{"content":{"sharePage":{"page":0,"digests":[{"id":"52673948","dateCreated":"1333942527","smartDate":"Apr 8, 2012","userCreated":{"username":"dawnyaddicted2life","url":"https:\/\/www.wikispaces.com\/user\/view\/dawnyaddicted2life","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318117565\/dawnyaddicted2life-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/52673948"},"dateDigested":1532760198,"startDate":null,"sharedType":"discussion","title":"STUDENT INQUIRY","description":"-Dawny
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\nWhat do you believe to be the role of inquiry in the classroom?
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\n"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." (Source: thirteen.org\/edonline) In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers. Inquiry-based learning where students lead discussions and talks with one another is key to creating active learning in my classroom. Teachers play roles of facilitators who act to scaffold active learning participants of their students.
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\nHow is student inquiry positioned in the curriculum in your field placement? (central to curriculum, not considered at all, somewhere in between?)
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\nBeing that my self-contained classroom is very restrictive due to students' ED and placement on the Autism spectrum, sadly there are few inquiry-based learning I have seen at my placement. Egypt is taught through re-viewing the same video every week, as they are more vigilant on teaching note-taking. One teaching moment which comes close are our morning meetings in which members (eight) of the classroom take turns leading Q&A table talks. One 'leader' tells everyone about what they did yesterday after school, and children take turns asking him\/her questions (e.g. "What did you eat for dinner, Christian?") They are teaching recall and pro-social skills here through being immersed with one another's experiences.
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\nHow does inquiry connect to notions of social justice and multicultural education?
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\nInquiry plays a major part in multicultural education and social justice as it deeply incorporates much of students' own experiences and schema from their rich scope of backgrounds. Being that inquiry is indeed the process which carries on from the time of birth until death, it goes hand in hand with deepened understanding of the multicultural world which surrounds our students. Making sense of the world through inquiry is part of how we teach, learn and become active and aware participants of social justice in our classrooms, outside of our classrooms and most importantly--in the years beyond our students' school years. Writing, reading about, and discussing\/sharing history and current events is what inquiry plays a role in our classrooms. Inquiry is one which we must teach students to be aware of the diverse world around them and reflect upon their place in it; as these participants of social justice.
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\nHow would an inquiry-based approach help learning communities unpack historical content such as the content presented through African Burial Ground site.
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\n"The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling." (thirteen.org) The very act of walking through the historical neighborhood surrounding the burial site in Tribeca, touching the site, and hearing the words of slaves immerses the learner in every scope of incorporating new data in learning. Communities come together to learn these through such powerful and intrinsic learning experiences. I felt this site could not better be taught through traditional schools of thought--where students are "talked to" about history and encouraged to 'rote memorize' facts and numbers. Total immersion into such a vivid experience through sensing and experiencing such a valuable teaching moment offered at this site not only helps learners to readily recall information learned created through their awe of a people's experience--but also to create connections for students between themselves and the people they are learning about!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"45776600","dateCreated":"1320687983","smartDate":"Nov 7, 2011","userCreated":{"username":"klb409","url":"https:\/\/www.wikispaces.com\/user\/view\/klb409","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45776600"},"dateDigested":1532760198,"startDate":null,"sharedType":"discussion","title":"Inquiry ","description":"Inquiry is something that I think is overlooked when we begin to reach the grades where students are tested. Questioning is key to inquiry. It requires students to stop and think about how that topic affects them, what concerns they have, what they are curious about. They begin to think critically. These questions shape what goes on in the classroom. When something is of interest to the students, in an inquiry based classroom, the teacher would delve deeper into that topic and allow the students to explore it in depth,
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\nUnfortunately, inquiry requires time. It does not always follow a strict curriculum map because you will never know what will strike the interests of the students. Perhaps as a teacher there is a particular topic that you would like to guide the students in thinking about how that has relevance for us today or exploring it beyond what the textbooks say. When in a grade where testing is key, the classroom is focused on preparing for those tests. While my CTs do allow students to inform their teaching in that they examine formal and informal assessments to determine what the students need extra help with and then focus on that, the students do not have a say. The approach is in no way inquiry based. However, I have seen first hand the benefits of such an approach. I create and teach the history units for the classroom. When we began learning about the explorers I had the students write journals about how it would feel to be one. The plan was to move on to the history of explorers but the students began asking questions about the explorers and what it meant for the native people they met along the way. The questions they asked were social justice questions regarding the treatment of both these people and the sailors under the command of a captain. Since there is no 4th grade history test, my CTs agreed to let us stay on this subject longer and use our journals to really think about how it must feel to be in each persons shoes. The students are loving it!!! Their journal entries are so thoughtful and very deep. They really tried to understand the person's point of view. It has been a very successful unit thus far.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"45760526","dateCreated":"1320676234","smartDate":"Nov 7, 2011","userCreated":{"username":"gtutson","url":"https:\/\/www.wikispaces.com\/user\/view\/gtutson","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45760526"},"dateDigested":1532760198,"startDate":null,"sharedType":"discussion","title":"Inquiry","description":"I believe that the role of inquiry in the classroom is to allow students to learn in a more naturalistic way. Inquiry is a natural tendency that brings about questions and helps to develop deeper understanding. Thus, when students are giving the opportunity to take control of what they are interested in learning, they will have a better grasp on the content. At this point, inquiry is not considered in my placement. The school is very traditional, and my CTs use the textbook with the students to guide instruction. I think that they would greatly benefit from having a more open approach to the content.
