TheInquiry Process<br />
Are you following the <br />Inquiry Process?<br />
Remember that throughout the inquiry process you will be recording your learning story.<br /><ul><li>Snapshots of your lea...
Short, sharp and to the point.
Reflection on how you were learning, not what you were learning.  </li></li></ul><li>Choose an Area of Interest<br />1<br ...
How does this connect to our throughline?
Is this topic possible to investigate?
Who else might be interested in this?  or
Who could be my potential audience?</li></ul> <br />
Develop Questions to Guide Inquiry<br />2<br /><ul><li>Questions need to be broad, not questions that lead to one word ans...
Be selective, choose questions  that are important to your investigation.
Questions need to be connected  to the throughline and rich question.
Not too big and not too small.
Would this question be of interest to someone in the field?
Do you already know the answer to this question?</li></li></ul><li>Work  Sample<br />Developing good questions<br />
Developing Good <br />Questions<br />
STOPand THINK<br />3<br />Check your questions with your teacher.<br />THINK<br />
Finding Out<br />4<br /><ul><li>Use a variety of sources of investigation.
Use at least 2 or 3 sources.
For example – internet, excursions, people as experts, phone, skype, email, books, media, surveys, questionnaires, posters...
Make sure your resources are reliable and credible.</li></ul> <br />
Finding Out<br />Reading a book<br />
Finding Out<br />Guest Speakers<br />
Finding Out<br />Guest Speakers<br />
Finding Out <br />Researching    information<br />
Recording<br />5<br />Record what you find out using graphic organisers and tools such as . . . <br />Data chart<br />Mind...
Finding Out<br />and <br />Recording<br />
Recording<br />Information<br />
Recording Ideas<br />
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The Inquiry Process at Clairvaux

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In 2011 we developed an Inquiry process which we follow through each Inquiry unit of work.

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The Inquiry Process at Clairvaux

  1. 1. TheInquiry Process<br />
  2. 2. Are you following the <br />Inquiry Process?<br />
  3. 3. Remember that throughout the inquiry process you will be recording your learning story.<br /><ul><li>Snapshots of your learning at each stage.
  4. 4. Short, sharp and to the point.
  5. 5. Reflection on how you were learning, not what you were learning. </li></li></ul><li>Choose an Area of Interest<br />1<br /><ul><li>Why am I interested in this?
  6. 6. How does this connect to our throughline?
  7. 7. Is this topic possible to investigate?
  8. 8. Who else might be interested in this? or
  9. 9. Who could be my potential audience?</li></ul> <br />
  10. 10. Develop Questions to Guide Inquiry<br />2<br /><ul><li>Questions need to be broad, not questions that lead to one word answers.
  11. 11. Be selective, choose questions that are important to your investigation.
  12. 12. Questions need to be connected to the throughline and rich question.
  13. 13. Not too big and not too small.
  14. 14. Would this question be of interest to someone in the field?
  15. 15. Do you already know the answer to this question?</li></li></ul><li>Work Sample<br />Developing good questions<br />
  16. 16. Developing Good <br />Questions<br />
  17. 17. STOPand THINK<br />3<br />Check your questions with your teacher.<br />THINK<br />
  18. 18. Finding Out<br />4<br /><ul><li>Use a variety of sources of investigation.
  19. 19. Use at least 2 or 3 sources.
  20. 20. For example – internet, excursions, people as experts, phone, skype, email, books, media, surveys, questionnaires, posters, brochures etc.
  21. 21. Make sure your resources are reliable and credible.</li></ul> <br />
  22. 22. Finding Out<br />Reading a book<br />
  23. 23. Finding Out<br />Guest Speakers<br />
  24. 24. Finding Out<br />Guest Speakers<br />
  25. 25. Finding Out <br />Researching information<br />
  26. 26. Recording<br />5<br />Record what you find out using graphic organisers and tools such as . . . <br />Data chart<br />Mind Map<br />Y chart<br />Venn diagram<br />Fish bone chart<br />Cause and Effect chart<br />Cross Classification chart<br /> <br />
  27. 27. Finding Out<br />and <br />Recording<br />
  28. 28. Recording<br />Information<br />
  29. 29. Recording Ideas<br />
  30. 30. Using a Graphic Organiser to record<br />
  31. 31. Using a Graphic Organiser to record<br />
  32. 32. STOPand THINK<br />6<br />Reflect and refine questions <br />or direction.<br /><ul><li>Now I’ve done some investigating, are my questions leading me in the direction I want to go?
  33. 33. Have I found something else of interest I hadn’t thought of?
  34. 34. Have I been able to find information to help me find out what I want to know?</li></li></ul><li>STOP<br /> and <br />THINK<br />
  35. 35. STOP and THINK<br />Have you answered your Questions?<br />
  36. 36. Presenting Information<br />7<br />What Presentation method will allow me to showcase what I have found out? <br />Information Report,<br />3D model, Wiki/Blog,<br />Play/Drama, Booklet,<br />Brochure, PowerPoint<br />Movie, Photo Story,<br />Diary, Description,<br />Poster, Labelled Diagram,<br />Glogster, Museum Box,<br />Quiz, Photographs <br />and more . . . <br />
  37. 37. Working <br />on a Presentation<br />
  38. 38. Presenting <br />your <br />work<br />
  39. 39. Presenting <br />your <br />work<br />
  40. 40. Stop and Evaluate<br /><ul><li>What have I learned about myself </li></ul> as a learner?<br /><ul><li>What worked, what didn’t?
  41. 41. What would I change next time?
  42. 42. What inquiry goal can I set for my </li></ul> future learning?<br /><ul><li>How can I act on my learning and use what I know to make a difference? </li></ul> <br />8<br />
  43. 43. STOP <br />and EVALUATE <br />

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