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?

“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

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)

Inquiry Process

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

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.

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.

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.

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.

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)

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 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

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. 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

BABIES

Math: Ages, weight

Music: lullabies

Art: collages, paints, &

pictures of babies

Nutrition: the food groups

Science: babies of many animals

Literature: poems, stories, chants about

babies

Social Studies: caring for babies around the world

(Calkins, 1994)

Unit of Inquiry on Babies

BABIES

Babies’ toys

Children’s Programming Public Television

Developmentally good toys

Toys that are appropriate for different ages

Violence in toys and on television

Gender stereotypes in boys and girls

TV viewing habits of boys and girls

Snapshot of the IBPYP

IBPYP Student Profile

Inquirer

Communicator

Thinker

Risk Taker

Knowledgeable

Principled

Caring

Open-mined

Well Balanced

Reflective

IBPYP 3rd Grade Unit of Inquiry

Title: A Balancing ActCentral Idea: Mental and physical health are interdependent.Inquiry Into:1. Meanings of mental and physical health2. Effects on mental and physical health3. Connections between mental and physical healthTime: 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 4th Grade Unit of Inquiry

Title: Author, AuthorCentral Idea: Authors choose writing strategies and

techniques to effectively communicate.Inquiry Into:1. Elaborative techniques used by authors.2. Genres3. The use of voice in written expression4. The relationship between the author and the

audienceTime: Aug. /Sept.Focus: an exploration of the ways in which we express

our nature, ideas, feelings, beliefs and values through language.

IBPYP 3rd Grade Unit of Inquiry

Title: The World of WorkCentral Idea: People work to meet personal, financial

and societal needs.Inquiry Into: 1. Connections between work, personality and aptitude2. Effects of society and economic needs on work3. The value and status of the jobTime: 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: 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

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

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.