CROSS-CURRICULAR APPROACHES

for Inquiry-Based Learning

Developed by L. Birch, TVDSB 2013

GRADUAL RELEASE OF RESPONSIBILITY

In a Balanced Literacy program, the gradual release of responsibility model follows this general continuum: (Figure 1)
Modeled on Pearson & Gallagher

DEMONSTRATION

[1]

and the Vygotsky Graduated Release Model

SHARED DEMONSTRATION

[2]

GUIDED PRACTICE

INDEPENDENT PRACTICE

Douglas Fisher, Ph. D., suggests a slightly different continuum [3] : (Figure 2)
FOCUS LESSON

GUIDED INSTRUCTION

COLLABORATIVE LEARNING

INDEPENDENT LEARNING

His definition for Collaborative Learning is:

During the collaborative learning component in the gradual release of responsibility model, students consolidate their
understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers. [3]

(Figure 1)

In this model, there is little opportunity for collaborative

learning unless the teacher takes the liberty of including it.

(Figure 2)

In this model, Guided Instruction is merged with Shared Instruction (the

second, We do it together stage) and Collaborative takes the third stage.

In order for Literacy to be truly inquiry-based, then Collaborative Learning , where students are encouraged to explore, problem solve, discuss,
negotiate and think , needs to be shifted or expanded along the gradual release continuum

STUDENT INQUIRY-BASED LEARNING

"Tell me and I forget, show me and I remember, involve me and I understand."
Inquiry is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning."
There are several models for inquiry-based learning, but in general, it tends to follow these five principal steps [4]:
-

Questioning
Planning and Predicting
Investigating
Recording and Reporting
Reflecting

All of these steps can take place within the Collaborative Learning stage of the Gradual
Release of Responsibility model and can occur over the duration of several days.

Questioning ignites the process. The process leads students to the application of knowledge:
Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different
levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied. [5]

But where do the context, framework and focus for questions fit into literacy?

ASKING ESSENTIAL QUESTIONS

When we ask essential questions, we deal with what is necessary, relevant, and indispensable to a matter at hand. We recognize what is at the heart
of the matter. Our thinking is grounded and disciplined. We are ready to learn. We are intellectually able to find our way about. [6]
Asking essential questions should, at a minimum, fulfill the following:
1. It should link directly to what students already know their prior knowledge and schema which can be activated through
MINDS ON or FRONTLOADING activities and discussions.
2. The question should arise from big ideas, be open-ended and broad enough that it can generate further questions by the students. It is
when they begin asking questions themselves, that they begin to own the learning and delve deeper into critical thinking.
Examples:

Science: Why does a stick of gum get smaller when you chew it?
Math: Can multiplication make things smaller?
History: Why do we fight wars?
Geography: How does the economy of a society depend on the geography of a region?
Literacy: Do stories need a beginning, middle and end?

Students are not permitted to answer

Yes or No. They must explain their
findings and subsequent understandings.

MATHEMATICS and the THREE-PART LESSON

The three-part lesson is an integral part of mathematics best practices. [7]
Posing essential questions in mathematics is relatively simple when using the three-part math lesson: the essential question initiates the inquiry
(problem-solving) which occurs in the collaboration part of the Working on it stage.

Before: Getting Started

Minds on
Activate Prior Knowledge
Pose Problems (Essential Questions)

Demonstration
Focus Lesson

During: Working on It
Collaborative Group Inquiry
Multiple Strategies
Various Findings

Guided Practice
Collaborative Learning

After: Consolidation and Practice

Non-Evaluative
Bansho (Annotating and Discussing Solutions)
Extract critical concepts and reinforce

Independent Practice
Independent Learning

Can the same be said of Literacy? We ask essential questions in literacy in order to prompt
critical thinking and further evaluative questioning. But do we need a three-part literacy
lesson in order to see this inquiry-based learning and collaboration happen?
The answer is both yes and no and depends on how much liberty is taken with the gradual
release continuum while still upholding the scaffolding process.
One way to keep inquiry at the forefront, yet still meet the requirements of
gradual release of responsibility is to use SHARED READING as both the
Working on it and the Consolidation stage.

