An Inquiry Into Inquiry

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An Inquiry Into Inquiryby Justin J.
WallaceGHAWP 2005

• It is in the answers to the questions we ask that
  our knowledge exists.
• (Aristotle)

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What is Inquiry?

• Inquiry is an approach to learning that involves
  a process of exploring the natural or material
  world, that leads to asking questions and making
  discoveries in the search for new
  understandings.
• (Exploratorium Institute for Inquiry)

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4 Levels of Inquiry

• Confirmation/Verification students confirm a
  principle through a prescribed activity when the
  results are known in advance.
• Structured Inquiry students investigate a
  teacher-presented question through a prescribed
  procedure.
• Guided Inquiry students investigate a
  teacher-presented question using student
  designed/selected procedures.
• Open Inquiry students investigate topic-related
  questions that are student formulated through
  student designed/selected procedures.
• (Herron, 1971)

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Inquiry Process

• The Inquiry Process is just that a Process
• Asking Questions
• Investigating
• Creating
• Discussing
• Reflecting

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Asking Questions

• It begins with the desire to discover. Meaningful
  questions are inspired by genuine curiosity about
  real-world experiences. A question or a problem
  comes into focus at this stage, and the learner
  begins to define or describe what it is. Of
  course, questions are redefined throughout the
  learning process. We never fully leave one stage
  and go neatly to the next.
• Questions naturally lead to the next stage in the
  process investigation.

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Investigation

• At this stage the learner begins to gather
  information researching resources, studying,
  crafting an experiment, observing, or
  interviewing, to name a few.
• The learner may recast the question, refine a
  line of query, or plunge down a new path that the
  original question did not-or could
  not-anticipate.
• The information-gathering stage becomes a
  self-motivated process that is wholly owned by
  the engaged learner.

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Creating

• As the information gathered in the investigation
  stage begins to organize, the learner begins to
  make connections.
• The ability at this stage to synthesize meaning
  is the creative spark that forms all new
  knowledge.
• The learner now undertakes the creative task of
  shaping significant new thoughts, ideas, and
  theories outside of his/her prior experience.

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Discussing

• At this point, learners share their new ideas
  with others and begin to ask others about their
  own experiences and investigations.
• Shared knowledge is a community-building process,
  and the meaning of their investigation begins to
  take on greater relevance in the context of the
  learner's society.
• Comparing notes, discussing conclusions, and
  sharing experiences are all examples of this
  process in action.

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Reflecting

• Reflection is just that taking the time to look
  back at the question, the research path, and the
  conclusions made.
• The learner steps back, takes inventory, makes
  observations, and possibly makes new decisions.
• Has a solution been found? Do new questions come
  into light? What might those questions be?
• And so it begins again thus the circle of
  inquiry.
• (Molbesh, Dodge, Bell)

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Characteristics of an Inquiry-Based Classroom

• Asking questions does not necessarily lead to
  answering them. Often the best inquiry leads to
  more inquiry.
• Inquiry does not just mean asking and responding
  to questions. It also means exploring possible
  processes for asking and responding to them.
• Strong inquiry-based pedagogy helps students
  explicitly articulate what their inquiry
  processes are and can be.
• Inquiry-based learning is not about correct
  answers and it is not about problem-solving. It
  is about problem-posing exploring possible
  questions, problems, solutions, viewpoints and
  providing specific support.
• A teacher in an inquiry-based classroom starts
  with her studentswhat they know, what knowledge
  they have access to, and what knowledge they can
  build as they collaborate with each other and
  with the course materials while considering the
  course and curricular goals.
• An inquiry-based classroom is a place where
  mistakes do not count against you. Risks are
  valued and regarded as an integral part of
  learning and inquiry processes.
• (Carrick, Giglio, Kahn)

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Challenges of an Inquiry-Based Classroom

• Students are not necessarily trained to be the
  kind of student who creates and thrives in an
  inquiry-based classroom environment. Teachers
  must be patient and guide the way by developing
  carefully scaffolded activities. Students may be
  reactive inquirers in the beginning of the
  semester, but if teachers help them develop
  strong inquiry skills, they should be more
  proactive by the end.
• Colleagues are not necessarily trained to value
  this kind of teaching and may accuse you of not
  doing your job. Be prepared to support your
  pedagogical philosophies.
• It is as hard not to just answer your own
  questions or become the question-asker when
  students are silent. Training yourself can be as
  challenging as training your students.
  Inquiry-based teaching requires different skills
  than more traditional teaching methods.
• Inquiry-based classrooms can look and sound
  chaotic. Dont panic learn to see chaos as both
  empowering and generative.
• CO-INQUIRER - the teacher, like and with her
  students, explores a concept, idea or issue with
  a specific group of people for the very first
  time.

