The document outlines an instructional framework for guided inquiry in education, emphasizing the importance of preparing students with essential skills like critical thinking, collaboration, and adaptability for a technology-driven future. It discusses the role of inquiry-based learning in fostering deep understanding, engaging students in the research process, and developing lifelong learning capabilities. Additionally, it highlights the significance of guided inquiry as a structured approach to help students navigate complex information and build competence in a collaborative environment.

1. +
GUIDED INQUIRY
An Instructional Framework for Designing Effective
Inquiry Units
LYN HAY
Head of Professional Learning, Syba Academy &
Adjunct Lecturer, Charles Sturt University

2. +
Educating for the now & next
n How
to we educate our students to meet the high levels of
literacy in the technological workplace?
n How
do we prepare our students to navigate and make sense
of the global information environment?
n How
do we enable our students to draw on the knowledge
and wisdom of the past while using the technology of the
present to advance new discoveries for the future?
n How
do we prepare our students to think for themselves,
make good decisions, develop expertise, and learn through
life?
Many teachers are turning to inquiry learning in subjects
across the curriculum to meet the challenge of educating
their students for lifelong learning

3. +
Seven Survival Skills
as defined by business leaders in their own words
CRITICAL THINKING AND PROBLEM SOLVING
“The idea that a company’s senior leaders have all the answers and can solve problems by
themselves has gone completely by the wayside…The person who’s close to the work has to have
strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value,
don’t go in with preconceived ideas that you’re trying to prove.”
—Ellen Kumata, consultant to Fortune 200 companies
COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE
“The biggest problem we have in the company as a whole is finding people capable of exerting
leadership across the board…Our mantra is that you lead by influence, rather than authority.”
—Mark Chandler, Senior Vice President and General Counsel at Cisco
AGILITY AND ADAPTABILITY
“I’ve been here four years, and we’ve done fundamental reorganization every year because of
changes in the business…I can guarantee the job I hire someone to do will change or may not exist
in the future, so this is why adaptability and learning skills are more important than technical skills.”
—Clay Parker, President of Chemical Management Division of BOC Edwards
http://www.tonywagner.com/7-survival-skills

4. +
Seven Survival Skills
as defined by business leaders in their own words
INITIATIVE AND ENTREPRENEURSHIP
“For our production and crafts staff, the hourly workers, we need self-directed people…
who can find creative solutions to some very tough, challenging problems.”
—Mark Maddox, Human Resources Manager at Unilever Foods North America
EFFECTIVE ORAL AND WRITTEN COMMUNICATION
“The biggest skill people are missing is the ability to communicate: both written and oral
presentations. It’s a huge problem for us.”
—Annmarie Neal, Vice President for Talent Management at Cisco Systems
ACCESSING AND ANALYZING INFORMATION
“There is so much information available that it is almost too much, and if people aren’t
prepared to process the information effectively, it almost freezes them in their steps.”
—Mike Summers, Vice President for Global Talent Management at Dell
http://www.tonywagner.com/7-survival-skills

5. +
Visible Learning
Meta-analyses of educational
research shows that the most
significant impacts on student
learning & achievement are:
n role
of teacher and quality of
instruction
n developing
a supportive learning
environment
n engaging
students in discovery,
inquiry, thinking, metacognition
and knowledge building
(Ha%e,
2009)

6. +
Qualities not measured by most tests
https://sphotos-b.xx.fbcdn.net/hphotos-prn1/p480x480/293198_495527183803939_1792655796_n.png

7. +
Inquiry underpins 21C learning
n Critical
thinking & problem solving
expert thinking
n Communication
& collaboration
complex communicating
n Creativity
& innovation
applied imagination & invention

8. +
Digital literacy
n Information literacy
access information efficiently/effectively, evaluate information
critically/competently, use information accurately/creatively
n Media literacy
analyse media, ethically/legally access & use media, create media
products by effectively using media tools
n ICT literacy
use technology as a tool to research, organise, evaluate,
communicate, social networking, ethically/legally use technologies
www.21stcenturyskills.org

9. +
Life & career skills
n Flexibility & adaptability
adapt to varied roles/job responsibilities/schedules/ contexts,
understand, negotiate, balance diverse views/beliefs, find workable
solutions
n Initiative & self-direction
manage goals/time, work independently, be self-directed learners,
go beyond basic mastery, reflect critically on past experiences to
inform future progress
n
Social & cross-cultural interaction
know when to listen/when to speak, be respectful interacting with others,
work effectively in diverse teams, be open-minded to different ideas/values,
leverage social/cultural difference to create new ideas, innovate& improve
quality of own/groups’ work
www.21stcenturyskills.org

