This document describes a classroom activity for developing sensory writing. Students are given a folded writing organizer to guide them through the writing process. First, they brainstorm details about the topic using their five senses. They then outline an introduction, body paragraphs, and conclusion, developing "hooks" for each section. Students draft their writing based on the outline. They then review and revise their work before publishing. The goal is to help students turn basic words into more descriptive, powerful language through a structured sensory writing exercise.

1. A WRITER’S TOOLBOX
Trinkets From My Writing Workshop
By Jenny Shotts

2. WEEKLY ROUTINES
MONDAY BIG WORDS--Use Letter Tiles To Create 1,2, 3+ Syllable
Words From The Weekly Letters.
TUESDAY ROOTS TO SHOOTS--Etymology, Embellishment
Power Words, $$ Words, AKA Adjectives!
WEDNESDAY WORD GAMES--Waker Uppers With Student
Created Word Searches And Crosswords, Scrabble, Boggle, IPod &
Online Word Games.
THURSDAY THEMES--Comprehension Quizzles, CLOZE, Daily
Oral Language, Rhymes, Research...
FRIDAY HUDDLE--Student-Led Big Word Conference At The
Whiteboard.

3. BIG WORD ORGANIZED
;2<&3!=================================!!!!!!!!.20&3!====================
(#>!+517!,1>24#?&1
STUDENTS: !"#$!%&&'$!()*!+,-.!/&00&1$!21&3 FRIDAYS:
Use your Mondays Record new to you
Waker Upper time to prefixes (beginnings)
)!450#6&7!0"&$&!%517!8210$3!
rhymes suffixes (endings)
words at Huddle
find word parts. Put in on your sheet.
your take home folder. Save the
)!450#6&7!0"&$&!098&$!5:!%517$3! BIG WORD
FAMILIES: 1-syllable words 2-syllable words 3+ syllable words
(if you know it)
Use Scrabble Tiles or until the end.
Cutout Letters to find Together we will
1, 2, & 3+ syllable fingerspell the one
words each night. Add BIG WORD
words with extra letters +517$!)!450#6&7!%"&4!)!277&7!50"&1!/&00&1$3!
using all the
in the bottom space. week’s letters.
!"&!()*!+,-.!#$3!
___________________________________________________________________________

4. CHALLENGE BY CHOICE
Choose at least 5 words and use them in complete sentences. Ask a partner to help check
your editing.
Write a story using this weeks words. Use as many words as you can in each paragraph.
Ask a partner to help check your spelling and editing and publish the story in italics, cursive
handwriting, or by word processing (open office, blog, wiki, ePearl, etc.)
Design a crossword puzzle and write clues for at least 12 weekly words.
Design a Word Search puzzle and write synonym clues for at least 12 weekly words.
synonym: a word or phrase that means exactly or nearly the same as another word or phrase in the same language, for
example shut is a synonym of close.

5. THE FUTURE IS NEAR
SIFTABLES: Tools For Manipulating Digital Information

6. NEW MEDIA
And Comes In The Form Of The iApp, FirstWords

7. JOURNAL SEEDS

8. JOURNAL SEEDS

9. JOURNAL SEEDS
BIO POEMS
This writing frame can be adapted to content areas as a way for students to
showcase research on a famous artist, inventor, politician, author, etc.
Don!t stop with people, write bio poems about planets, flowers, bugs,
bacteria...
For the writing journal, I use this frame to have students write about
themselves at the beginning of the year. Last year, I had students interview
each other and write bio poems about their interviewee. Adapt it to your
age level and interest area.
Bio Poem
Line 1 First name
Line 2 Four traits that describe character
Line 3 Relative of (brother, sister, etc.)
Line 4 Lover of (3 things or people)
Line 5 Who feels (3 items)
Line 6 Who needs (3 items)
Line 7 Who fears (3 items)
Line 8 Who gives (3 items)
Line 9 Who would like to see (3 items)
Line 10 Who lives (Resident of)
Line 11 Last name
This version of the Bio Poem is adapted from Tama, M.C. & McClain A. (2001). “Ch. 5: Writing Strategies”
in Guiding Reading and Writing in the Content Areas: Practical Strategies. Kendall Hunt, pp. 175-234.

