This is the slide deck from a webinar on Inquiry Circles within Guided Inquiry Design from April 28, 2015. Link to a free archive to the webinar is on the first slide.

1. Inquiry
Circles:
Learning
through
Collabora6on
Presented
by
Leslie
Maniotes,
PhD
Co-­‐Author
of
Guided
Inquiry:
Learning
in
the
21st
Century
&
Guided
Inquiry
Design:
A
Framework
for
Inquiry
in
Your
School
TwiJer
@lesliemaniotes
GID
Forum
-­‐
hJp://guidedinquirydesign.vbulle6n.net
hJp://www.instantpresenter.com/edwebnet/EB55D687814B
Presented
in
webinar
format
to
the
EdWeb
Community
through
ABC-­‐CLIO.
April
28,
2015

2. Guided
Inquiry
Webinar
Series
• Guided
Inquiry
Design:
Inquiry
and
21st
Century
Literacy
Skills
• Tools
for
Guided
Inquiry
• Guided
Inquiry
Design
and
the
Common
Core
• Research
with
Rigor
• Off
to
a
Great
Start!:
5
Strategies
for
Opening
Guided
Inquiry
units

4. Carol Collier Kuhlthau Information
Search Process Rutgers University
Model of the Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation
----------------------------------------------------------------------------------------------------------------------------------------------------→
Feelings uncertainly optimism confusion clarity sense of satisfaction or
(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague-------------------------------------→focused
(cognitive) -----------------------------------------------→
increased interest
Actions seeking relevant information----------------------------→seeking pertinent information
(physical) exploring documenting
hJps://comminfo.rutgers.edu/~kuhlthau/informa6on_search_process.htm

5. 6 C’s Intervention Strategies for Guiding Inquiry
1. Collaborate Students work jointly with others, co-construct ideas.
2. Converse Students talk to each other and the instructional team
about ideas to construct understandings, gain clarity and
create further questions
3. Continue Students learn to develop understanding over a period of
time, develop stamina for inquiry
4. Choose Students select what is interesting and pertinent
5. Chart Students visualize connections between ideas using pictures,
timelines, and graphic organizers.
Students use charts for decision making in inquiry
See themes, make comparisons, synthesize information
6. Compose Students compose as a thinking tool, all the way along not
just for the end product
GI,
p.137,
GI
Design,
p.
37
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY

6. Inquiry
tools
=
a
system
to
guide
student
learning
through
inquiry
by
using
the
strategies
of
6
C’s
!
Inquiry Community
(Large Group)
Inquiry Circle
(small groups)
Inquiry Journal
(individual)
Inquiry Chart Inquiry Log
Fig.
3.3
Page
47
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY
DESIGN
hJp://icahtoolkit.wordpress.com

7. Inquiry
Tools
Embedded
Strategies
for
Inquiry
(GID,
Fig
3.2,
p.
40)
Inquiry
CommuniDes
for
collaboraDng
An
inquiry
community
is
a
collabora6ve
environment
where
students
learn
with
each
other
in
a
large
group.
Inquiry
Circles
for
conversing
Inquiry
circles
are
small
groups
organized
for
conversa6ons
about
interes6ng
ideas,
meaningful
ques6ons
and
emerging
insights.
Inquiry
Journals
for
composing
Inquiry
journals
are
a
rou6ne
structure
in
Guided
Inquiry.
In
journals
students
compose
independent
reflec6ons
and
construct
new
meaning
throughout
the
inquiry
process.
Students
complete
tasks
in
the
journal
to
bring
to
the
inquiry
circle
collabora6ons
and
discussions.
Inquiry
Logs
for
choosing
Inquiry
logs
provide
a
way
for
keeping
track
of
the
quality
sources
that
are
chosen
as
useful
for
addressing
an
inquiry
ques6on.
Logs
track
student
decision
making
through
the
process.
Inquiry
Charts
for
charDng
Inquiry
charts
enable
visualizing
ideas
and
organizing
to
make
decisions,
synthesize
ideas
and
create
in
the
inquiry
process.
Inquiry
Tools
for
conDnuing
All
of
the
inquiry
tools
are
used
for
con6nuing
and
sustaining
the
inquiry
process
to
comple6on.
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY

8. 6
C’s
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY

9. !
Inquiry Community
(Large Group)
Inquiry Circle
(small groups)
Inquiry Journal
(individual)
Inquiry Chart Inquiry Log
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY
All
tools
set
within
the
social
context
of
a
group
of
people
in
an
inquiry
community

10. Inquiry
tools
help
us
focus
on
learning
Students
use
the
inquiry
tools
to
help
them
engage
deeply
and
to
reflect
on
how
they
are
learning.
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY

11. Inquiry
tools
as
Assessments
Learning
Assessment
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY

12. Structures
for
Gathering
Data
in
Inquiry
Inquiry
Journal
• Data
on
process
and
content
Inquiry
Circles
• Data
on
collabora6on
and
sharing
Inquiry
Log
• Data
on
sources,
reading,
organizing
informa6on
Inquiry
Chart
• Data
on
decision
making
and
synthesizing
ideas
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY

