p. 1Inquiry Cycle GuideAdapted from the Kath Murdoch ModelTuning InWhat interests me about this? (Engage in the area of focus/Concepts/C.I./T.T.)What do I already know and believe? (Share prior knowledge and beliefs)What do the words/phrases in the C.I. mean? (Clarify language; “guess”, then find definitions)What do I want to know more about? What questions do I have? (Exercise curiosity)How could I find out more about this? (Brainstorm ways/sources to answer yourquestions)Finding Out What’s my Purpose? (This is the “Big Inquiry Question” to prove the C.I./Lines of Inquiry) What do I need to find out? (I need to create Supporting Questions (and connect them toConcepts) that will answer the Big Inquiry Question & then create Research Questions thatwill answer the Supporting Questions) How will I find out? (Resources, e.g., engaging w/ experts, interviews, film, observations) What type of evidence will I collect? (E.g., notes, recordings, photographs) What is my plan for finding out information? (Student Inquiry Planner) Investigate.Sorting OutHow will I organize what I have learned so far? (E.g., Use a graphic organizer to put theinformation in order using criteria that will help you make meaning out of it)How will I analyze what I have learned so far? (Break down information into parts andcarefully/thoroughly examine the key information. Possible questions: How can I separate theinfo into categories? Is any info similar? Does any info connect with other info? What info isrelevant to my supporting/research questions? What parts support my answers? How does itrelate to what else I know? What parts do not support my inquiry? Does it raise any newquestions? What meaning can I make of this data? Are there key words that help me understandbetter? Are there patterns to the info?)How well did I find out?-Do I have enough information to answer my supporting questions?-Do I have the right information?-Can I answer my Research Questions, Supporting Questions, & the Big Inquiry Question?How will I share what I have learned so far? (I.e., What are we learning? How will Icommunicate that?)
p. 2Do I need more questions?T.T. = Transdisciplinary Theme; C.I. = Central Idea; Sources: Kath Murdoch Inquiry Cycle; Focus on Inquiry, Jeni Wilson and Lesley Wing Jan, 2009; & Pauline Doolette-Cox; Updated 1/30/13Inquiry Cycle Guide (cont.)Adapted from the Kath Murdoch ModelGoing Further (an independent inquiry)What else would I like to learn? Why?How is this linked to the B.I.Q., C.I., and/or T.T.?When I revisit old questions, what do I notice?What are my new questions? How will I find out? (Plan)Find Out.Drawing Conclusions (stating understandings) What have I learned? (Synthesize/bring it all together) What do I now think and know? What is the main point I want to make? How can I generalize what I have learned?(As if I were in a discussion explaining myfindings to someone) What connections can I make?-to the Supporting Questions/Lines of Inquiry-to the Big Inquiry Question/Purpose-to the Concepts (understanding)-to the Central Idea and the Transdisciplinary Theme-to new or developed skillsTaking Action (Choose Act Reflect)What choices will I make as a result of what I’ve learned? What have I learned that Ican use elsewhere? (Choose to Act)What should I do now? (My Plan to Act)Take action. (Act)How did this action come about voluntarily as a result of the inquiry/learning process?How did my actions make a difference in and to the world? (E.g., to self, family,classroom, hallways, playground, city, country, and/or planet)Did I witness an outcome? (Reflect on these Actions)Reflecting What, How and Why has learning come about?
p. 3 What did I learn about this topic? Most significant? Most interesting? What did I learn about myself?T.T. = Transdisciplinary Theme; C.I. = Central Idea; Sources: Kath Murdoch Inquiry Cycle; Focus on Inquiry, Jeni Wilson and Lesley Wing Jan, 2009; & Pauline Doolette-Cox; Updated 1/30/13