10. +
Life & career skills
n Productivity & accountability
manage projects, set/meet goals, deal with obstacles/pressures,
prioritise/plan/manage to achieve intended result, produce results
through multitasking, managing time effectively, respect/appreciate
team diversity
n Leadership & responsibility
project-based, studio model of work more prevalent now, guide &
lead others, use interpersonal/problem-solving skills to influence/
guide others towards a goal, inspire other to accomplish, lead by
example, selflessness, acting responsibly with interests of larger
community in mind
www.21stcenturyskills.org

11. +
The challenge: frame schooling around
questions developed and shaped by kids

12. +
Inquiry underpins disciplinary
thinking
Inquiry is interdisciplinary
Keri Smith (2008) How to be an explorer of the world. New York: Perigree

13. +
Inquiry moves beyond
fact finding

14. +
Inquiry moves beyond
just fact finding tasks
Raises
standard
of
research
assignments
to
higher
level
by:
§
§
§
§
§
§
Drawing on life experiences
Learning from a wide range of sources
Forming deep understanding
Gaining sense of accomplishment
Developing competence and expertise
Helps student consolidate learning across subject
areas

15. +
Inquiry learning
§ Is an approach to learning whereby students find and use a
variety of sources of information and ideas to increase their
understanding of a problem, topic or issue
§ It requires more than simply answering questions or getting a right
answer
§ It espouses investigation, exploration, search, quest, research,
pursuit and study
§ Inquiry does not stand alone; it engages, interests and challenges
students to connect their world within the curriculum
§ It is often an individual pursuit
§ Can be enhanced by being part of a community of learning
§ Without some guidance, inquiry learning can be daunting
§ Inquiry is not an add-on to the curriculum, it is a way of learning
content, skills and values within the curriculum through inquiry

16. +
Learning in the school library
Students
actively
engage
with
diverse
and
often
conflicting
sources
of
information
and
ideas
to
discover
new
ones,
to
build
new
understandings,
and
to
develop
personal
viewpoints
and
perspectives.
KNOWLEDGE
OUTCOME
-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐
It
is
underpinned
by
stimulating
encounters
with
information
–
encounters
which
capture
their
interest
and
attention,
and
which
motivate
and
direct
their
ongoing
inquiry.
INFORMATION
FOUNDATION
(Todd 2008)

17. + Information process models
See http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/docs/infoskills.pdf

18. The Big 6
§
a
6
step
problem-­‐solving
model
devised
to
support
students
when
dealing
with
informa7on
§
addresses
physical
and
cogni7ve
steps
§
very
popular
interna7onally
with
professional
support
material
incl.
Books,
newsle>er,
website,
conference
and
listserv
support
–
see
h>p://www.big6.com

19. +
Inquiry Research by Carol Kuhlthau
Information Seeking
Process (ISP)
Affective Domain &
Uncertainty Principle
Guided Inquiry

20. The Uncertainty Principle
§ a cognitive state
§ causes anxiety and lack of confidence
§ these affective symptoms can be
expected in the early stages of the ISP
“…uncertainty, confusion and frustration
are associated with vague, unclear
thoughts about a topic or question”

21. From Uncertainty to Understanding...
___________________________________________
uncertainty ------------- understanding
T vague
clear
F anxious
confident
A exploring
documenting
access ------------------- information
____________________________________________
3 levels of experience: thinking (cognitive)
feeling (affective)
acting (physical)

22. + ISP stages
n
Initiation: Research task is given to the students
n
Selection: Choice of topics within a curriculum theme
n
Exploration: Building background
knowledge, encountering many
perspectives
n
Formulation: Selection of focus
question
n
Collection: Accessing and using
complex information
n
Presentation: Presenting outcome of
research
n
Assessment: Reflection on
learning process and
learning outcomes

23.
Information Search Process
Tasks
Initiation Selection Exploration Formulation Collection Presentation Assessment
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion
(affective)
frustration
doubt
clarity
sense of
direction/
confidence
satisfaction or
disappointment
Thoughts vague----------------------------------------→focused
(cognitive)
---------------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical)
exploring
documenting
Zone of Intervention: the critical point / need for instruction
GUIDED INQUIRY
Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the 21st Century. Santa
Barbara, CA: Libraries Unlimited

24. + Inquiry-centred pedagogy & ISP
Students develop capacity to:
§ think beyond the immediate situation to consider the ‘big
picture’ before focusing on the detail (Exploration)
§ suspend judgment about a situation to consider
alternative pathways (Exploration)
§ pose insightful and purposeful questions (Formulation)
§ apply strategies to uncover meaning and make reasoned
judgments (Collection)
§ reflect on thinking, actions and processes (all stages,
Assessment)
(Todd, 2011)

