Guided Inquiry – a valuable higher
order thinking framework
Presented by: Jenny Scheffers
Teacher Librarian
2012
Guided Inquiry
Guided Inquiry is defined as, “carefully planned, closely supervised
targeted intervention of an instructional team of school librarians and
teachers to guide students through curriculum based inquiry units that
build deep knowledge and deep understanding of a curriculum topic,
and gradually lead towards independent learning.
Ross Todd (SCAN 2006)
* 2007- commenced trialling Guided Inquiry in CCPS Library
© Guided Inquiry is copyrighted by Dr. Carol Kuhlthau and Dr. Ross Todd
Features continued
 students are seen as active agents in constructing their own
knowledge and meaning
 includes motivation and emotion as vital components in sustained
knowledge construction
 grounded in a constructivist approach to learning - an open-ended
investigation
 based on the Information Search Process (I.S.P.) developed by
Carol Kuhlthau
Elements of Guided Inquiry:
 Carol Kuhlthau’s The Information Search Process (I.S.P.) - 7 steps
 Feelings, Thoughts & Actions associated with I.S.P. (Kuhlthau)
 SLIM Toolkit Surveys (or modified Skinny Toolkit Surveys)
 Additional: Student self reflection learning journals - CCPS library
The Information Search
Process * Refer to handout & posters
Stages of
Information
Search
Process
Initiation
Selection
Exploration
Formulation
Collection
Presentation
Assessment
Task
introduced
Start to
build
background
knowledge
Further build
background
knowledge
You develop
your line of
enquiry and
area of
debate
You collect &
analyze
in-depth
information
about focus
area
You synthesise
your information
and plan or draft
relevant essay
etc.
Teacher/ peer/
self.
Brainstorm
existing
knowledge
Narrow
your area of
interest
You seek a
broad
understanding
of the chosen
topic.
Submit or
present final
work
Feelings
(Affective)
Uncertainty
Optimism
Confusion
Frustration
Doubt
THE DIP!
Clarity
Sense of
direction /
Confidence
Satisfaction or
Disappointment
Self reflection
Thoughts
(Cognitive)
Vague
Vague
Confused
Focused
Increased
interest
Increased interest
Increased selfawareness
Actions
(Physical)
Seeking
relevant
information
Seeking
pertinent
information
Exploring
Documenting
What’s in the SLIM Toolkit?
There are three reflection sheets; administered at the beginning, middle & end of research
unit
Question 1. Take some time to think about your topic. Now write down what you know
about it.
Question 2. How interested are you in this topic?
Question 3. How much do you know about this topic?
Question 4. When you do research, what do you generally find easy to do?
Question 5. When you do research, what do you generally find difficult to do?
This is where you gain evidence for individual and group interventions.
Last question only in Reflection Sheet 3.
Question 6. What did you learn in doing this research unit?
Should relate to skills of information seeking and use – not really another statement of what
they know.
VERY TIME CONSUMING!
Skinny (modified) Toolkit surveys
Surveys no. 1 & no. 2:
1.What do you know / more do you know about the topic?
(MUST be answered in full sentences)
2. What difficulties are you having with your research?
Survey 3
1. What do you now know about your chosen topic?
2. Thinking back on your research, what did you find the most difficult
to do? Please tick as many things as you like.
3. Thinking back on your research, what did you find the easiest to do?
Please tick as many things as you like.
4. What skills did you learn in doing this research project? List as
many things as you like.
5. What did you enjoy about this research unit? List as many things as
you like.
6. How did you feel choosing your own subtopic to study and
designing your own research questions?
Skinny Toolkit surveys
 used to analyze each students progress whilst unit progressing
 maybe used as Evidence-Based Practice tool
 most students take surveys seriously – seem to enjoy self reflecting
 accurate completion of surveys & journals require specific skills
development
© Guided Inquiry is copyrighted by Dr. Carol Kuhlthau and Dr. RossTodd
Year 5 Survey comments
Survey 2: Topic: Endangered rainforest animals
I understand that endangered species are losing their homes and environment
because of cutting down trees, slash and burn etc. It’s also because of the
poachers, for animals’ fur and teeth. I think poachers need to stop this! We need to
save rainforest animals from poaching and rainforest threats like slash and burn.
We also need them for the ecosystem for reseeding and the growth of plants.
Cooper 5C
Survey 3: Topic: What is the future of the world’s rainforests?
The rainforests of our world are too beautiful to destroy. The rainforest is the place
we get out food, medicines and household appliances like rubber. Without the
rainforests, plants and amazing animals, the rainforest would just be a dark place.
Rainforests are very wondrous places with yet to be discovered species.
Mitchell 5N
Student learning journals
(additional element of G.I. @ CCPS Library )
Lined sheets with 3 columns for:
 date
 teaching & learning activity
 students’ feelings, thoughts & reasons (full sentences)
5C’s Journal entries
Initiation: I felt happy and excited to work with my partner. I’m ready to learn even about
rainforests next week. Cooper
Selection: I felt pleased with my partner because we cooperated better and friendlier and we
respect each other’s opinions. Jessica J.