10. JOURNAL SEEDS
BIO POEMS
This writing frame can be adapted to content areas as a way for students to
showcase research on a famous artist, inventor, politician, author, etc.
Don!t stop with people, write bio poems about planets, flowers, bugs,
bacteria...
For the writing journal, I use this frame to have students write about
themselves at the beginning of the year. Last year, I had students interview
each other and write bio poems about their interviewee. Adapt it to your
age level and interest area.
Bio Poem
Line 1 First name
Line 2 Four traits that describe character
Line 3 Relative of (brother, sister, etc.)
Line 4 Lover of (3 things or people)
Line 5 Who feels (3 items)
Line 6 Who needs (3 items)
Line 7 Who fears (3 items)
Line 8 Who gives (3 items)
Line 9 Who would like to see (3 items)
Line 10 Who lives (Resident of)
Line 11 Last name
This version of the Bio Poem is adapted from Tama, M.C. & McClain A. (2001). “Ch. 5: Writing Strategies”
in Guiding Reading and Writing in the Content Areas: Practical Strategies. Kendall Hunt, pp. 175-234.

11. JOURNAL SEEDS
BIO POEMS
This writing frame can be adapted to content areas as a way for students to
showcase research on a famous artist, inventor, politician, author, etc.
Don!t stop with people, write bio poems about planets, flowers, bugs,
bacteria...
For the writing journal, I use this frame to have students write about
themselves at the beginning of the year. Last year, I had students interview
each other and write bio poems about their interviewee. Adapt it to your
age level and interest area.
Bio Poem
Line 1 First name
Line 2 Four traits that describe character
Line 3 Relative of (brother, sister, etc.)
Line 4 Lover of (3 things or people)
Line 5 Who feels (3 items)
Line 6 Who needs (3 items)
Line 7 Who fears (3 items)
Line 8 Who gives (3 items)
Line 9 Who would like to see (3 items)
Line 10 Who lives (Resident of)
Line 11 Last name
This version of the Bio Poem is adapted from Tama, M.C. & McClain A. (2001). “Ch. 5: Writing Strategies”
in Guiding Reading and Writing in the Content Areas: Practical Strategies. Kendall Hunt, pp. 175-234.

12. SENSORY WRITING

13. SENSORY WRITING

14. THE WRITING PROCESS
This page demonstrates a classroom activity I use to develop
sensory (descriptive) writing. The writing organizer we use is printed on
an 11x17 page and folded into a booklet. Using our five senses, I ask the
learning community to brainstorm the details of our topic using the
prompt, ”What do I/could I sense by seeing, hearing, touching, smelling
and tasting?” I continue to develop and link this exploration to modeled
texts we are reading together. “Oh my, Trenton Lee Stewart let’s me
smell the scrumptious breakfasts in this part...”
Moving to the pre-write and outline stage, we discuss and
develop ‘hooks’ that pull the reader into the story for each section of the
outline. The introduction is the topic’s heart. The body uses a magnifier
to get at the details and the conclusion ties up any loose ends.
Folding the page over, we connect these outlined hooks to the
rough draft page. Unfolding the page as we finish this draft, we check
the work for excellence asking, “What’s the main idea? Where is it?” and
follow up on revision and editing needs, turning boring words into
power words, circle questionably spelled words, defining each lead
sentence, before publishing.

15. THE WRITING PROCESS
This page demonstrates a classroom activity I use to develop
sensory (descriptive) writing. The writing organizer we use is printed on
an 11x17 page and folded into a booklet. Using our five senses, I ask the
learning community to brainstorm the details of our topic using the
prompt, ”What do I/could I sense by seeing, hearing, touching, smelling
and tasting?” I continue to develop and link this exploration to modeled
texts we are reading together. “Oh my, Trenton Lee Stewart let’s me
smell the scrumptious breakfasts in this part...”
Moving to the pre-write and outline stage, we discuss and
develop ‘hooks’ that pull the reader into the story for each section of the
outline. The introduction is the topic’s heart. The body uses a magnifier
to get at the details and the conclusion ties up any loose ends.
Folding the page over, we connect these outlined hooks to the
rough draft page. Unfolding the page as we finish this draft, we check
the work for excellence asking, “What’s the main idea? Where is it?” and
follow up on revision and editing needs, turning boring words into
power words, circle questionably spelled words, defining each lead
sentence, before publishing.

