SHARED INQUIRY APPROACH / THE EFFECT OF SHARED INQUIRY APPROACH IN TEACHING (READING) SKILL ON NARRATIVE TEXT AT SMP/SMA

 SHARED INQUIRY APPROACH

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH SHARED INQUIRY APPROACH  AT SMP/SMA

2          THE EFFECT OF SHARED INQUIRY APPROACH  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF SHARED INQUIRY APPROACH  IN TEACHING (READING)  ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS (READING)  ABILITY BY USING SHARED INQUIRY APPROACH  IN NARRATIVE TEXT AT THE SMP/SMA

The Shared Inquiry Approach is one way for a teacher to lead a deep discussion into a work of literature. It is best done with a group of eight to ten students, to maximize participation, but allow for a diversity of ideas.

The Shared Inquiry technique can motivate really inspired discussions in classrooms. When students read a provocative text, are asked real questions (questions to which the teacher does not already have a “right” answer in mind), are invited to offer different answers and to debate each other—then deep thinking often ensues. Even when the teacher does not use all of the steps to the methods as outlined below, aspects of the Shared Inquiry approach can improve classroom discussions

ACTIVITY: 

·         Step 1: Choose a work that encourages discussion. Before the discussion takes place, the teacher has chosen a work or part of a work that encourages discussion. Such a work should lend itself to more than one interpretation (not all works do this well) and raise interesting issues. Folk stories often meet these criteria surprisingly well. 

·         Step 2: Have the students read the material. The teacher makes sure that all of the students have read the material carefully. It is preferable if the students read the material twice before discussing it—or that they read it using the Directed Reading Activity of Directed Reading-Thinking Activity described ealier. 

·         Step 3: Prepare questions for discussion. The teacher prepares four or five discussion questions. These should be what Great Books calls Interpretive Questions, and they have three criteria:  

1.      They are real questions: the sort of question one might ask a friend, as you walk together, about a provocative movie. 

2.      They have more than one defensible answer. (This criterion invites debate. If it is not met, the discussion won’t be a discussion, but a read-my-mind exercise).

3.      They must lead the discussion into the text. A question like, “Why was the giant’s wife kinder to Jack than his own mother was?” leads the students to talk about what is in the text first, even though they may then comment on what they know from experience. A question like, “Have you ever done anything as brave as Jack?” leads the discussion away from the text and out into twenty-five different directions.

·         Step 4: Share a Question. The teacher writes the first question on the chalk board for all of the students to answer. 

·         Step 5: The students consider the question and write down their answers. The teacher asks the students to think about the question, and then briefly write down their answers. (If the students are so young that writing answers is laborious, the teacher can say he will count to 60 before he calls on anyone, so they should be thinking about their answers for all of that time). 

·         Step 6: The teacher elicits answers from the students. As the teacher invites students to answer she may encourage reluctant speakers to read what they wrote. She provokes debate between students, pointing out differences in what they say and asking those and other students to expand on the differences. She may press students to support their ideas with references to the text or to restate ideas more clearly. She does not, however, correct a student or in any way suggest that any one answer is right or wrong. Finally, the teacher does not offer her own answer to the question.

·         Step 7: The teacher keeps a seating chart. A seating chart is a list of the students’ names with a brief version of each student’s answer. The teacher uses the seating chart to convey respect for the students’ thoughts, to slow down the conversation, to keep a record of what has been said, to make note of who has participated and who has not. 

·         Step 8: The teacher summarizes the discussion. When discussion of a question seems to have run its course, the teacher reads aloud her summaries of the students' comments. Then the teacher or one of the students makes a summary of the discussion of that question.  

·         Step 9: The teacher asks more questions. The teacher may write another question on the chalk board and proceed as before. But at the teacher’s option, once the discussion gets going, she follows the students’ lead and continues to discuss the issues and questions they raise.

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