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\nInquiry, in the approach that Schmidt takes to it, encourages students to go into their community to gain authentic information on topics that have been shaped by the students. Going off of the model that she has suggested, I think that inquiry connects to notions of social justice and multicultural education in the way it allows students to actively engage in learning, and take the steps towards social justice in some sort of final project which demonstrates their understanding and which looks to make change.
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\nAn inquiry-based approach would encourage students, and people in general, to go out into their communities to gain more knowledge. The African Burial Ground site is an excellent place for students to go, as it gives additional insight into the development of New York City and provides an additional story of slavery. There are many approaches in which one could take in looking at the artifacts and content provided in the museum, but the beauty of an inquiry-based approach is that each student could research the aspects of the museum that they are most interested in reporting on.
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\n-Gabriella Tutson","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"45757242","dateCreated":"1320672628","smartDate":"Nov 7, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45757242"},"dateDigested":1532760198,"startDate":null,"sharedType":"discussion","title":"INQUIRY","description":"The role of inquiry is very important in the classroom. When I was a student, I would sit and think about how awesome a classroom would be if all of the students brought in a question a day and we learned that way. Even from my initial hopes about what I wanted a classroom to be like, I knew that inquiry had a very close place to my heart. The chance to have students actively participate in what they are learning and to explore topics in their interest is a wonderful way to connect with children and to see how they are able to grow. Inquiry that happens in the classroom goes well beyond just a textbook rendition of a subject and pierces through the gap between disinterested students and disinterested teaching.
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\nIn my current placement, I have seen little to no inquiry as the students are stuck in their room all day wavering little from the work they get from their math text, literature prompts, etc. The curriculum is the only manifestation of their inquiry and students seem to e interested, but not as interested as students in my previous progressive placements.
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\nI feel that inquiry heavily relates to social justice and multicultural education because every student comes from a richly diverse past and present and seeing how they react to the materials you present and seeing what they want to explore creates a new dynamic or texture to what is being learned.
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\nBy going out and exploring in the community, learners whether they are young or old, can learn about things that are relevant to their families, relevant to the people around them, and relevant to people they might not understand. By taking kids where they want to go with their learning and really diving into the community's resources, a teacher is easily able to present topics that are controversial or mundane in a new light, perhaps capturing that imaginative spark that resides in all of us.","replyPages":[{"page":0,"digests":[{"id":"45760706","body":"It's great that you make the connection between the interest that your students currently have versus that of the students in your previous, more progressive placements. I am definitely seeing the same thing in a traditional school. I know that the students are pretty much understanding the content and they seem to like what they are learning, but I know that they could be so much more engaged and excited.