16. THE WRITING PROCESS
This page demonstrates a classroom activity I use to develop
sensory (descriptive) writing. The writing organizer we use is printed on
an 11x17 page and folded into a booklet. Using our five senses, I ask the
learning community to brainstorm the details of our topic using the
prompt, ”What do I/could I sense by seeing, hearing, touching, smelling
and tasting?” I continue to develop and link this exploration to modeled
texts we are reading together. “Oh my, Trenton Lee Stewart let’s me
smell the scrumptious breakfasts in this part...”
Moving to the pre-write and outline stage, we discuss and
develop ‘hooks’ that pull the reader into the story for each section of the
outline. The introduction is the topic’s heart. The body uses a magnifier
to get at the details and the conclusion ties up any loose ends.
Folding the page over, we connect these outlined hooks to the
rough draft page. Unfolding the page as we finish this draft, we check
the work for excellence asking, “What’s the main idea? Where is it?” and
follow up on revision and editing needs, turning boring words into
power words, circle questionably spelled words, defining each lead
sentence, before publishing.

17. THE WRITING PROCESS
This page demonstrates a classroom activity I use to develop
sensory (descriptive) writing. The writing organizer we use is printed on
an 11x17 page and folded into a booklet. Using our five senses, I ask the
learning community to brainstorm the details of our topic using the
prompt, ”What do I/could I sense by seeing, hearing, touching, smelling
and tasting?” I continue to develop and link this exploration to modeled
texts we are reading together. “Oh my, Trenton Lee Stewart let’s me
smell the scrumptious breakfasts in this part...”
Moving to the pre-write and outline stage, we discuss and
develop ‘hooks’ that pull the reader into the story for each section of the
outline. The introduction is the topic’s heart. The body uses a magnifier
to get at the details and the conclusion ties up any loose ends.
Folding the page over, we connect these outlined hooks to the
rough draft page. Unfolding the page as we finish this draft, we check
the work for excellence asking, “What’s the main idea? Where is it?” and
follow up on revision and editing needs, turning boring words into
power words, circle questionably spelled words, defining each lead
sentence, before publishing.

18. THE WRITING PROCESS
This page demonstrates a classroom activity I use to develop
sensory (descriptive) writing. The writing organizer we use is printed on
an 11x17 page and folded into a booklet. Using our five senses, I ask the
learning community to brainstorm the details of our topic using the
prompt, ”What do I/could I sense by seeing, hearing, touching, smelling
and tasting?” I continue to develop and link this exploration to modeled
texts we are reading together. “Oh my, Trenton Lee Stewart let’s me
smell the scrumptious breakfasts in this part...”
Moving to the pre-write and outline stage, we discuss and
develop ‘hooks’ that pull the reader into the story for each section of the
outline. The introduction is the topic’s heart. The body uses a magnifier
to get at the details and the conclusion ties up any loose ends.
Folding the page over, we connect these outlined hooks to the
rough draft page. Unfolding the page as we finish this draft, we check
the work for excellence asking, “What’s the main idea? Where is it?” and
follow up on revision and editing needs, turning boring words into
power words, circle questionably spelled words, defining each lead
sentence, before publishing.

19. Welcome to Computer Animation with Scratch
imagine
Advisor: Jenny Shotts !
email: jenny@trilliumcharterschool.org
People have access to an incredible variety of media. Coding in Scratch is much easier than
interactive games, stories, animations, in traditional programming languages: to Class Meeting Times: Mondays/Wednesday 1:50-3:15,
simulations, and other types of dynamic, create a script, you simply snap together
interactive media on their computers today. graphical blocks, much like LEGO bricks or PROGRAM Lower School students return to Advisory class at 3:00.
But, for the most part, these programs are a puzzle pieces. SHARE
one-way street: you can only browse and click
what others have created; you can’t design Requirements: Students agree to attend teaching sessions and
and create your own. actively listen to instructions and teacher requests. Independent
Scratch changes that, broadening the range work time during class and/or as homework is expected.
of what you can design and create on the
computer, making it easier to combine Students will seek out teacher or assistant help when needed.
graphics, photos, music, and sound into
interactive creations. With Scratch, you can Off task and drifting behaviors require a check in with Jenny and
create characters that dance, sing, and your advisor to set a plan for working in this class.
interact with one another. Or create images Once you’ve created a Scratch project, you
that whirl, spin, and animate in response to can share it on the Scratch website, the same Supplies: I highly recommend students have their own USB flash
movements of the mouse. Or integrate images way you might share videos on YouTube or
with sound effects and music clips to create an photos on Flickr. Or you can embed your drive. Available at office supply/Fred Meyers for less than $10,
interactive birthday card for a friend, or an Scratch project in any other webpage – for
interactive report for school. example, embedding an interactive Scratch these devices are handy for moving files to and from school.
animation on your MySpace or Facebook
The name Scratch comes from the homepage.
scratching technique used by hip-hop disc What is Scratch? How does it work? What can it do?
jockeys, who spin vinyl records back and forth You can get new ideas for Scratch projects by
browsing through projects on the Scratch ! Scratch is a new ! The group develops new ! Students will practice
with their hands to mix music clips together in
creative ways. You can do something similar website. If you like one of the characters or programming language that technologies that, in the thinking creatively,
with Scratch, mixing different types of media images or scripts in another project, simply communicating clearly,
download the project and use parts of it in makes it easy to create your spirit of the blocks and
clips (graphics, photos, music, sounds) in analyzing systematically,
creative ways. your own Scratch project. own interactive stories, fingerpaint of kindergarten, collaborating effectively,
Below are snapshots from projects that other games, and animations – expand the range of what signing interactively and
At the core of Scratch is a graphical
programming language that lets you control people created with Scratch. What do you and share your creations with people can design, create, learning continuously.
the actions and interactions among different want to create with Scratch? others on the web. and learn.
! Scratch is developed by ! In this course students
the Lifelong Kindergarten will learn how to create
characters that dance, sing,
research group at the MIT
and interact with sound effects
Media Lab (http:// and music.
llk.media.mit.edu).
Visit the Scratch Website at http://
scratch.mit.edu/ to download Scratch for Windows or Mac, share your
projects, and get new ideas. Create your own login (with parent permission) or
Lifelong Kindergarten Group, MIT Media Lab use the class login:
username: trillium password: scratch
MORE NEW WAYS TO WRITE:
Project Based Learning With SCRATCH

