outside resources to the activities. Teachers can post critical thinking activities that help students engage in collaboration and self reflection as all activities have to be approved by the teacher. My students enjoy utilizing the variety of tools that are available when working on activities. Students who have difficulty writing have the option of video or voice recording their responses to questions or using drawing tools. The blog option provides an interactive way for students of all ages to actively engage with their peers and people in their community. This resource can also be used to include parents and get them more involved in the work your students are doing in your classroom. The family option allows parents to continuously monitor what activities their children are working. Students then have the opportunity to share what they are learning as they practice organization skills through the options of having a personal activity journal.

This resource can be implemented to use for any subject at any time. It supports literacy through the abundance of affordances it offers to students and teachers. The greatest part about this resource, in my opinion, is the activity library that is shared between teachers worldwide or within a school district.  Teachers can even differentiate activities by assigning certain lessons to a particular set of students. The drawbacks that I have noticed in my classroom pertain to student access to technology and student digital skill levels. Seesaw may be easy to use, but requires extensive teacher modeling due to the amount of classes that can be added to a students journal. Even though this resource is mandated in my district, using this resource in my implementation plan will allow students to feel more confident when keeping track of their work and navigating through the internet. It will also help me with my organization skills, helping me keep all student work located in one location. 

Book Creator

        Book Creator is a very fun and engaging resource that provides a seemingly endless variety of tools for students to create interactive eBooks, drawings, or videos online. I chose this resource because of the options it has for students to be more creative in their final project of my implementation plan. The affordances it provides allows students at all levels of understanding to input videos, pictures, voice recordings, and other visual elements to express their new found knowledge. This resource can be easily used in any grade level, as students have independence of their creations and have opportunities to collaborate with others. Many projects created with Book Creator can be completed independently or in small groups. When I decided to use Book Creator in my implementation plan, I considered the engaging aspects of this program. My students  are always interested when they can actively use information they found online to create a digital representation that displays their understanding, identity, and pride in their work. The versatility of this program allows it to be beneficial to use in any content area and incorporate a variety of literacy skills. Teachers should be aware of the drawback that students can possibly share personal information online when using this program. Teaching digital citizenship and responsibility is an important concept to teach when implementing any digital resources into the classroom. 

References: https://docs.google.com/document/d/1FQ7mCW7aX9efEVTP1k-ZrhJ9EdGzK2qzLJxqUofhF9A/edit?usp=sharing

Implementing PDI

 I have developed a plan for my fourth grade students to integrate the social studies and reading curriculum. Currently in my class we are working on locating and synthesizing information in the Wonders reading curriculum materials. In social studies, the students are learning about the Northeastern States in the United States of America using the TCI curriculum materials. My students actively work together on a wide variety of projects and treat others well. Over the last few weeks I have been setting up a community of learning and exploration. In previous years it was often difficult to get students interested in learning new social studies content. Often when learning about the states, my students would have little interest in learning about the different components. I used the PDI framework to frame a learning environment and I am using the PDI for these groups of lessons to engage my students in exploration of social studies content that relates to their interest. The goal is for students to actively learn about the different components of the Northeastern states and how people live there. 

Student Pairs in My Current Classroom

The first lesson engages students in learning about different ways people live in the Northeast. I use discussion and collaboration to engage students in wonder. I plan to guide the discussion and utilize online formats, like Jamboard, to assist students in keeping track of the questions they have over time. The lessons then progress students through the process of exploration. I plan to incorporate lessons that teach students the importance of evaluating the sources they choose. Due to the abundance of information that is provided online, it is important that students understand how to navigate through and evaluate valid resources. Students are provided with graphic organizers to help them organize the information they find, questions they have, and sources they have chosen. 

Utilizing graphic organizers will ensure that students can monitor their understanding and progress through the project. During each lesson and component, it will be imperative that I provide adequate feedback to my students. As they begin to evaluate resources, search for answers, and synthesize the information, I need to be sure to observe student progress. When teachers consistently observe and provide feedback it is easy to notice which skills need to be modeled again. It also provides opportunities to clarify any misunderstandings and guide students towards their own personal goals. Students will be provided with opportunities to collaborate, discuss, reflect on the process and understanding, and use what they have learned to make sound decisions. 

        This project will allow many of my students to be more independent in their learning and decision making. In my PDI implementation plan, linked below, students consistently communicate during whole group and pairing collaboration opportunities. They engage in critical thinking activities as they synthesize and share information they find online. Students participate in digital citizenship as they evaluate resources and make sound decisions when using the internet. Engaging in activities that allow them to plan their own creation as they create a final product that displays the new knowledge they have learned. During the plan I made adjustments based on the opinions of colleagues and professors from the University of Oklahoma. It was suggested that I add more forms of text, include the PDI planning guide, and consider how I wanted students to interact with each other during the project. When making the changes, I included the planning guide at the beginning of my plan, added a library visit, and included the option for students to use the digital online library to find additional texts. 

The choice in digital tools I selected were to help learners at all levels feel confident in their exploration. The text-to-speech tool will be used to assist students in my class that are struggling readers. Using a digital and traditional KWLS chart will ensure students who have writing or organization difficulties can keep focus, while utilizing multiple search engines will ensure students have access to a wide variety of content. It was important to include the options for students to browse through the school library, online libraries, and curriculum materials in order to ensure students were being exposed to different formats of text. Click the link below to view my plan on implementing PDI into my classroom, I am hopeful and excited to start this process.

Link: Implementation Plan