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\n-Gabriella Tutson","dateCreated":"1320676415","smartDate":"Nov 7, 2011","userCreated":{"username":"gtutson","url":"https:\/\/www.wikispaces.com\/user\/view\/gtutson","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45777270","body":"I definitely agree that making use of outside resources is key. I love when you said that it can present what may seem like mundane topics in a new light. The role of a teacher in an inquiry-based classroom is to guide our students. We want to present them with topics, inform them, and allow them to ask questions determine how to find answers. Places such as the African Burial Ground is a great example.","dateCreated":"1320688345","smartDate":"Nov 7, 2011","userCreated":{"username":"klb409","url":"https:\/\/www.wikispaces.com\/user\/view\/klb409","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45777664","body":"These are important points. Let us all go back to the article by ooka pang from week 1 regarding multicultural education. Here notions of democracy and care are central to the educational experience. What better way do we promote those kinds of ideal than through inquiry.","dateCreated":"1320688535","smartDate":"Nov 7, 2011","userCreated":{"username":"emayorga","url":"https:\/\/www.wikispaces.com\/user\/view\/emayorga","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1229182769\/emayorga-lg.jpg"}}],"more":0}]},{"id":"45756282","dateCreated":"1320671686","smartDate":"Nov 7, 2011","userCreated":{"username":"ejd283","url":"https:\/\/www.wikispaces.com\/user\/view\/ejd283","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45756282"},"dateDigested":1532760199,"startDate":null,"sharedType":"discussion","title":"Role of Inquiry","description":"Growing up, the idea of inquiry and exploration was not something that was fostered in my school community and in many ways it was considered a form of disrespect to inquire and ask questions. Most of my inquiry was done at home or during my free time. I feel that this limited the opportunities for discussion and I did not learn how valuable and informative discussion could be to the process of information gathering until I was in college and discussion was encourage. I think that inquiry in the class can lead to great opportunities for \u201cteachable moments\u201d Watching the process of inquiry can also assist in gaining understanding of the students in your class as well as a chance to do some informal assessment.
\n In my current placement I find that inquiry and exploration is only encouraged during math during a structured exploration where student are able to develop and pose questions during the discussion portion of the preformed lesson. The lessons are composed by TERC so I\u2019m uncertain how much of the inquiry is natural and fluid and how much of it is structured and expected.
\nThe freedom to question is the opportunity to learn, I think that is necessary in a classroom that contains different cultures because discussion has the power to open doors to different thought paths and processes. Our cultures play a strong role in how we think. This inquiry based approach would help in any learning environment because it\u2019s conducive to students taking aspects of their life and culture and connecting new information and ideas to their existing ones. By allowing students to inquire, you are making what ever information that student is ready to learn available to them.When used as the basis for inquiry, experiences and environments like the African Burial Ground site become the stimulus for development of thoughts.
\nElizabeth Diamant - 1st grade placement","replyPages":[{"page":0,"digests":[{"id":"45757496","body":""the freedom to question is the opportunity to learn"
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\nI could not agree more! I feel that I, too, was inhibited from asking questions when I was in school. I think that if more of my teachers growing up asking me questions and gave me the chance to question I would feel a lot less pampered and ordered around with my own education. I would have started to question and develop my own ideas a lot earlier and probably would've been a lot more active as a student.","dateCreated":"1320672816","smartDate":"Nov 7, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"}}],"more":0}]},{"id":"45754644","dateCreated":"1320668213","smartDate":"Nov 7, 2011","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45754644"},"dateDigested":1532760199,"startDate":null,"sharedType":"discussion","title":"Inquiry","description":" I believe that inquiry is the primary engagement necessary in student-centered learning. Like The Research Workshop suggested, the teacher still needs to suggest an area (for example, illustrators) and the children then contribute their specific interests and discoveries within that scope. In this manner, the children are actively engaged with topics of their interest and relevance to their lives and identities. A pivot of inquiry lies on the life-long skill to research or navigate through many resources, both traditional and non-traditional.
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\n While inquiry can create a very ideal classroom, it is not-existent in all of the classrooms I have been and seen (My last placement did use feature articles and every child researched topics of their choice to then publish). One reason for this is the large time commitment for inquiry-based curriculum. For example, the Research Workshop requires at least three sessions and a session can range from twenty to forty-five minutes each. In a New York City public school, this time will generally be spent on academic subjects taught in isolation. The only student inputs I see in my current placement are in writing workshops where children can write of any topic they choose and in KWL charts for geography curriculum.
