The Team at UHPS as put together what we believe are critical skills that essential to inquiry based learning. We then scoped and sequenced them to acknowledge what we will expect at each grade level. K-8

1. University Heights Inquiry Skills Continuum – May 2016
SKILLS
Early Years Early Primary End of Primary Junior Intermediate
Questioning
Observe/ Wonder
Statement Vs Question Thin v thick
I wonder .. orally
I see, I think, I wonder
Beginning ask Open v
Closed
Using resources Q chart
Open vs Closed and
Observations based on 5
senses to create
wonderings
New Open Questions building
upon previous information
-do they relate to the EQ?
Complex Open Questions building
upon previous information
Research/ Recording Skills
( ability to collect data)
Student Exploration – Senses
Observation based
Drawing a picture of what you see
Short written describing
Lists & Labelling
Guided research
independent by end of
Gr1/ 2
Guided /given sites used
to find information on
internet
Pebble go, Culturegrams
Beginning of finding
information on internet
Recording in graphic
organizers (guided)
Google Classroom
Recording in Jot Notes
Variety of sources/ print/
databases
Using a graphic organizer
Point form vs copy and paste
- full sentences
Where to go – What site is valid
Recording in Jot Notes
Variety of sources/ databases
And skill to do use these.
Information in their own words
Validity of site
Determining Main/ Important Idea
On topic and Relevant Finding the Big Idea and
retell it
What do I need to know
Finding relevant idea in a
passage and summarize
What I need to know
Find, interpret, synthesize it
– what does it mean
Hi lite most important 5 facts/
phrases
Cross out redundant information
Find, interpret, synthesize
– what does it mean and what do I
know
– demonstration of understanding
Comparing and Connecting
Inferring
Activation of background
knowledge
What do you think K/W/L
What do you know
Activation of background
knowledge working
towards real world
connections
Real world connections Relationship building and real
world connections
Seeing relationships between
subjects
Relationship building, real world
connections, patterns and trends
Relating applicable content make real
world connections and trends
Publishing of Inquiry
Communication
On Going Student Dialogue
Sketch Observation/ Oral /
Modelled graphic organizers
Shared interactive writing
Relevant Think/ Pair/ Share/
Student created drawings
and diagrams
Teacher provided graphic
organizers
Small group active
listening, Peer listening,
Student generated Graphic
organizers and Technology (
google docs)
Active Listening
(with norms)
Student Created Graphic
Organizer And technology
Agree to Disagree
(with norms)
Increasing complexity of use of
Technology
- Multiple Representation of Results
ex prezi, report, imovie, video mash
up, debate, ranking relevancy
Purposeful /Respectful Dialogue
(with norms)
Reasoning and Justification
Reflection and Action
“How does this relate back to the
EQ?”
Show me how you know.. because
Answering the “Why is that
important to us?”
How can we help?
Sharing of background
knowledge, making
connections
Answering Why is this
important” What do we
now know?”
Background knowledge and
proof to defend answer
Answering the “so what….”
What makes this important
to me and the world I live
in?
Expanding and extending
personal opinion based on
evidence with perspective
Answering the “so what….”
What makes this important to
me and the world I live in and
what conclusions can I come to.
Expanding and extending strong
personal opinion based on evidence
with multiple perspectives
Answering the “so what….”
What is important to remember?
What conclusions will I draw and
actions will I take?

2. At University Heights we believe that these skills are inherently part of a successful inquiry based classroom. While they are not essential to all inquiry as are the skills listed in the above chart we
recognize their importance.
Learning Skills Reading Comprehension Skills Critical Thinking Skills Classroom Culture
Collaboration Skills Predicting Challenging or Probing the Problem Risk Taking
Cooperation Skills Activation of Background Knowledge Flexibility of Thinking – respecting the
evidence
Foster Environment for Creativity
Independent Skills Student Exploration Making Connections Flexibility of Thinking
Organization Skills Establishing the Problem Communicate Effectively
Initiative Ask good questions Student Exploration
Perseverance Challenging or Probing the Problem Engagement through Student Centre Pursuit
( Voice and choice)
Self Regulation