Today my partner and I worked excellent together but I was sad when I saw all the trees in the
YOU Tube video cut and slashed. Rida
Exploration: I felt happy because me and Zali got a lot done and she’s a really nice fun,
outgoing person, if you get to know her better. Jessica J.
Formulation (of own Focus & Contributing research questions): Today me and my buddy
did a god job on a challenging task. I was nervous when we were going to do the second part
of the task (question formulation). We did a good job with the help of Mrs Collins and Mrs
Scheffers. Sumith
Collection: Today Charlotte and I felt shocked and horrified because we saw terrible things
happening to the pangolin. Some people that do that should be ashamed of themselves for
doing terrible things to them (pangolins). Rida
Examples of C.P.T. G.I. Unit –
Webquests: (refer to NSW Country Areas Program)
 2010- Year 6 Was King Tutankhamun murdered?
 2011- Year 5 Rainforest $20000 donation to chosen conservation
group
“True” GI Units (pairs of students chose own subtopic & designed own
research questions)
 2009 Year 4 Australian Explorers
 2011- Year 6 Antarctica GI Unit
 2012 Term 1 5D & 5W The Great Barrier Reef
 2012 Term 1 5C & 5N Rainforests
 2012 Term 1 3/4L Australian States & Territories
Student Organisation
 work with a partner of their choice or nominated by class teacher
 each student issued with a research booklet, kept in plastic sleeve
together with partner’s booklet
 booklet contained: sequenced scaffolds/ proformas, 3 Skinny toolkit
surveys, journal sheets
I.S.P. activities
Initiation: Task explained to class. Whole class brainstorming and
discussion of students’ prior knowledge about topic (using the IWB).
Students organised into pairs and issued with their own research
booklets.
Selection: Build background knowledge - pairs of students complete a
general internet search of topic, using bookmarked websites and non
fiction books. Viewing, notetaking & discussing of several YouTube
documentary clips and or DVDs.
Exploration: Pairs of students narrow area of research - select 2 or 3
subtopics that are of personal interest, research further. Decide on final
subtopic to focus research on.
I.S.P. activities continued
 Formulation: Pairs of students design own Focus (big) & Contributing (small)
questions, after process is modelled by teachers. Students write final questions
on Puzzle question proforma.
 Collection: Using various websites & non fiction resources, students locate &
record relevant keyword information which helps answer contributing questions.
Colour in puzzle pieces on proforma. Students collate and analyse findings in
order to formulate own answer to focus question.
 Presentation: Students use synthesised findings to draft final text (eg.
exposition, explanation). Students then use a presentation tool (eg. Microsoft
Publisher, PowerPoint, Photo Story) to present work to classmates, using IWB.
 Assessment: by teachers, peers & self (eg. student/ teacher assessment
rubrics,Skinny surveys, journal entries, teacher observations)
Benefits of Guided Inquiry @
Caddies Creek PS
 backed by research in USA (more than 20 years) & Australia (recent)
 building of background knowledge provides a sounder footing for
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launching of enquiry
students feel ownership of own enquiry, purposeful, motivated
addresses the emotional rollercoaster students find themselves on
students are supported through the whole research process by teacher
(and teacher librarian)
“Lifts the bar” for teaching & learning - Higher order thinking involved
in construction of knowledge & own meaning.
components of Quality Teaching
SLIM & Skinny surveys provide valuable tools for Evidence Based Practice &
insights into students’ learning & emotions
aspects of G.I. may be incorporated/ adapted into classroom & RFF
programs
© Guided Inquiry is copyrighted by Dr. Carol Kuhlthau and Dr. RossTodd
Year 5 students’ views re G.I.
6. How did you feel choosing your own topic to study and designing your own research
questions?
 I felt awestruck the whole time. I was so interested that I did not muck around. It was fun!
Jai 5W
 I felt great doing my own research because I had more control over my research and
presentation, giving me more responsibility. Mitchell 5W
 I felt happy because we didn’t have to do all the same thing. It was better because
everyone had different ideas and no one had the same text in their work. Daniel G 5D
 I felt fine because I liked choosing our own topic; it makes it (research) more fun!
Whitney 5C
 I felt challenged and stressed but it turned out really fun. Jessica 5C
Integration of Guided Inquiry into
classroom programs
 HSIE
 Science & Technology
 Literature / author studies
 Creative Arts - research of famous artists, musicians, dancers
 Use / modify various aspects of G.I. eg. selection of own subtopics of personal
interest, question formulation, proformas, Skinny surveys, journals, bulk loan of
books from Library, use of class Computer lab time
 Jenny willing to assist with developing program & proformas
Note:
 not all units suit G.I.
 BAN the “Bird Projects” !!! Avoid setting homework projects!!!
 presentation saved in Staff Data Folder
Video Interview of Sally & Libby
End of Term 1 2012
Questions & Discussion