The inquiry process


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Slideshow presentation about PBL/Inquiry Process/Cooperative Learning.

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The inquiry process

  1. 1. The Inquiry Process Student Directed Learning Projects Sources: Independant Together, Strategies that Make a Difference
  2. 2. Why? <ul><li>To locate, manage, process, and share information within a multi-level class </li></ul><ul><li>To develop an understanding of a unit or subject through multi-disciplinary learning </li></ul><ul><li>To develop habits and attitudes of independent research </li></ul><ul><li>To foster student independence and collaboration </li></ul><ul><li>To differentiate for students at different levels </li></ul><ul><li>To foster learning out of students’ natural inclination to question the world! </li></ul>
  3. 3. What is it? <ul><li>A learning process / way of teaching in which students take ownership in their learning. It teaches students how to manage information from a wide array of sources and seek out answers they genuinely want to find! </li></ul>
  4. 4. What is looks like: <ul><li>Posing questions and exploring ways to answer them </li></ul><ul><li>Locating and managing information from various sources </li></ul><ul><li>Processing and synthesizing findings </li></ul><ul><li>Sharing findings on an ongoing basis, supporting each other for research </li></ul><ul><li>Reflecting on and celebrating findings with a community audience. </li></ul>
  5. 5. <ul><li>Students will: </li></ul><ul><ul><li>Develop their own questions to guide their learning </li></ul></ul><ul><ul><li>Survey their knowledge and others’ </li></ul></ul><ul><ul><li>Research sources of information </li></ul></ul><ul><ul><li>Synthesize new ideas </li></ul></ul><ul><ul><li>Share their learning </li></ul></ul><ul><ul><li>Assess their learning </li></ul></ul>Inquiry Process
  6. 6. <ul><li>Teachers can: </li></ul><ul><ul><li>Direct the focus to a curriculum-based outcome or main idea </li></ul></ul><ul><ul><li>Assist in finding sources / evaluating sources (websites, books, etc.) </li></ul></ul><ul><ul><li>Observe learning styles and strengths </li></ul></ul><ul><ul><li>Conference with students </li></ul></ul><ul><ul><li>Assess independent research skills in students, as well as outcomes </li></ul></ul>Inquiry Process
  7. 7. <ul><li>Step #1: Define the task: </li></ul><ul><li>Students and teacher choose a project that is relevant to the questions kids have, or to the unit of study </li></ul><ul><li>Activate and survey prior knowledge. Find gaps that need to be filled </li></ul><ul><li>Focus the inquiry – find the questions that are the most meaningful to them. </li></ul>Inquiry Process
  8. 8. <ul><li>Step #2: Planning </li></ul><ul><li>Students (with the help of teacher) make their initial written proposal that includes guiding questions and possible sources. </li></ul><ul><li>Students also decide how their information would be best shared. Teachers can assist by helping them choose a medium. </li></ul>Inquiry Process
  9. 9. <ul><li>Step #3: Retrieving Information: </li></ul><ul><li>Students need time to access the resources, assess their relevance, read and make judgments about the usefulness </li></ul><ul><li>Students can also take notes. </li></ul><ul><li>Teachers can help guide students or assess their ability to evaluate sources </li></ul>Inquiry Process
  10. 10. <ul><li>Step #4: Processing Information: </li></ul><ul><li>Students need to compare information, synthesize ideas, and look for connections. </li></ul><ul><li>Students will compile their information and revise and edit their notes. </li></ul>Inquiry Process
  11. 11. <ul><li>Step #5: Sharing Information: </li></ul><ul><li>Students choose the appropriate form and audience for their information with the teacher’s help. </li></ul><ul><li>Students will actually present what they learned to the class. </li></ul><ul><li>If need be, the teacher can assess the class following the presentations for the outcomes covered. </li></ul>Inquiry Process
  12. 12. <ul><li>Self-assessment: </li></ul><ul><li>Reflecting throughout should occur. </li></ul><ul><li>Should include how well the did on process, content, and possible new goals </li></ul><ul><li>May be done through checklists, learning logs, or journals. </li></ul><ul><li>What went well? What should I change next time? How does this change my world view? </li></ul>Assessment
  13. 13. <ul><li>Teacher assessment: </li></ul><ul><li>Gather data along the way using: </li></ul><ul><ul><li>Checklists </li></ul></ul><ul><ul><li>Anecdotal notes </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Discussions </li></ul></ul><ul><ul><li>Conferences </li></ul></ul><ul><li>Teacher can formally assess their understanding of the outcome </li></ul><ul><li>Conference with the student to discuss self-reflection and next goal. </li></ul>Assessment
  14. 14. <ul><li>Completely student-directed, cross-subject connected, and meaningful </li></ul><ul><li>Teacher-directed outcome but question is up to the student </li></ul><ul><li>Whole-class inquiry pursuing the same questions </li></ul><ul><li>Whole-class inquiry with each group assuming different responsibilities </li></ul><ul><li>Individual inquiry with group sharing </li></ul>Variations
  15. 15. <ul><li>Model for planning and operating guided inquiry and independent inquiry. </li></ul><ul><li>Before (Activating) </li></ul><ul><ul><ul><li>Preparing for learning, choosing a theme, asking questions, recording prior knowledge, selecting sources </li></ul></ul></ul><ul><ul><li>During (Acquiring) </li></ul></ul><ul><ul><ul><li>Gathering, processing, and recording information </li></ul></ul></ul><ul><ul><ul><li>Focusing the Inquiry </li></ul></ul></ul><ul><ul><li>After (Applying) </li></ul></ul><ul><ul><ul><li>Planning to express learning </li></ul></ul></ul><ul><ul><ul><li>Creating product </li></ul></ul></ul><ul><ul><ul><li>Celebrating and Reflecting </li></ul></ul></ul>Four Column Planner
  16. 16. <ul><li>Teacher decides on the goal, curricular connections and outcomes. </li></ul><ul><li>Decide which activities in the 3 steps should be Student Led, Teacher Led, or Shared. </li></ul><ul><li>Allows the teacher to manipulate focus, assess particular outcomes, and see the big picture. </li></ul>Four Column Planner
  17. 20. <ul><li>Another model to follow when completing whole-class inquiry projects </li></ul><ul><li>More teacher-directed, but allows students to create questions branching off from the teacher </li></ul><ul><li>Good way to model inquiry off the start </li></ul><ul><li>Allows the student to choose how to report their information </li></ul><ul><li>Could be done as a class before splitting off and doing the Big Six, as well as after. </li></ul>Inquiry chart
  18. 22. <ul><li>A systemic approach to information problem-solving that can be easily applied to any information situation. </li></ul><ul><li>Easy to follow and students like it! </li></ul><ul><li>Common procedure followed in inquiry </li></ul><ul><li>Developed to enhance a students’ information literacy </li></ul>The big six
  19. 25. <ul><li>Simplified model used with younger students or modified students. </li></ul><ul><li>Beginning: </li></ul><ul><ul><li>What is my job? </li></ul></ul><ul><ul><li>What do I need to find out to do my job? </li></ul></ul><ul><ul><li>Where do I look for the information? </li></ul></ul><ul><li>Middle: </li></ul><ul><ul><li>Research information with graphic organizer for notes </li></ul></ul><ul><li>End: </li></ul><ul><ul><li>Final showcase and reflection </li></ul></ul>The Super-Three
  20. 26. Mesopotamia and Early Egypt Sample Inquiry