Thought starters

  1. What are the key differences between this model and a more traditional classroom model?
  2. What specific strategies could you implement immediately to begin the shift toward more inquiry?
  3. How does the student development of ideas increase rigor and discipline?
5 Comments
Nice continuation, exploration of teacher's role in Inquiry-Based Teaching.
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Love it! Thank you!
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Yes!!! Let the kids communicate with each other and carry on (and lead) their own discussions.
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With the facilitating and coaching ,My students work well on their own. They work well with each other and off of one anther. They are able see the value in what they have created and respect the work that others have done in creating assignments
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I agree with Mr. Avram Barlowe that our duty as a teacher is to help our students to think. Not just think, we want they to analyze, not just feedback answer but to work with each other ideas. We were develop their own ideas, to be able in use evidences to supports what they think.
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Transcripts

  • WNET / UCH Urban Academy
    “Exploring Powerful Ideas Inquiry-Based Teaching: Discussing a Teachers Role”
    A TEACHERS ROLE IN INQUIRY

    (in class)

    WNET / UCH Urban Academy
    “Exploring Powerful Ideas Inquiry-Based Teaching: Discussing a Teachers Role”
    A TEACHERS ROLE IN INQUIRY

    (in class)
    STUDENT:
    I see a lot less of him trying to seduce the audience with his language. We see a lot more of his insecurity come through.

    SHEILA KOSOFF:
    So James is saying he’s not trying to seduce us anymore. Do you guys agree? Do you think the romance is over between us and Humbert? (writing names) Shawn, Langston, Lee.

    (in roundtable)
    ADAM GRUMBACH:
    So we wanted to start by talking about what we think of as the role of a teacher in a school like Urban Academy. Do people have sort of specific definitions of that? Do they have general thoughts?

    TERRY WEBER:
    I think one of the things that we try and do… we’re getting kids from all five boros, all socio-economic backgrounds, we’re trying to get kids to find their own voice. The student voice. Where are they coming from, wat do they think about the issues and how do we get them to talk to other kids about that as opposed to a traditional school where they’re facing and talking to the teacher.

    AVRAM BARLOWE:
    I would agree with that. I think what we want to do is help kids think. When we say help kids think we want them analyze, not just spit back answers. Um, uh, to work with each other and work off of each others ideas to develop their own ideas, to be able to use evidence to support what they think.

    ADAM GRUMBACH:
    I think the central idea for me is the developing an argument and using evidence to support it and I think the second half is often lost when people talk about sort of progressive classrooms. They’re sort of oh, get kids to develop their own ideas. But the real discipline and real rigor comes when students are told, “Okay, I understand your argument. What’s your evidence for that?”

    SHEILA KOSOFF:
    I think also we want to give them- we want them to have a sense of authority when they speak so that when they are engaging in a text they feel like they have something valid to contribute and what they’re contributing is very important.

    AVRAM BARLOWE:
    We’re helping also to kids build sort of genuine respect for each other as thinkers and as people. I think that’s also very, very important.

    ***END TAPE***
    ***END TRANSCRIPT***

School Details

Urban Academy Laboratory High School
317 East 67th Street
New York NY 10065
Population: 154

Data Provided By:

greatschools

Teachers

Sheila Kosoff
Avram Barlowe
Terry Weber
Adam Grumbach

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Tutorial

All Grades / All Subjects / Tch Tools

Lesson Idea

Grades 9-12, All Subjects, Class Culture

Lesson Idea

Grades 9-12, ELA, Class Culture

Teaching Practice

All Grades / All Students / Class Culture