If you think back to the gradual

release of responsibility, we can start
to see correlations between the
terminology in the three-part lesson
and the scaffolding process in
literacy.

SHARED READING
The following definitions are taken from the Ontario Ministry of Educations Guide to Effective Literacy Instruction: [8]

DEFINITION
Shared reading involves the students assuming some
responsibility for the reading of the text through active
participation and interaction on the part of both
students and teacher as they work together to make
meaning of the text.

THREE-PART LESSON PLACEMENT

Interactive task/activity based on a model

(2nd Stage)

The teacher encourages students to respond to the text

by contributing ideas related to a new strategy
throughout the reading.

Collaboration
(2nd Stage)

[It] is followed by a whole-group reflection in which the

students describe how they used the strategy and how it
helped them with their reading.

Consolidation / Reflection
(3rd Stage)

CONCLUSION
In essence, by stretching out Shared Reading to cover aspects of both the second and third stages of the three-part lesson, the approach can become
inquiry-based. In this manner, Shared Reading becomes the most crucial aspect of the gradual release model, facilitating both the collaborative piece
and the consolidation piece.
Consider the following framework in which the three-part lesson is superimposed over Reading and Writing (Reading and Writing Cross-Curricular
examples included):

The Three-Part Lesson in Literacy

MATHEMATICS

READING

Activate prior knowledge, engage students in the

problem task (game, whole class or small group
activity, read aloud, simpler/varied problem
task)

Activate prior knowledge, engage students in

the reading strategies introduced
(Read aloud, Think aloud, KWL, WIK/WINK,
Essential Questions, etc.)

WRITING

GETTING STARTED / MINDS ON

Activate prior knowledge, engage students in the
elements and traits introduced
(Write aloud, Think aloud, Story Map, etc.)

WORKING ON IT / ACTION
Problem solving task (partner, small group or
individually) encourage use of math tools and a
variety of strategies

Small Group / Interactive Task

(Essential Question researched and answered)
Encourage use of reading strategies
(Complete a task based on the model)

Small Group / Interactive Task

Encourage use of writing strategies
(Complete a task based on the model)

REFLECTING & CONNECTING / CONSOLIDATE & DEBRIEF

Shared Reading
Shared Writing
Sharing Student Solutions teacher
Students
share
their
findings,
annotated
by
the
Students
share their findings, annotated by the
annotates student work. Anticipate student
teacher.
teacher.
solutions/strategies here
Highlight & Summary teacher pulls out
Teacher shares a new text to make explicit the
Teacher and students create a new text to explicitly
strategies from student work, makes explicit
connection between strategies and student
demonstrate the connection between
the connection between strategies and
interactive work
elements/traits and student interactive work
records key learning (anchor chart, word
wall, success criteria)
Independent Practice students work
Independent Reading
Independent Writing
independently on similar task to consolidate Students work independently on a similar
Students work independently on a similar task
learning and practice application of new
task to consolidate learning and practice
to consolidate learning and practice application
application of new skills
of new skills
skills

Inquiry-based learning can still take place in the Literacy Block. The Getting Started / Minds On part of the lesson allows the teacher to activate prior
knowledge and prime students for the tasks that they will be undertaking. By restructuring the Shared Reading aspect of Balanced Literacy, students
work on tasks interactively and collaboratively before the teacher explicitly shares another text with them. This allows for students to explore the
concept first and bring their findings to the Shared Reading forum. The teacher can then build on what the students have discovered, leading them
through shared analysis of a new text towards independence.

Grade 8 Cross-Curricular Example

History (Confederation) embedded in Reading

READING

Sample

GETTING STARTED / MINDS ON

Activate prior knowledge, engage students in
the reading strategies introduced
(Read aloud, Think aloud, KWL, WIK/WINK,
Essential Questions, etc.)

