“If a child can't learn the way we teach, maybe we should teach the way they learn.” - Ignacio

Estrada

"The greatest sign of success for a teacher... is to be able to say, "The children are now working as

if I did not exist." - Maria Montessori

I hear and I forget. I see and I remember.I do and I understand.

Chinese Proverb

The Inquiry Process

Student Directed Learning Projects

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!

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!

What it 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.

• 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

• 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

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

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

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

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

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 each outcome covered.

Inquiry Process

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

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

• 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

• 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

• 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

• 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

• 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

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

Mesopotamia and Early Egypt

SampleInquiry