The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.

1. The Inquiry Process Student Directed Learning Projects Sources: Independant Together, Strategies that Make a Difference

2. Why? To locate, manage, process, and share information within a multi-level class To develop an understanding of a unit or subject through multi-disciplinary learning To develop habits and attitudes of independent research To foster student independence and collaboration To differentiate for students at different levels To foster learning out of students’ natural inclination to question the world!

3. What is it? A learning process / way of teaching in which students take ownership in their learning. It teaches students how to manage information from a wide array of sources and seek out answers they genuinely want to find!

4. What is looks like: Posing questions and exploring ways to answer them Locating and managing information from various sources Processing and synthesizing findings Sharing findings on an ongoing basis, supporting each other for research Reflecting on and celebrating findings with a community audience.

5. Students will: Develop their own questions to guide their learning Survey their knowledge and others’ Research sources of information Synthesize new ideas Share their learning Assess their learning Inquiry Process

6. Teachers can: Direct the focus to a curriculum-based outcome or main idea Assist in finding sources / evaluating sources (websites, books, etc.) Observe learning styles and strengths Conference with students Assess independent research skills in students, as well as outcomes Inquiry Process

7. Step #1: Define the task: Students and teacher choose a project that is relevant to the questions kids have, or to the unit of study Activate and survey prior knowledge. Find gaps that need to be filled Focus the inquiry – find the questions that are the most meaningful to them. Inquiry Process

8. Step #2: Planning Students (with the help of teacher) make their initial written proposal that includes guiding questions and possible sources. Students also decide how their information would be best shared. Teachers can assist by helping them choose a medium. Inquiry Process

9. Step #3: Retrieving Information: Students need time to access the resources, assess their relevance, read and make judgments about the usefulness Students can also take notes. Teachers can help guide students or assess their ability to evaluate sources Inquiry Process

10. Step #4: Processing Information: Students need to compare information, synthesize ideas, and look for connections. Students will compile their information and revise and edit their notes. Inquiry Process

11. Step #5: Sharing Information: Students choose the appropriate form and audience for their information with the teacher’s help. Students will actually present what they learned to the class. If need be, the teacher can assess the class following the presentations for the outcomes covered. Inquiry Process

12. Self-assessment: Reflecting throughout should occur. Should include how well the did on process, content, and possible new goals May be done through checklists, learning logs, or journals. What went well? What should I change next time? How does this change my world view? Assessment

13. Teacher assessment: Gather data along the way using: Checklists Anecdotal notes Journals Discussions Conferences Teacher can formally assess their understanding of the outcome Conference with the student to discuss self-reflection and next goal. Assessment

14. Completely student-directed, cross-subject connected, and meaningful Teacher-directed outcome but question is up to the student Whole-class inquiry pursuing the same questions Whole-class inquiry with each group assuming different responsibilities Individual inquiry with group sharing Variations

15. Model for planning and operating guided inquiry and independent inquiry. Before (Activating) Preparing for learning, choosing a theme, asking questions, recording prior knowledge, selecting sources During (Acquiring) Gathering, processing, and recording information Focusing the Inquiry After (Applying) Planning to express learning Creating product Celebrating and Reflecting Four Column Planner

16. Teacher decides on the goal, curricular connections and outcomes. Decide which activities in the 3 steps should be Student Led, Teacher Led, or Shared. Allows the teacher to manipulate focus, assess particular outcomes, and see the big picture. Four Column Planner

20. Another model to follow when completing whole-class inquiry projects More teacher-directed, but allows students to create questions branching off from the teacher Good way to model inquiry off the start Allows the student to choose how to report their information Could be done as a class before splitting off and doing the Big Six, as well as after. Inquiry chart

22. A systemic approach to information problem-solving that can be easily applied to any information situation. Easy to follow and students like it! Common procedure followed in inquiry Developed to enhance a students’ information literacy The big six

25. Simplified model used with younger students or modified students. Beginning: What is my job? What do I need to find out to do my job? Where do I look for the information? Middle: Research information with graphic organizer for notes End: Final showcase and reflection The Super-Three

26. Mesopotamia and Early Egypt Sample Inquiry