20. Name __________________________ Date____________________
Scratch Computer Programming Elective Class
Project Title: ______________________________________________________
_________I have shared my project on the Scratch website.
_________I have added the link to my ePearl Portfolio (345 only.)
Description (Tell what is happening in your project:)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scripts I used successfully in this project (for example, “If touching
color” and “rotate 45 degrees”):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Reflection: I am most proud/excited about this project because…
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Students Reflect & Share Work To The Scratch Website

21. Students Reflect & Share Work To The Scratch Website

22. Students Reflect & Share Work To The Scratch Website

23. Students Reflect & Share Work To The Scratch Website

24. Students Reflect & Share Work To The Scratch Website

25. Students Reflect & Share Work To The Scratch Website

26. REFLECTIVE WRITING SPACES: EPearl
Electronic Por tfolio Encouraging Active Reflective Learning
Name_________________________________ Date______________________
Write a message for your home page in ePearl that helps the viewer learn who you are.
Students can play around with customizing the look of
the portfolio by clicking on the customize tab.
We are also naming our "portfolio" and "workspace
folders" in the following order:
1) independence 2) community
3) health & safety 4) numeracy
5) social science 6) science & tech
7) art 8) literacy
The ninth folder can be labeled as "integrated" for holding
projects that have many facets, or “experimental” for
trying something out and seeing how it works.
Enter your to do!s in this order:
(they will appear in reverse
order, which is how you want it.)
1. Make a new entry.
Choose from these goals or ask your advisor to Once a work folder is created it can be clicked on and a
2. Write reflection. approve another goal...
3. Make revisions. new project can be started. This is a guided process that
4. Read my feedback. speller friend
writer community member
starts with planning and ends with reflection. The
reader mediator program walks you through it. During this process, you
General Goals (type in): mathematician helper
1. I want to become a better.... speaker typist can add links, upload photos, record audio, and import
2. I want to become a better...
3. I want to become a better...
listener technologist scans. Once all sections have been completed it can be
actor/storyteller athlete
scientist musician added to the portfolio folders.
artist

27. REFLECTIVE WRITING SPACES: EPearl
Electronic Por tfolio Encouraging Active Reflective Learning
Students can play around with customizing the look of
the portfolio by clicking on the customize tab.
We are also naming our "portfolio" and "workspace
folders" in the following order:
1) independence 2) community
3) health & safety 4) numeracy
5) social science 6) science & tech
7) art 8) literacy
The ninth folder can be labeled as "integrated" for holding
projects that have many facets, or “experimental” for
trying something out and seeing how it works.
Once a work folder is created it can be clicked on and a
new project can be started. This is a guided process that
starts with planning and ends with reflection. The
program walks you through it. During this process, you
can add links, upload photos, record audio, and import
scans. Once all sections have been completed it can be
added to the portfolio folders.

