An Inquiry Into Inquiry by Justin J Wallace

An Inquiry Into Inquiry… by Justin J. Wallace GHAWP 2005 It is in the answers to the questions we ask that our knowledge exists. (Aristotle)

What is Inquiry? n “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)

4 Levels of Inquiry n n 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 topicrelated questions that are student formulated through student designed/selected procedures. (Herron, 1971)

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

Asking Questions n 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. n Questions naturally lead to the next stage in the process: investigation.

Investigation n At this stage the learner begins to gather information: researching resources, studying, crafting an experiment, observing, or interviewing, to name a few. n 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. n The information-gathering stage becomes a self-motivated process that is wholly owned by the engaged learner.

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

Discussing n At this point, learners share their new ideas with others and begin to ask others about their own experiences and investigations. n 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. n Comparing notes, discussing conclusions, and sharing experiences are all examples of this process in action.

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

Characteristics of an Inquiry-Based Classroom n Asking questions does not necessarily lead to answering them. Often the n n n 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 students–what 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)

Challenges of an Inquiry-Based Classroom n Students are not necessarily ‘trained’ to be the kind of student who n n 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. Don’t 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.

Interdisciplinary Units vs True Units of Inquiry

Interdisciplinary Unit on Babies (Calkins, 1994)

Unit of Inquiry on Babies

Snapshot of the IBPYP

IBPYP Student Profile Inquirer Communicator Thinker Risk Taker Knowledgeable Principled Caring Open-mined Well Balanced Reflective

IBPYP 3 rd 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

IBPYP 4 th 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.

IBPYP 3 rd 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.

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.

Student Objectives Students will: n apply direct and indirect information about a character, noting the context of the reference. n shape information about the chosen character into a coherent format (the resume). n explore appropriate resume and job application techniques. n (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

NCTE/IRA Standards n 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. n 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. n 11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. http: //www. readwritethink. org

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.