13. Peer
to
Peer
Conversa6on
&
Collabora6on
through
Inquiry
Inquiry
Circles
(Small
Groups)

14. Learning
Teams
&
Student
Learning
Goals
Informa6on
Literacy-­‐
Librarian
Literacy-­‐ELA-­‐
Classroom
teacher
Social
Skills-­‐
All
Learning
How
to
Learn-­‐
All
Content
–
Content
Area
teacher
Standards
based

15. CONNECTION
to
AASL
Standards
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY
Inquiry
Circles
used
to
prac6ce
and
assess
AASL
Standard
3
through
a
Guided
Inquiry
unit

16.
AASL
Standard
3
Share
knowledge
and
parDcipate
ethically…
3.1.2
Par6cipate
and
collaborate
as
members
of
a
social
and
intellectual
network
of
learners
3.2.1
Demonstrate
leadership
and
confidence
by
presen6ng
ideas
to
others
in
both
formal
and
informal
situa6ons
3.2.2
Show
social
responsibility
by
par6cipa6ng
ac6vely
with
others
in
learning
situa6ons
and
by
contribu6ng
ques6ons
and
ideas
during
group
discussions.
3.2.2
Demonstrate
teamwork
by
working
produc6vely
with
others
3.3.1
Solicit
and
respect
diverse
perspec6ves
while
searching
for
informa6on,
collabora6ng
with
others,
and
par6cipa6ng
as
a
member
of
the
community
3.4.3
Assess
own
ability
to
work
with
others
in
a
group
senng
by
evalua6ng
varied
roles,
leadership,
and
demonstra6ons
of
respect
for
other
viewpoints.
AASL
Standards

17. Social
Learning
Social
Learning
ObjecDve
AASL
Standards
Inquiry
Tool
Students
will
be
able
to
par6cipate
and
collaborate
to
learn
in
small
groups.
INDICATORS
• Par6cipa6on
• Contribu6ons
• Respect
different
ideas
• Seek
a
variety
of
views
• Self
Assessment
of
• Leadership
• Roles
• Respect
for
ideas
3.1.2
Par6cipate
and
collaborate
as
members
of
a
social
and
intellectual
network
of
learners
3.2.2
Show
social
responsibility
by
par6cipa6ng
ac6vely
with
others
in
learning
situa6ons
and
by
contribu6ng
ques6ons
and
ideas
during
group
discussions.
3.3.2
Respect
the
differing
interests
and
experiences
of
others,
and
seek
a
variety
of
viewpoints
3.4.3
Assess
own
ability
to
work
with
others
in
a
group
senng
by
evalua6ng
varied
roles,
leadership,
and
demonstra6ons
of
respect
for
other
viewpoints
Inquiry
Circles
Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY

18. Literacy
Student
Learning
Goals
Informa6on
Literacy-­‐
Librarian
Literacy-­‐ELA-­‐
Classroom
teacher
Social
Skills-­‐
All
Learning
How
to
Learn-­‐
All
Content
–
Content
Area
teacher
Standards
based

19. CCSS
6th
Grade
Speaking/Listening
• CCSS.ELA-­‐LITERACY.SL.6.1
• Engage
effec6vely
in
a
range
of
collabora6ve
discussions
(one-­‐on-­‐one,
in
groups,
and
teacher-­‐led)
with
diverse
partners
on
grade
6
topics,
texts,
and
issues,
building
on
others'
ideas
and
expressing
their
own
clearly.
• CCSS.ELA-­‐LITERACY.SL.6.1.A
• Come
to
discussions
prepared,
having
read
or
studied
required
material;
explicitly
draw
on
that
prepara6on
by
referring
to
evidence
on
the
topic,
text,
or
issue
to
probe
and
reflect
on
ideas
under
discussion.
• CCSS.ELA-­‐LITERACY.SL.6.1.B
• Follow
rules
for
collegial
discussions,
set
specific
goals
and
deadlines,
and
define
individual
roles
as
needed.
• CCSS.ELA-­‐LITERACY.SL.6.1.C
• Pose
and
respond
to
specific
ques6ons
with
elabora6on
and
detail
by
making
comments
that
contribute
to
the
topic,
text,
or
issue
under
discussion.
• CCSS.ELA-­‐LITERACY.SL.6.1.D
• Review
the
key
ideas
expressed
and
demonstrate
understanding
of
mul6ple
perspec6ves
through
reflec6on
and
paraphrasing.

20. CCSS
6th
grade
ELA
Speaking
&
Listening
• CCSS.ELA-­‐LITERACY.SL.6.2
• Interpret
informa6on
presented
in
diverse
media
and
formats
(e.g.,
visually,
quan6ta6vely,
orally)
and
explain
how
it
contributes
to
a
topic,
text,
or
issue
under
study.
• CCSS.ELA-­‐LITERACY.SL.6.3
• Delineate
a
speaker's
argument
and
specific
claims,
dis6nguishing
claims
that
are
supported
by
reasons
and
evidence
from
claims
that
are
not.