25. + Inquiry-centred pedagogy & ISP
Students develop capacity to:
§ generate and develop ideas and possibilities (Collection)
§ analyse information logically and make reasoned
judgements (Collection)
§ evaluate ideas and create solutions and draw conclusions
(Collection)
§ assess the feasibility, possible risks and benefits in the
implementation of their ideas (Collection, Assessment)
§ create meaningful representations of their deep
knowledge (Presentation)
(Todd, 2011)

26. + The emotional rollercoaster
§ Very
dis7nc7ve
ebb
and
flow
of
emo7ons
following
the
demands
of
the
research
process
§ Construc7vist
approach
to
learning:
staged,
guided
§ Students
are
not
‘abandoned’
in
the
research
process
§ Focus
on
deep
learning,
competence,
mastery,
and
self
empowerment

27. Implications of Kuhlthau's ISP
n
Learning is an individual process, even
though the same information process model
is used
n
Knowledge is constructed based on past
experience
n
TLs & teachers must develop expertise in
dealing with individual student's affective
concerns when completing information tasks

28. What we now know....
n
No matter how many times we use an
information process, a certain level of
uncertainty will always affect student's
completion of information tasks when
encountering new or 'unique' information
n
TLs & teachers must employ a range of
strategies during learning process to assist
students to cope with the uncertainty
principle

29. +
Motivation & inspiration
http://www.inspirationstation.co.za/?page_id=112

30. Introducing Guided Inquiry....
“The
information
age
calls
for
transforming
schools
to
meet
new
challenges”
n Guided inquiry is a new learning and instructional
model
n Occurs in a collaborative learning environment led
by an instructional team
n Learning from a variety of sources
n Inquiry process for deep understanding 'unique'
information

31. +
Guided Inquiry...
“... is carefully planned, closely supervised
targeted intervention(s )of an instructional
team of school librarians and teachers to guide
students through curriculum based inquiry
units that build deep knowledge and deep
understanding of a curriculum topic, and
gradually lead towards independent learning.”
CISSL, Guided Inquiry (2009)
http://cissl.scils.rutgers.edu/guided_inquiry.html

32. +
Planning a guided
inquiry unit

33. +
GI stages of reflection &
intervention
Set
of
3
templates
for
monitoring
progress
in
the
Guided
Inquiry
process
can
be
downloaded
from
h>p://studentslearn.files.wordpress.com/2012/05/gi-­‐reflec7on-­‐
sheet-­‐templates.docx

34. +
Teaching a
Guided
Inquiry
Approach
Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012).
Guided inquiry design: A framework for inquiry in your
school. Santa Barbara, CA: Libraries Unlimited.

35.
Information Search Process
Tasks
Initiation Selection Exploration Formulation Collection Presentation Assessment
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion
(affective)
frustration
doubt
clarity
sense of
direction/
confidence
satisfaction or
disappointment
Thoughts vague----------------------------------------→focused
(cognitive)
---------------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical)
exploring
documenting
Zone of Intervention: the critical point / need for instruction
Open Immerse Explore Identify Gather Create Share Evaluate
Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the 21st Century. Santa
Barbara, CA: Libraries Unlimited

36. +
Teaching strategies for
Guided Inquiry
Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in
your school. Santa Barbara, CA: Libraries Unlimited.

37. This
phase
engages
students,
gets
them
excited
about
the
topic
/
curriculum
theme
they
will
be
exploring,
and
encourages
them
to
begin
thinking
about
how
the
inquiry
unit
connects
to
pre-­‐exis7ng
knowledge.
Students
develop
background
knowledge
about
the
research
topic
as
a
community
without
focusing
on
“too
much
detail.”
Get
the
BIG
picture
Students
explore
their
topic,
find
new
informa7on
and
consider
different
perspec7ves,
and
develop
sufficient
knowledge
to
move
forward
in
the
research
process.

38.
Students
choose
a
research
ques7on
and
focus
for
their
research.
Students
collect
detailed
informa7on
from
a
variety
of
sources.
They
evaluate
sources
and
record
key
ideas
from
the
sources.
They
take
detailed
notes
and
learn
how
to
organize,
quote,
and
use
informa7on
ethically.
Students
are
encouraged
to
go
beyond
lis7ng
a
collec7on
of
facts.
They
use
technology
tools
to
create
a
product
that
shows
what
they
have
learned

39. Students
have
the
opportunity
to
present
their
ideas
to
others.
They
communicate
what
they
have
learned
to
others
Students,
teachers
and
school
librarians
assess
the
learning
outcomes
and
reflect
on
what
needs
to
be
done

40. Use this GI model with your students
Source: Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.

41. GI unit design template for
teacher/TL teams
Download PDF version from http://wp.me/aryyn-dv

42. +
QUESTIONS?
LYN HAY
Head of Professional Learning, Syba Academy &
Adjunct Lecturer, Charles Sturt University