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\n The Research Workshop article does show how the Manhattan New School uses inquiry-based learning for social justice education and social action. A large aspect of researching for information lies in finding multiple perspectives especially the point of view of the non-dominant group. The concept of different perspectives also comes in with examining stereotypes or assumptions that occur with certain topics such as research on civil rights advocates. Through role-playing and narratives of these different angles, children gain a better understanding of the injustices that occur to people of subordinate groups. With this new found information and desire for change, there are many actions that children can do to be \u201can agent for change\u201d listed on page 30-1.
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\n Inquiry, like Lucy Sprague Mitchell's progressive education approach, begins with the students and their families. Therefore, while topics for inquiry can be given by the teacher, topics may also come straight from the family's interests. As part of identity development in children it may be worthwhile to examine their family origin and teach diversity to overcome any cognitive dissonance that comes with generalizations. Going back to Mitchell's spiral curriculum, students progress on to their next micro-sphere of influence. For instance, we move from children and their families to children and their neighborhood. Field trips around their community offer a building map for gathering data and probing for social injustice. Community walks can also offer examining memorials or historical-content rich sites like the African Burial Ground. If the school is not located near the African Burial Ground, their museum and website can still be a huge resource for northern slavery and life in colonial New York and New Amsterdam.
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\nColleen","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"45754054","dateCreated":"1320666921","smartDate":"Nov 7, 2011","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45754054"},"dateDigested":1532760199,"startDate":null,"sharedType":"discussion","title":"Inquiry","description":"I believe that the role of inquiry in the classroom is that every teacher should make it a major part of the classroom and routine. There should be a time in the day especially with subjects of social studies and math where students come up with their own questions about a topic and then are given the chance to try to figure out the answers to their questions working together with you to guide them in the right direction. Student inquiry is a central part of the curriculum at my placement. The way that it is used at my school is especially during Math even though its a little different in the fact that sometimes is the students who are exploring the answers to a question that is given to them but they are the ones who work together in groups to solve the problem. Its where each student shares their own ideas about the answer and work with a partner or a small group to help each other. Then they make posters with their strategy to the answer the problem and pass it to each other allowing students to put post its of their own questions about each group strategy to solve the problem and then they share with the entire class what they each have done. The groups for this project are based on their strategies to first solve the problem and you pair people who you don't' will most benefit from each other. Math workshop is often called the math investigations. During social studies a version on inquiry is also used. They often have the students break into small groups and do the research themselves about certain topics different from each other they each take a element of the general question. Then they will share their finding on that particular subject with the class. Students are always welcome to ask more questions and to work together to get the answers. The way that inquiry connects to social justice and multicultural education is that having students being able to ask questions and take the time for them to figure out the answers to those questions you are allowing students to figure out the answers to questions that interest them and allowing them to share their interests to the class in a educational way. Questions could be about social issues that they have bothers with and wan to find out more information about especially if it was something they heard in the news. Multicultural education is also about sharing the ideas of different people with everyone so one way is by sharing what matters to someone with everyone and you can do that through inquiry. The way that you would use the inquiry-based approach to help learning communities unpack historical content such as the content through African Burial Ground site is by when you get their start off by having the students ask questions about the site that they feel is important to them and then have them try to find their answers by walking around the exhibit and looking at the tons of information that is there you can even make groups and assign different people to different parts of the museum and then have the class share their findings and then a tour guide can fill up in what they haven't found out.","replyPages":[{"page":0,"digests":[{"id":"45757742","body":"I like that the students in your placement are allowed to question what they are handed. I think students in my placement are only allowed to question about the schedule, which leads to some of the smarter individuals calling out frequently and being disruptive if they disagree, while the rest of the class sits passively. Group work as well is an effective way to get their noggins working that I did not think of before!","dateCreated":"1320673032","smartDate":"Nov 7, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"}}],"more":0}]},{"id":"45747218","dateCreated":"1320645770","smartDate":"Nov 6, 2011","userCreated":{"username":"brittanyhan","url":"https:\/\/www.wikispaces.com\/user\/view\/brittanyhan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45747218"},"dateDigested":1532760199,"startDate":null,"sharedType":"discussion","title":"inquiry","description":"Inquiry in the classroom is a way for students