Discuss how their inquiry followed this process. Give them a chance to explore.
Discuss what tools/skills are present in everyday life for inquiry. Possible features could include:Parker, Appendix 2: Questions Interest A way of Being Listening/guiding Resources Thinking/learning
Discuss what this looks like. Ten principles of inquiry-based classrooms taken from Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels (2009).
Inquiry based learning
Inquiry Based Instruction<br /> Culture of Inquiry<br />Kimberly Scheideman<br />
My Summer Inquiry Project<br />Dinner<br />We have always loved the lobster dinners, and never had one of our own. We decided to plan a lobster feast and needed to figure out where we could purchase them from, who we would involve, and how to cook them.<br />
More summer inquiry<br />Building a Shed<br />We needed a shed where we camp. We needed to plan what we were building, how to build it, materials needed, how to meet the requirements of the campground regulations, and who would be involved.<br />
Inquiry in our lives<br />How was inquiry part of your life this summer?<br />
Your Inquiry Process<br />Planning<br />Retrieving<br />Processing<br />Creating<br />Sharing<br />Evaluating<br />How long did you spend in each phase?<br />What skills did you use?<br />
Planning<br />Topic: Sandcastle Building Contest<br />Area for inquiry: What to build<br />Possible Information Sources: Peers, parents, stores, flyers<br />Criteria: Past experiences<br />Time frame: Since last summer<br />
Retrieving<br />Planned to get the brochure about the event<br />Decided on a theme<br />Gathered sand toys and decorations<br />Decided who was going to do what<br />Time frame: 1 week<br />
Processing<br />Focus was to win<br />Checked out the competition to make sure their plan was superior<br />Judged the competition for advantages/ disadvantages<br />Tweaked plan<br />Time frame: 2 hours<br />
Creating<br />Organized tools<br />Began creating their sand castle<br />Made revisions for things that were not working to plan (i.e. Moat)<br />Improvised to enhance<br />Time frame: 45 minutes<br />
Sharing<br />Presented their sand castle to the judges<br />Walked around and looked at other sand castles<br />Were respectful of all participants<br />Learned new ways of building sand castles<br />Time frame: 15 minutes<br />
Evaluating<br />Did not win, but got a lollipop instead<br />Evaluated the possible reasons they did not win<br />Planned what they were going to do differently next year<br />Time frame: Until next summer’s competition<br />
What does a Culture of Inquirylook like?<br />
Classroom Culture of Inquiry<br />Passion, curiosity, and fun<br />Engaging Environment<br />Take action<br />Great Resources<br />Differentiated Instruction<br />Teaching Language<br />Authenticity and Relevance<br />Purpose<br />Big Ideas<br />Harvey, S., & Daniels, H. (2009)<br />
Planning for Inquiry<br />*Kuhltau, C. C., Maniotes, L. K., & Caspari, A. K., 2007<br />
Resources<br />Alberta Learning. (2004). Focus on inquiry: A teacher's guide to implementing inquiry-based learning. Edmonton, Alberta, Canada: Retrieved from http://www.education.alberta.ca/media/313361/focusoninquiry.pdf<br />Harvey, S., & Daniels, H. (2009). Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann. <br />Parker, D. (2007). In Graham B. (Ed.), Planning for inquiry: It's not an oxymoron!. Urbana, Illinois: National Council of Teachers of English. <br />
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