Download 20 Thinking Tools: Collaborative Inquiry for the Classroom by Philip Cam PDF

By Philip Cam

Is designed to aid the improvement of collaborative inquiry- established educating and studying via type dialogue and small staff paintings. It introduces lecturers to the speculation and perform of collaborative inquiry and offers an easy-to-follow consultant to the instruments that scholars will gather as they learn how to research matters.

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In collaborative inquiry, agreement and disagreement represent patterns of convergence and divergence in thought that enable us to tack back and forth into the wind, and give our inquiry its forward movement. Debate versus inquiry It is important to note that the dynamics of an inquiry differs from that of a debate. In a debate, opposing teams present arguments either for or against a proposition. One must play one’s part in arguing the case that one’s team has been assigned, regardless of one’s own opinions and the suggestions that one might otherwise make.

One teacher told me that she uses ‘Look and see questions’ in place of ‘Reading comprehension’, ‘Ask an expert questions’ in place of ‘Factual knowledge’, ‘Use your imagination questions’ in place of ‘Literary speculation’ and ‘Thinking questions’ in place of ‘Inquiry’. When working with The Question Quadrant in the classroom, I like to lay it out on the floor with such labels on pieces of card. As an introduction to The Question Quadrant, you might first discuss the various kinds of questions with your students, using a made-up example or two that they can easily relate to for each of the quadrants.

Does not have a settled right answer. It is one of those open intellectual questions to which many different answers can be given, albeit that some answers reveal a deeper understanding than others. By having to really think about the concept of art in this way, your students will be trying to come to a more considered view of what makes something art and thereby deepening their understanding of it. Such a discussion could be extended through a small group activity with what I call ‘Floor Sets’.

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