Flex Editor App
Steps to a Research Project using Guided Inquiry
Instructional Team's Role: Learner's Role: Step 1-Open
- Invitation to Inquiry
- Open Minds
- Stimulate Curiosity
- Provides a "hook" that catches students' attention and opens their minds to the inquiry.
- Designed to spark conversation about ideas and themes
- pose questions and problems
- highlight concepts related to the subject
- stimulate students to think about the overall content and connect what they know from their prior knowledge.
- Move from teacher centered to student centered environment by asking the following questions.
- How can we gain student interests and curiosity?
- How can we change their attention from "What does the teacher want me to do?" to "Why is this important to me?" or "How is this relevant in my life?"
- "Why is this topic, question, or theme worth studying?"
- "How does the inquiry fit into my world? Why is it important"?
- "What is personally compelling about the inquiry?" "Why does it matter?"
- Connections from life to the inquiry topic
- for good ideas and questions that draw out what students know and are interested in leading to possibilities for further inquiry,
- listening for connections and misconceptions that surface right away.
Collaborating and conversing:
- student interaction and opening in an accepting environment
- students to make connections from their outside lives to the ideas presented in the opener
- questioning, divergent thinking, opposing viewpoints, and an inquiry stance.
- constructing their initial thoughts and understandings about the topic
- Talking about new ideas,
- raising questions
- listening to the ideas of others naturally in an active inquiry community.
- express what they know that is sparked by the opener.
- conversing helps them think through ideas that have stimulated their curiosity.
- Conversation leads to learning that occurs in a safe environment
- Build background knowledge
- Connect to content
- Discover interesting ideas
- Caution must be taken that the Immersion experience provides just the right amount of information for the beginning of inquiry.
- Too many facts or sources overwhelm students.
- If students appear bored it is often because they are being hit with too much detail before they are ready to comprehend it.
- A common experience can help give a broad picture and motivate students to learn more.
- Follow this with conversation in inquiry circles about the ideas that emerge
- Reflect in inquiry journals about the meaning of the ideas.
- Reading a Literature piece can bring core knowledge to explore more deeply or to connect students to a particular time period.
- inquiry by accepting many different perspectives, incomplete ideas, speculations.
- Use terms like I wonder, I think that, It might be to speculate.
- Speculation leads to deeper thinking encouraging students to bring in connections from their own experience
- When teachers model their own thinking, questioning, and connecting, students come to know that this is the expectation for their thinking, questioning, and connecting.
Organize Inquiry Circles: Learning in Small Groups
- for personal connections,
- interesting ideas
- speculations as well as some forms of expertise (such as family background or culture or prior travel).Encouraging:
- Sharing information and opinions in a safe and supportive environment.
Inquiry Journals for Composing
- provide support for their developing ideas and emerging questions.
- flexible groupings
- 4-6 students
- tailored to students needs and abilities, curriculum content
- at times self selected
- express thoughts, feelings, actions across inquiry process
- compose to reflect on every aspect of content
- jot down interesting ideas
- make connections
- construct new understanding
- composing promotes thinking
- Explore interesting ideas
- Look around
- Dip in
Modeling: exploratory search strategies that incorporate browsing, scanning, skimming a variety of sources, dipping in to read and reflect, jotting ideas and reflecting in inquiry journals, choosing sources to record in inquiry logs.Listening:
- Stage where students need the most guidance
- when critical learning takes place
- students can become confused and frustrated
- reflect, discuss, and write about interesting ideas discovered
- browse, scan, skim lots of sources
- dip in: relax, read, reflect
- for developing ideas that lead to potential questions
- to students to determine feelings of being overwhelmed or frustrated
- for the need to set students at ease that uncertainty is normal at this phase
- a relaxed atmosphere for exploration
- allows time for exploring
- students to keep going when they become confused
- students to read, relax, and reflect and explore what is interesting
Assessing: student progress in exploring ideas
- What is interesting when you dip in and read?
- What are your finding that you'd like to tell someone else about?
- What questions come to mind?
Inquiry Logs for Tracking Sources: ChoosingInquiry Journals for ExploreInquiry Circles for ExploringInquiry Community for Exploring
- by evidence in their inquiry journals
- conversations in inquiry circles
- interactions in the inquiry community
- to offer specific guidance for developing inquiry questions.
- Pause and ponder
- Identify inquiry question
- Decide direction
- Gather important information
- Go broad
- Go deep
- Reflect on learning
- Go beyond facts to make meaning
- Create to communicate
- Learn from each other
- Share learning
- Tell Your Story
- Evaluate achievement of learning goals
- Reflect on content
- Reflect on process