Prepared by Jo-Anne Gibson
Acadia Junior High
What is Inquiry?
Inquiry is the PROCESS of asking a question or a series of
questions and seeking information to satisfy the
questioner’s needs.
What is Inquiry-Based Learning?
Inquiry-based learning involves
learners in choosing among
alternatives, wondering, predicting,
experimenting, asking questions,
gathering more information,
observing, making connections,
learning in-depth, considering other
perspectives, reflecting and taking
new action based on what has been
learned.
How are curriculum outcomes met
in inquiry-based learning?
Curriculum outcomes
are met by
investigating
curriculum content
based on students’ real
lives, needs, interests,
experiences and
curiosities.
“I have no special gift. I
am only passionately
curious.”
Albert Einstein
What is an inquiry-based lesson?
Involvement
that leads to
understanding
Structured
process of
figuring “it”
out
Studentcentered
Powered by a
question or
problem that
has many
perspectives
What inquiry-based learning is not
A student “free-for-all” where students
make all the decisions
Cut-and-paste answers
Passive
Teacher as expert
Product-orientated
Using the computer for research
How can teacher-librarians help?
With their extensive knowledge of inquiry-based learning, resources, technology, lesson
planning and assessment practices, teacher-librarians can collaborate with teachers to
develop authentic and engaging assignments that require students to think, synthesize
information and demonstrate their learning in a variety of ways.
As a knowledgeable facilitator, teacher-librarians stay with the class or group of students
throughout the process and work with the classroom teacher to support and assess student
learning.
Teacher-librarians can provide “mini lessons” on various information literacy or
technology-related topics throughout the inquiry process.
What is the inquiry process?
The inquiry process
is a spiraling
continuum that
teaches students of
all ages the process
of asking essential
questions, finding,
interpreting and
sharing information,
and reflecting on
their learning. The
stages include:
•
•
•
•
Planning and questioning
Gathering and making sense
Producing to show understanding
Communicating and sharing
findings
• Evaluating learning
• Reflecting on the process
Inquiry Model
Focus on Inquiry, p. 17
Plan and Question
Identify a topic area
for inquiry
• What will I study?
• What will my question be?
Identify possible
information sources
• What kinds of resources will I use?
• Where will I find the information?
Identify audience and
presentation format
• Who will see my finished product?
• How will I present my information?
Establish evaluation
criteria
Outline a plan for
inquiry
• How will I know if I’ve done a good job?
• Where should I start?
• What is my timeline for completion?
Gather and Make Sense
Develop an information
retrieval plan
Locate and collect
resources
Select relevant
information
Evaluate information
Review and revise the
plan for inquiry
• Where will I find my information?
• How do I plan to take the information from my sources?
• How will I keep track and show my sources?
• Find and gather the resources I need
• Only choose resources I understand
• Find and gather the information I need in my
resources
• Is this the information I need?
• Do I believe this information to be accurate, reliable,
balanced, current?
• Can I still do as I planned?
Produce to Show Understanding
Make connections
and inferences
Organize
information
• Does this information help me answer my question?
• How do I turn it into an answer?
• Put together my answer to the question
Create a product
• Can I create what I had planned to create?
• How do I create this?
• Put it together
Think about the
audience
• How will they understand best?
• How do I get my point across?
Revise and edit
•
•
•
•
Is this the best it can be?
Have I followed the evaluation criteria?
What could be improved?
Make any changes that need to be made
Communicate (Share)
• How will I explain so that everyone will
Communicate with
understand?
the audience
• Practice my best presentation skills
Present new
understandings
• Teach others what I learned
• Make sure it’s interesting
Demonstrate
• Listen to others when it’s their turn
appropriate
• Participate appropriately in their
presentations
audience behaviour
Evaluate
Evaluate the
product
• Did my product answer my question?
• Did people understand and learn from it?
• Was my product the best it could be? Why or why not?
Evaluate the
process and plan
• Did I follow the steps properly?
• Did I follow through on my plan? Why or why not?
Transfer learning
to new situations
• How can I use this learning in “real” life beyond the
classroom?
• Do I want to investigate my question further?
Reflect
Reflect before
inquiry
•
•
•
•
How do I feel at this stage?
How do I feel about starting this project?
What will be easy?
What might be difficult?
Reflect during
inquiry
•
•
•
•
•
How do I feel at this stage?
What were my successes?
What were my difficulties?
What do I want to keep doing the same way?
What can I do differently?
Reflect after
inquiry
•
•
•
•
•
•
What went well?
What were my difficulties?
What will I do the same way next time?
What can I do differently next time?
What did I learn about myself?
What did I learn about the inquiry process?
Why bother with inquiry?
When students
ask questions that
are important to
them, motivation
and a sense of
ownership of the
learning process
occurs
Knowing how to
find and interpret
information
empowers
students and
allows them to
participate in the
world around
them
In this age of
information, no
one can know it
all so it’s the
process of
learning that
becomes vital
Collaborating
with others is an
essential skill for
the 21st century
Our world needs
creative
individuals who
can “think
outside the box”
Can the inquiry model be used in
all subjects?
Yes, but it shouldn’t be used all the time. Inquiry-based learning
should complement other teaching and learning styles in the
classroom
With your teacher-librarian, set aside a specific time of day or periods
to work on inquiry
Students need time to process information and skills so spacing over
several weeks is important
Inquiry is not
so much about
seeking the
“right” answer.
It’s about
seeking
appropriate
resolutions to
questions and
issues.
References
 Alberta Education. (2004). Focus on inquiry: A
teacher’s guide to implementing inquiry-based
learning. Edmonton, AB: Alberta Education.
Retrieved Aug. 27, 2010 from
http://education.alberta.ca/media/313361/focusoninqu
iry.pdf