21. 6th
Grade
CCSS
Speaking/Listening
Standards
based
Criteria
• Preparedness
for
conversa6on
• Make
reference
to
readings
in
the
conversa6on
• Use
probing
ques6ons
to
get
more
informa6on
from
peers
• Elaborate
on
ideas
using
detail
• Evaluate
peer
contribu6ons
based
on
the
evidence
they
provide
to
back
their
claims
• Review
key
ideas
• Follow
collegial
conversa6on
guidelines
• Set
goals
for
work
and
define
roles

22. Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY
DESIGN:
A
framework
for
inquiry
in
your
school.
2012

23. Inquiry
Circles
begin
in
Immerse/Explore
• Begin
to
see
personal
interests
arise
• Students
talk
in
small
groups
about
what
they
are
find
interes6ng
• Get
a
broader
perspec6ve
from
peers
• Communicate
the
learning
back
to
the
large
group
Small
Group
Discussions
23
From
Guided
Inquiry:
Learning
in
the
21st
Century
by
Carol
C.
Kuhlthau,
Leslie
K.
Maniotes
&
Ann
K.
Caspari.
Santa
Barbara,
CA:
Libraries
Unlimited
Copyright
©
2007.
Pages
43-­‐45.

24. Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY
DESIGN:
A
framework
for
inquiry
in
your
school.
2012
Mixed
groups
Student
Choice
Interests
Friend
Groups
Learning
needs
Based
on

25. Inquiry
Circles
pp.
43-­‐45
Fact
Checker
Connector
Messenger
Ques6oner
Note
Taker
Source
Evaluator
Students
learn
and
prac6ce
strategies
for
informa6on
literacy,
collabora6on
and
conversa6on
&
self
direc6on
as
they
work
in
small
groups.
Sample
Inquiry
Circle
Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st Century. Libraries
Unlimited.
Same
texts/Different
texts
Modeling
expecta6ons
Conversa6on
and
contribu6ons
Info
literacy
goals
Strategies
for
instruc6on

26. Kuhlthau,
C.,
Maniotes,
L.,
Caspari,
A.
GUIDED
INQUIRY
DESIGN:
A
framework
for
inquiry
in
your
school.
2012
Groups
shiQ
Organize
based
on
topic

27. Inquiry
Circles
in
GATHER
pp.
43-­‐45
Students
learn
specific
strategies
for
informa6on
literacy.
Prac6ce
collabora6ng
&
conversa6on
Determine
roles
for
group
work
Use
self
direc6on
to
prepare
for
mee6ngs
as
they
work
in
small
groups
on
iden6fied
topics.
#2
#1
#3
27

28. Work
Cycle
for
Inquiry
Circles
from
Gather
to
Share
• Prepare
for
mee6ng
Meet
• Prepare
for
mee6ng
Meet
• Prepare
for
mee6ng
Meet
Kuhlthau,
C.C.,
Maniotes,
L.K.
&
Caspari,
A.K.
(2007).
Guided
Inquiry:
Learning
in
the
21st
Century.
Libraries
Unlimited.

29. Inquiry
Circle
Jobs
pp.
43-­‐45
Fact
Checker
Connector
Messenger
Ques6oner
Note
Taker
Source
Evaluator
Sample
Inquiry
Circle
Jobs
Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st Century. Libraries
Unlimited.

30. Inquiry
Circle
Jobs
-­‐
Gradual
Release
Sample
Jobs
Work
Word
hunter
Finds
key
words
and
vocabulary
and
defines
Messenger
Summarizes
big
ideas
and
key
ideas
Query
Master
Raises
Ques6ons
Connector
Makes
connec6ons
to
text,
self,
world
Interpreter
Asks,”What
does
it
mean?”
“Why
is
this
important?”
Image
Maker
Creates
a
visual
for
the
ideas
Evaluator
Evaluates
source
1.
Give
students
prac6ce
genng
to
know
each
job
and
the
expecta6on
for
each
role.
2.
Then
hold
them
accountable
to
each
of
these
in
prepara6on
for
mee6ngs.

31. Jobs
in
Gather
Phase
Source
&
Evalua6on
Fact
Checker
Note
Taker
Ques6ons

32. Assessments
of
AASL
S3
Outcomes
Observable INDICATORS for engagement
• Participation
• Contributions
• Respect different ideas
• Seek a variety of views
• Self Assessment of
• Leadership
• Roles
• Respect for ideas

33. Assessments
of
CCSS
S&L
Outcomes
• Preparedness
for
conversa6on
• Make
reference
to
readings
in
the
conversa6on
• Use
probing
ques6ons
to
get
more
informa6on
from
peers
• Elaborate
on
ideas
using
detail
• Evaluate
peer
contribu6ons
based
on
the
evidence
they
provide
to
back
their
claims
• Review
key
ideas
• Follow
collegial
conversa6on
guidelines
• Set
goals
for
work
and
define
roles

34. Assessments
of
learning
• Student work- notes in preparation for the
inquiry circle meeting
• Exit slips to Inquiry Circle meeting time
• Self Reflection forms on participation
• Rate themselves and group members
based on participation (on a specific
standard)

35. Q
&
A