28. REFLECTIVE WRITING SPACES: EPearl
Electronic Por tfolio Encouraging Active Reflective Learning
Students can play around with customizing the look of
the portfolio by clicking on the customize tab.
We are also naming our "portfolio" and "workspace
folders" in the following order:
1) independence 2) community
3) health & safety 4) numeracy
5) social science 6) science & tech
7) art 8) literacy
The ninth folder can be labeled as "integrated" for holding
projects that have many facets, or “experimental” for
trying something out and seeing how it works.
Once a work folder is created it can be clicked on and a
new project can be started. This is a guided process that
starts with planning and ends with reflection. The
program walks you through it. During this process, you
can add links, upload photos, record audio, and import
scans. Once all sections have been completed it can be
added to the portfolio folders.

29. REFLECTIVE WRITING SPACES: EPearl
Electronic Por tfolio Encouraging Active Reflective Learning
Students can play around with customizing the look of
the portfolio by clicking on the customize tab.
We are also naming our "portfolio" and "workspace
folders" in the following order:
1) independence 2) community
3) health & safety 4) numeracy
5) social science 6) science & tech
7) art 8) literacy
The ninth folder can be labeled as "integrated" for holding
projects that have many facets, or “experimental” for
trying something out and seeing how it works.
Once a work folder is created it can be clicked on and a
new project can be started. This is a guided process that
starts with planning and ends with reflection. The
program walks you through it. During this process, you
can add links, upload photos, record audio, and import
scans. Once all sections have been completed it can be
added to the portfolio folders.

30. REFLECTIVE WRITING SPACES: EPearl
Electronic Por tfolio Encouraging Active Reflective Learning
Students can play around with customizing the look of
the portfolio by clicking on the customize tab.
We are also naming our "portfolio" and "workspace
folders" in the following order:
1) independence 2) community
3) health & safety 4) numeracy
5) social science 6) science & tech
7) art 8) literacy
The ninth folder can be labeled as "integrated" for holding
projects that have many facets, or “experimental” for
trying something out and seeing how it works.
Once a work folder is created it can be clicked on and a
new project can be started. This is a guided process that
starts with planning and ends with reflection. The
program walks you through it. During this process, you
can add links, upload photos, record audio, and import
scans. Once all sections have been completed it can be
added to the portfolio folders.

31. REFLECTIVE WRITING SPACES: EPearl
Electronic Por tfolio Encouraging Active Reflective Learning
Students can play around with customizing the look of
the portfolio by clicking on the customize tab.
We are also naming our "portfolio" and "workspace
folders" in the following order:
1) independence 2) community
3) health & safety 4) numeracy
5) social science 6) science & tech
7) art 8) literacy
The ninth folder can be labeled as "integrated" for holding
projects that have many facets, or “experimental” for
trying something out and seeing how it works.
Once a work folder is created it can be clicked on and a
new project can be started. This is a guided process that
starts with planning and ends with reflection. The
program walks you through it. During this process, you
can add links, upload photos, record audio, and import
scans. Once all sections have been completed it can be
added to the portfolio folders.

32. THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

33. THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

34. ePearl Portfolio Guide
Title:
Describe your work with a title that grabs the reader!s attention
Description:
Explain what your overall project or work sample is demonstrating
Task Goals:
The steps you need to complete to get this goal done
Criteria:
How do you measure excellence at this goal
Work Samples:
! artifact of your written work (pdf/scan file)
! writing typed directly in ePearl.
! photo of your artwork, display items, or other 3D
work
! recording of your work
! link to url of your project
Reflection:
What did you enjoy about this piece?
Why did you select it for presentation?
What did you learn from the process?
How will you make a new goal
based on what you have now completed?
THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

35. THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

36. THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

37. THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

38. THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

39. My Goal Planning Draft
Name:__________________ Date: _______________
Enter this information in your Eportfolio Artifact Folder
General Goal: _______________________________________
Artifact Title: _______________________________________
Description:
(What you want to do why you chose to do this, and when and where it will be done.)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Criteria: (Specifically what your work needs to have/to show/to do to be excellent.)
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. _____________________________________________________________
Task Goals: (order of steps that I need to do)
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. _____________________________________________________________
Strategies: (how to get it done on time and with care)
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
*Reflection to be written once the artifact is completed.
THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

40. My Artifact Draft
Enter this information in your Eportfolio Artifact Folder
Name:__________________ Date: _______________
Artifact Title: _______________________________________
Description: (Explain your work: Who, what, when, where, how and why?)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Criteria: (List how you know your work is excellent.)
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. _____________________________________________________________
Reflection:Which critieria was challenging and why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What would you do to improve your work and why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

41. THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

42. ___________________'s Portfolio Check list Date_________
Reason I have included it**
shows something I am passionate about
Shows something I want to improve on
2 pieces that show improvement
shows work in progress
Portfolio Section Artifact Name
Shows my best work
Independence
Community
Health & Safety
Numeracy (Math)
Social Sciences
Science &
Technology
Art
Literacy(Reading &
Writing)
e-portfolio is found at www.trilliumepearl.tk **for each selection make a detailed explanation in e-pearl.
THE HEART OF THE PORTFOLIO
GOAL SETTING & ARTIFACTS

43. Inquiry is an approach to learning that involves a process of exploring
INQUIRY the natural or material world, that leads to asking questions and
making discoveries in the search for new understandings. Inquiry, as it
relates to science education, should mirror as closely as possible the
from Latin in- "into" + quærere "ask, seek." enterprise of doing real science.
Inquiry is an approach to by one's own curiosity,awonder, interest or
The inquiry process is driven learning that involves process of exploring
“For students, this method of learning ends the listen-to-learn paradigm the naturalunderstand an observation or to asking questions and
passion to or material world, that leads solve a problem.
of the classroom and gives them a real and authentic goal challenges to making discoveries in the search for new understandings. Inquiry, as it
relates to science education, should mirror as closely as possible the
overcome. For the teacher, inquiry-based education ends their paradigm The process begins by the learner noticing something that intrigues,
enterprise of doing real science.
surprises, or stimulates a question. What is observed often does not
of talking to teach and recasts them in the role of a colleague and mentor
make sense in relationship to the learner's previous experience or
engaged in the same quest as the other younger learners around." The inquiry process is driven by one's own curiosity, wonder, interest or
current understanding.
_(http://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/html/_inquiry_based_education.html) passion to understand an observation or solve a problem.
Action is then taken through continued observing, raising questions,
The process begins by the learner noticing something that intrigues,
making predictions, testing hypotheses and creating theories and
surprises, or stimulates a question. What is observed often does not
conceptual models. The learner must find their own idiosyncratic
make sense in relationship to theis hardly ever a linear progression,
pathway through this process; it learner's previous experience or
“Inquiry is an approach to learning that involves a process of exploring current understanding.
but rather more of a back and forth or cyclical series of events.
the natural or material world, that leads to asking questions and making
discoveries in the search for new understandings." Action processtaken throughobservations and questions emerge, giving
As the is then unfolds more continued observing, raising questions,
_(http://www.exploratorium.edu/IFI/resources/inquirydesc.html) making predictions, interaction and relationship with theories and
occasion for deeper testing hypotheses and creating the phenomena --
conceptual models. The learner must find their own idiosyncratic
and greater potential for further development of understanding.
pathway through this process; it is hardly ever a linear progression,
but rather more of a back and forth or cyclical series of events.
Along the way, the inquirer is collecting and recording data, making
representations of results and explanations, drawing upon other
As the process unfolds more observations and questions emerge, giving
“Inquiry education is where structure meets fluidity, where we can create resources such as books, videos and colleagues.
occasion for deeper interaction and relationship with the phenomena --
opportunities for students to be engaged in active learning based on their and greater potential for further development of understanding.
Making meaning from the experience requires intermittent reflection,
own questions.” (From a small group discussion on "Inquiry in Action" at _The Inquiry conversations and comparison of findings with others, interpretation of
Page Workshop on Feb 21, 2001. ) Along the way, the inquirer is collecting and recording data, making
data and observations, and applying new conceptions to other contexts
representations of results and explanations, drawing upon other
as one attempts to construct new mental frameworks of the world.
resources such as books, videos and colleagues.
Teaching science using the inquiry process requires a fundamental
Making meaning from the experience requires intermittent reflection,
reexamination of the relationship between the teacher and the learner
conversations and comparison a facilitator with others, interpretation of
whereby the teacher becomes of findings or guide for the learner's
data process of discovery and creating understanding of the world.
own and observations, and applying new conceptions to other contexts
as one attempts to construct new mental frameworks of the world.
Source: http://www.exploratorium.edu/IFI/resources/inquirydesc.html#inquiry
Teaching science using the inquiry process requires a fundamental
reexamination of the relationship between the teacher and the learner
whereby the teacher becomes a facilitator or guide for the learner's
own process of discovery and creating understanding of the world.
Source: http://www.exploratorium.edu/IFI/resources/inquirydesc.html#inquiry
The Writing Cycle Continues...

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49. ...On The Next Blank Page Of My Journal