2. Initial engagement: selection of an inquiry focus / question / topic
In the context of a language classroom you could use a recent
news story/ movie/ novel study as a springboard to help brainstorm
ideas for topics of interest.
Have an initial brainstorm on the topic, encouraging the students to
come up with as many original and unique questions as possible.
Include some of your own questions that you are genuinely excited
to answer.
Discuss as a class how you could answer the questions, and if
there are any questions that you can't answer yet – why? (Ex. Plot
based or there is not one definitive answer).
Utilizing the Student Inquiry Process:
Focus
3. Communicate findings, dialogue, go further, reflection
Have students choose the format for presentation that they believe
best demonstrates their learning (ie. Podcast, video, power point, etc.).
Along with having students present their findings, have them present
on their process – including what they could/would do better.
When students share their research findings, brainstorm as a class
where this information could lead. What could the implications be?
What would the next step for research be?
Share the curriculum with the students and discuss how the ideas
discussed could be reflected in the next unit you are covering. What
activities could happen to demonstrate learning?
Utilizing the Student Inquiry
Process: Share Learning
4. Utilizing the Student Inquiry
Process: Explore
Find out more and investigate
Look at the questions posed at the beginning of the process, what questions
have you answered? What has surprised you? What would you like to know
more about?
The students can reflect on their own personal growth through the inquiry and
when looking at what surprised them question why it surprised them.
The students can present their findings of their reflection to the class in a
variety of formats.
Students can have discussion groups regarding where they could take the
inquiry further.
5. Utilizing the Student Inquiry Process:
Analyze
Summarize /synthesize, draw conclusions, construct new learning
Have students examine their work up to this point and consider their
thought processes that moved them between each step. What worked
for them? What was more challenging?
Model for the students how you would think about your thought patterns,
as well as how to do this while reading/ researching.
Discuss with the students how they knew they had found a reliable
source of information and what to watch for during their next exploration.
6. Utilizing the Student Inquiry Process:
Analyze
Summarize /synthesize, draw conclusions, construct new learning
Have students examine their work up to this point and consider their
thought processes that moved them between each step. What worked
for them? What was more challenging?
Model for the students how you would think about your thought patterns,
as well as how to do this while reading/ researching.
Discuss with the students how they knew they had found a reliable
source of information and what to watch for during their next exploration.
