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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