1. A Country of our Own Dear Canada (Karleen Bradford)

2. An article or report on Confederation
Read a passage from the text that will engage the students in a discussion about Canadas
Confederation. Points to look for: reasons for Confederation, the Great Coalition, MacDonald, Cartier
and Brown

WORKING ON IT / ACTION
Small Group / Interactive Task
(Essential Question researched and answered)
Encourage use of reading strategies
(Complete a task based on the model)

Essential Question: Was the Great Coalition responsible for Canadas confederation?
Use the textbook, computer and other text resources to determine what the Great Coalition was, and
what its contributions were to Confederation

REFLECTING & CONNECTING /

CONSOLIDATE & DEBRIEF
Shared Reading
Students share their findings, annotated by the
teacher.
Teacher shares a new text to make explicit the
connection between strategies and student
interactive work

Independent Reading
Students work independently on a similar
task to consolidate learning and practice
application of new skills

Students share findings. Teacher annotates what is needed for the lesson.
1. Confederation and the West (Douglas Baldwin) pg 10-11 Political Deadlock
2. Canada Revisited pg 96 Reason 1
Shared Reading focus: Determining Important Ideas
Explicitly draw connections between student findings and the actions of the three Coalition leaders,
Macdonald, Cartier and Brown.

Independent Task: Memoir of a significant Canadian

- Sir John A. Macdonald, Sir George-tienne Cartier, George Brown
Independently research the information needed for a memoir of one of these prominent
Canadian politicians at the time of Confederation. (Since the end goal is a writing task; use the
strategy of determining important ideas to facilitate the research)
Opportunity for Guided Instruction with small group, focusing on further information in the
History textbook to assist them in determining the important ideas about the Great Coalition

Grade 8 Cross-Curricular Example

History (Confederation) embedded in Writing

WRITING

Sample

GETTING STARTED / MINDS ON

Activate prior knowledge, engage students in
the elements and traits introduced
(Write aloud, Think aloud, Story Map, etc.)

Teacher models the writing of a memoir for all students to see. Think aloud should involve the
elements and aspects of memoir that set it apart from autobiography plus references to any mentor
texts that have been introduced (ie: Boy, by Roald Dahl).

WORKING ON IT / ACTION
Small Group / Interactive Task
Encourage use of writing tools
(Complete a task based on the model)

Small Group Task: Using what youve seen in modeled reading, modeled writing, your prior knowledge
and any new information you discover (access computers, etc.), begin writing a memoir. Choose a
subject that you already know a lot about (ie: sports or music celebrity)

REFLECTING & CONNECTING /

CONSOLIDATE & DEBRIEF
Shared Writing
Students share their findings, annotated by the
teacher.
Teacher and students create a new text to
explicitly demonstrate the connection between
elements/traits and student interactive work

Shared Writing focus:

Students share excerpts from their memoirs. Teacher highlights and annotates the appropriate
elements from student samples. Once a list of criteria is established, teacher invites class to assist in
writing a new memoir together, keeping in mind the criteria

Independent Writing
Students work independently on a similar
task to consolidate learning and practice
application of new skills

Independent Task: Memoir of a significant Canadian

- Sir John A. Macdonald, Sir George-tienne Cartier, George Brown
- Use the research collected in Reading
Opportunity for Guided Instruction with small group, focusing on memoir writing, specifically
narrowing down the content and focusing on the emotional investment

References
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5.
6.
7.
8.

Pearson, P. D. and M. Gallagher. "The Instruction of Reading Comprehension." Contemporary Educational Psychology, 8. (1983): 317-344. Print.
Vygotsky, L. "Interaction Between Learning and Development." Mind and Society, (1978): 79-91. Print.
Fisher, Douglas, and Nancy Frey. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA:
Association for Supervision and Curriculum Development, 2008. Internet resource.
Ndtwt.org. "TWT: Inquiry-based Learning Strategy." 2002. Web. 5 Feb 2013.
Thirteen.org. "Inquiry-based Learning: Explanation." 1999. Web. 5 Feb 2013.
Elder, Linda and Richard Paul. "The Miniature Guide to the Art of Asking Essential Questions." Foundation for Critical Thinking, (2005): Print.
Literacy Numeracy Secretariat. "Communication in the Mathematics Classroom." Capacity Building Series, Special Ed. 13 (2010): Print.
Ministry of Education of Ontario. A Guide to Effective Literacy Instruction, Vol. 5, Queens Printer for Ontario, (2008)