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• Interdisciplinary Units
• vs
• True Units of Inquiry

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Interdisciplinary Unit on Babies
(Calkins, 1994)
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Unit of Inquiry on Babies
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Snapshot of the IBPYP
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IBPYP Student Profile

• Inquirer
• Communicator
• Thinker
• Risk Taker
• Knowledgeable
• Principled
• Caring
• Open-mined
• Well Balanced
• Reflective

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IBPYP 3rd Grade Unit of Inquiry

• Title A Balancing Act
• Central Idea Mental and physical health are
  interdependent.
• Inquiry Into
• 1. Meanings of mental and physical health
• 2. Effects on mental and physical health
• 3. Connections between mental and physical health
• Time Aug. /Sept.
• Focus an exploration of the nature of the self
  of our beliefs and values of personal, physical,
  mental, social and spiritual health

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IBPYP 4th Grade Unit of Inquiry

• Title Author, Author
• Central Idea Authors choose writing strategies
  and techniques to effectively communicate.
• Inquiry Into
• 1. Elaborative techniques used by authors.
• 2. Genres
• 3. The use of voice in written expression
• 4. The relationship between the author and the
  audience
• Time Aug. /Sept.
• Focus an exploration of the ways in which we
  express our nature, ideas, feelings, beliefs and
  values through language.

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IBPYP 3rd Grade Unit of Inquiry

• Title The World of Work
• Central Idea People work to meet personal,
  financial and societal needs.
• Inquiry Into
• 1. Connections between work, personality and
  aptitude
• 2. Effects of society and economic needs on work
• 3. The value and status of the job
• Time Sept. /Oct.
• Focus an exploration of the world of work, its
  nature and its value of employment and
  unemployment and their impact.

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Creating Careers for Characters A Book Report
Alternative

• What if one of the characters in the book
  you've been reading was looking for a job? What
  is the character qualified to do? What skills and
  experience could the character bring to a
  company?all these questions are classroom
  discussion starters which connect technical
  writing and literary analysis. In this
  activity, students become characters in a novel
  or short story they have read and find a job for
  those characters. In the process, students read
  fictional works, use Internet resources, read and
  interpret classified ads, and write application
  letters and resumes.

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Student Objectives

• Students will
• apply direct and indirect information about a
  character, noting the context of the reference.
• shape information about the chosen character into
  a coherent format (the resume).
• explore appropriate resume and job application
  techniques.
• (optional) examine the way that word choice
  affects meaning by focusing on using strong,
  active verbs to describe the character's
  experience.
• http//www.readwritethink.org

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NCTE/IRA Standards

• 4 - Students adjust their use of spoken, written,
  and visual language (e.g., conventions, style,
  vocabulary) to communicate effectively with a
  variety of audiences and for different purposes.
• 5 - Students employ a wide range of strategies as
  they write and use different writing process
  elements appropriately to communicate with
  different audiences for a variety of purposes.
• 11 - Students participate as knowledgeable,
  reflective, creative, and critical members of a
  variety of literacy communities.
• http//www.readwritethink.org

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References

• Ballenger, Bruce. (2003). Characteristics of an
  inquiry based classroom. Retrieved July 10, 2005
  from http//english.boisestate.edu/bballenger/.
• Calkins, Lucy M. (1994). The art of teaching
  writing. Irwin Publishing, Canada.
• Carrick, Tracy H., Giglio, K., Kahn, S. (2003).
  Snapshot of an inquiry based classroom. Retrieved
  July 10, 2005 from http//wrt.syr.edu/pub/handbook
  /inquiry.html.
• Gahn, Shelly M. (1996). Creating careers for
  characters. Retrieved July 11, 2005 from
  http//www.readwritething.org.
• Herron, M.D. (1971). The nature of scientific
  inquiry. School Review, 79(2), 171- 212.
• IBPYP. (2005). Curriculum of the ibpyp. Retrieved
  July 12, 2005 from http//www.ibo.org.
• Molebash, Philip E., Dodge, B., Bell, Randy.
  (2004). The inquiry process. Retrieved July 10,
  2005 from http//edweb.sdsu.edu/wip/WIP_Intro.htm.