A+Critical+Inquiry+Stance

=**A Critical Inquiry Stance **=

__Critical Response Protocol (CRP) __
 * 1) Invite students to engage critical inquiry by asking them to create open-ended questions based on, feeling, remembering, noticing, wondering, and learning about texts, images, phenomena, or experiences. Example: Students ask each other "What are you noticing?" Use follow-up clarifying question: "What did you see that makes you say that?"
 * 2) Ask students to make connections to their own lives and prior knowledge by asking "What does it remind you of?"
 * 3) Identify emotions, and build community, and empower learners by asking "How do you feel?" Further introspection questions could include, "What questions does the text raise for you?" "What did you learn?"


 * When using these types of questions students "defer judgments while collaboratively constructing knowledge through critical inquiry" (p.28).
 * They learn there is no "right" or "wrong" as they hear other students giving a variety of answers and seeing the teacher consider all to be valid
 * Questions can be used to think further about a topic or issue, and once answers are generated these answers must be used to discover further issues and possibly develop solutions for problems
 * Use to analyze and dramatize current events, spark debate
 * Reach agreement on a broad inquiry question, to avoid unproductive arguments, such as "What might different people do to stop the killing Darfur?"

__Adopting a Critical Inquiry Stance __
 * "Using Question-asking as a critical literacy tool, as with, CRP, involves adopting a stance of not only posing questions, but also identifying specific problems, and entertaining possible solutions" (p.30).
 * Can empower students as they discover the feelings, opinions, thoughts, and concerns are similar

__Organizing a Critical Inquiry Curriculum __ To implement a critical inquiry classroom, teachers use the following activities:
 * 1) Identify important issues currently involving the community, school, world, etc. Or in an interesting text
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Create specific questions which drive inquiry related to tensions/ contradictions. Reasons for problems, how issues/problems are represented, possible resolutions, reasons why these resolutions may/may not work
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gather information, data, or visual documentation to address these questions
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Synthesize and present the issue to those coping with the issues as well as peer and teachers.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflect on what was learned about the topic as well as the values and challenges of critical inquiry
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Questions invite students to engage in critical thinking, perspective taking, and analysis


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Answer whether a problem is good or bad, why, what other effects exist as a result of it

References for this page:

Beach, R., Campano, G., Edmiston, B. & Borgmann, M. (2010). //Literacy Tools in the Classroom: Teaching// //Through Critical Inquiry, Grades 5-12.// New York, NY: Teachers College Press. Pages- 27-33.