Monday, July 9 [Day 1]

What is inquiry?

How do we use writing to build an inquiry community?

8:30 - 9:00

Breakfast

9:00 - 9:15

Facilitator Introductions: Logos, Music Playlist, Instagram Feed, Neighborhood Photo Album, My Bookshelf, Me Bag, Life Map, or Self-Portait

9:15 - 9:40

Get-to-Know-You BINGO

9:40 - 10:00

Morning Reading: "Willing to be disturbed" (Wheatley, 2002)

Text Rendering Protocol

10:00 - 11:00

Analyzing Primary Sources: People and Protest

11:00 - 12:00

Journal Groups

12:00 - 1:00

Lunch

1:00 - 1:20

Institute Goals, Traditions, and Requirements

About the Institute
1. Institute Readings
2. Going Public with Our Practice

1:20 - 2:40

Reading Response Groups and Debrief

Guidelines

2:40 - 3:00

Agree or Disagree: "Historical Thinking is NOT about history"

3:00 - 3:30

Reflections and Wrap-up

Complete reaction sheet
Bring in a literacy artifact for tomorrow
Meet with Reading Response Group
Consider posting reflections to TPS Teachers Network
Readings for Day 3
- Christensen (2001)
- Campano (2007)
- Delpit (2006)
- Lake (1990)

Goals

(Re)introduce participants to each other as well as ISI history, structures, and goals
Use Library of Congress tools to analyze primary sources
Consider goals for teaching with a range of texts (including primary sources)
Reflect on and engage in practitioner inquiry through reading and writing about questions of practice

Readings

Ballenger, C. (2009). Puzzling moments, teachable moments: Practicing teacher research in urban classrooms NY: Teachers College Press. [excerpts]
Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: Ways forward. In Inquiry as stance: Practitioner research for the next generation (pp. 118-166). New York: Teachers College Press.
Forman, J. (2017). Locking up our own: Crime and punishment in Black America. New York: Farrar, Straus, & Giroux.
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52(2), 96–107.
Nieto, S. (2003). Teaching as autobiography. What keeps teachers going?. New York, NY: Teachers College Press. [excerpt, pp. 22-36]
Stripling, B. K. (2003). Inquiry-based learning. In B. K. Stripling & S. Hughes-Hassell (Eds.), Curriculum connections through the library (pp. 3-39).
Wineburg, S. (2016). Why historical thinking is not about history. History News, 71(2), 13-16.