Why come
The Great Books Foundation is a renowned leader in inquiry-based education. Join us for a dynamic exploration in how effective questioning brings complex texts alive across the curriculum, increasing students’ interest, involvement, and learning.
This course teaches participants how to use our Shared Inquiry™ method of learning to help develop students’ reading comprehension, increase critical thinking skills, facilitate thoughtful discussions about texts, and build writing skills based on the fiction and nonfiction selections students have read.
This professional development workshop provides:
Hands-on, interactive learning
Practical skills you can put to use right away
Experienced trainers who model the Shared Inquiry method
Step-by-step instructions to implement Great Books programs
This course features 10 hours of live instruction over two consecutive days. Attendance is required for both days of the course. When you complete the course, you will be ready to begin using inquiry-based learning in your classroom!
Registration
Early Bird 250 Euros (register by 23 November 2018)
Standard Rate 270 Euros (register by 10 January 2019)
Fee includes coffee/refreshments and lunch for two days.
Workshop details
What Is Shared Inquiry?
Shared Inquiry™ is a method of teaching and learning that enables people of all ages to explore the ideas, meaning, and information found in everything they read. It centers on interpretive questions that have more than one plausible answer and can lead to engaging and insightful conversations about the text. In this type of discussion, each participant engages in an active search for the meaning of a work by reading closely, asking questions and discussing actively. Discussion leaders provide direction and guidance in order to get participants thinking, listening, and responding to questions and answers from others in their discussion groups.
Learning outcomes
By the end of the course, educators learn:
The distinguishing features of Shared Inquiry
The importance of selecting complex texts
The Shared Inquiry sequence of activities
What types of questions support each Shared Inquiry objective
Close reading activities
How to lead a student-driven Shared Inquiry discussion
How to assess student performance
How to integrate Shared Inquiry into their curriculum
See how you can earn continuing education credit when you complete the course.
Workshop goals
Strong inquiry-based instruction has been proven to engage all students at higher levels of reading and thinking. Shared Inquiry enhances all the basic language arts skills—reading comprehension, critical thinking, writing, speaking, and listening—and enables students to learn more across the curriculum.
In this course, you will learn about the Great Books Foundation’s Shared Inquiry method of reading and discussion, which is designed to help readers of all ages:
Read with greater comprehension
Think critically about substantive ideas
Share thoughts and opinions effectively
Find meaning in outstanding literature
In this course, participants will:
Learn questioning strategies to lead productive, text-based discussions that are lively and focused
Help build students’ reading, critical-thinking, writing, and oral communication skills
Learn criteria for identifying texts that yield the richest experience when used with the Shared Inquiry method
Practice writing interpretive questions and using follow-up questions to involve students of all ages and proficiency levels
Learn strategies that challenge students to go further with their ideas and opinions
Move from a prescriptive, instructional approach to an inquiry-based, collaborative approach
Shared Inquiry Essentials Course Description
This course is offered in two formats: as a combination of one day of live instruction followed by ten hours of web-based instruction or as a two-day, on-site training. Both formats are taught by our experienced Great Books consultants and are highly interactive. Participants will cover the basics of leading discussion, preparing a reading selection, asking effective follow-up questions, and conducting classroom activities.
Course Outline
Introduction
Experiencing Shared Inquiry
Close reading
Seating chart and discussion guidelines
Participating in Shared Inquiry
Elements and benefits of Shared Inquiry
Preparing to Lead Shared Inquiry Discussion
Questions in Shared Inquiry
Drafting, testing, and revising interpretive questions
Leading Shared Inquiry Discussion
Creating a climate for discussion
Asking follow-up questions
Discussion logistics
Implementing Shared Inquiry in Your Classroom
Activity sequences in Great Books programs
Assessment and reflection
Introducing Shared Inquiry to your students
Schedule
8:00 – 8:30 Light breakfast (arrival/registration)
8:30 – 10:30 Session
10:30 – 11:00 Morning break
11:00 – 12:30 Session
12:30 – 13:15 Lunch
13:15 – 14:30 Session
14:30 – 15:00 Afternoon break
15:00 – 16:00 Session
Session leader
Linda Barrett
Senior professional development consultant at Great Books Foundation’s
Linda Barrett holds an M.Ed. in reading from Rutgers University (thesis: “An Investigation of Teacher-Child Interactions During Story Readings”) and a B.A. (with Honors) in geography and sociology from the University of Leeds in the UK. In addition to the UK, Linda has also lived in France and Switzerland.
Linda, a senior professional development consultant, joined the Great Books Foundation’s staff in 1999 and has supported Great Books implementations including several comprehensive school reform projects in the New York City area. Now based in Florida, Linda continues to support a number of large Junior Great Books implementations—including the completion of a three-year grant-funded program in New York City—while also growing multiple-school Junior Great Books initiatives in several Florida counties, a number of other states and with a consortium of independent schools in Victoria, Australia.
Prior to joining Great Books, Linda was a teacher of reading, language arts, and social studies in middle grades and in both regular and special education/ESL inclusion classrooms in the New York City school system. As a reading specialist, she worked with Title I students to develop their reading and writing skills. She has provided staff development for teachers, taught college courses, and provided learning assistance to college students. She has also researched, written, and edited a number of educational publications.