to explore what they are curious about and develop and practice their critical thinking and problem solving skills. Inquiry is a gateway for invested interest, self-discovered information and opinions, and relevant skill building. It\u2019s about the students\u2019 questions, wonderings, and knowledge. In my placement student inquiry is not really present. The teacher does majority of the questioning and answering. It connects because it\u2019s a way to introduce, incorporate, and inform notions of social justice and multicultural education. Student inquiry is how teachers can find out what misconceptions, prejudices, and opinions their student\u2019s have and how they can address these. It is how students can unpack, investigate, and seek information on social justice issues that are important to them and present in their lives in a meaningful and engaging way.","replyPages":[{"page":0,"digests":[{"id":"45754784","body":"Brittany, I really liked the way you define inquiry. It is very comprehensive of all of the readings about teaching social studies we have read so far. You bring up a very good point that the questions and pondering stem from the students and this makes curriculum more relevant to them. I do want to suggest though that there still needs to be some questioning from teachers (You can disagree with me.) because teachers need to guide children to think and analyze deeper. Perhaps teaching students to be self-inquiring individuals who ask questions about their observations is a huge objective in social justice education.","dateCreated":"1320668566","smartDate":"Nov 7, 2011","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"45746500","dateCreated":"1320644204","smartDate":"Nov 6, 2011","userCreated":{"username":"molly.picardi","url":"https:\/\/www.wikispaces.com\/user\/view\/molly.picardi","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45746500"},"dateDigested":1532760200,"startDate":null,"sharedType":"discussion","title":"Inquiry and the Burial Ground","description":"
\nInquiry is an important aspect of any effective curriculum and classroom. It is the feature that takes students\u2019 natural curiosity into consideration and this curiosity is the biggest student motivator available to an educator. In an inquiry based classroom, learning is developed and guided by student questions and interests. In my current placement there is some sense of inquiry in the curriculum however, much of the learning in the classroom is dictated by state standards and the school\u2019s drive to raise their DOE report card score.
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\nInquiry can be central to a multicultural, social justice oriented classroom. Inquiry can allow for fuller access to Heather Hackman\u2019s components of social justice education. For example, by asking their own questions and seeking their own modes of learning students will be able to have a greater and deeper sense of content mastery. Similarly, inquiry based learning is a very reflective mode of exploration because the student is connected with the asking and answering process throughout their quest for more information. Multiculturalism is a great place to begin using student inquiry because it is very natural for students to ask questions about themselves and the world around them because they are literally living in it.
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\nThis approach could be effectively employed by students and teachers at the African Burial ground site. This site represents an often ignored piece of the history of New York and because few know about it, it is natural that they would wonder. The museum provides phenomenal hands on experiences for students to explore different aspects of the culture represented here. These activities and exhibits could lead to even more questioning. Moreover, the story of the Burial Ground is a very human one and is connected to the racial histories of many students in New York City. This is also evocative for the asking of questions and seeking of more information. The controversy surrounding the site is effective in much the same way. Since there is so much content and it is somewhat complex, the teacher can play a significant role in helping the children formulate their questions and seek further information through group activities and discussion, peer conversation, additional exploratory opportunities, etc.. The teacher can also work with the students to help them synthesize and share what they have learned.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"45745956","dateCreated":"1320643008","smartDate":"Nov 6, 2011","userCreated":{"username":"kellywalsh3","url":"https:\/\/www.wikispaces.com\/user\/view\/kellywalsh3","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/45745956"},"dateDigested":1532760200,"startDate":null,"sharedType":"discussion","title":"Inquiry ","description":"I believe that inquiry should play a rather large role in the classroom. Through my placement, I have seen inquiry play a rather large role in how my Cooperating Teachers plan and go forth with their lessons.
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\nFor example, if one of my Cooperating Teachers in the the middle of teaching a lesson, and a student asks a related question that would require them to go slightly off topic, slightly into greater detail, or require them to do more research on a topic, they will address it. They open student questions to the class as a whole, and see if they can come up with an answer together as a class. Not only does this help the students to become more engaged, but they are now learning about something that they truly care about, and will remember. My school's motto is "Learn for Life", and I truly believe that my Cooperating Teachers embrace this in their classroom.
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\nThis kind of learning would help communities dive into their culture, and want to spread their knowledge and history, as we saw this done at the African American Burial Ground. When people question this in their community, and search for answers they are bound to find them. Students want to feel as if they are a part of something, and involving the community in the classroom helps in doing this.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}