Scribd Logo
Upload

Welcome to Scribd!

  • 221 views

    4 Phases of Inquiry

    Uploaded by

    glewis0566
    The document outlines the 4 phases of inquiry-based learning: 1. Interaction - Students interact with various sources of information to identify topics of curiosity and inquiry. The teacher's role is to provide resources and model curiosity. 2. Clarification - Students summarize and clarify their understanding with teacher support, analyzing information and identifying misconceptions. 3. Questioning - Students ask questions to drive continued self-directed learning, which may involve moving back and forth between phases. 4. Design - Students design solutions, applications of learning, or next steps to extend inquiry and justify the process. Reflection on the inquiry process follows.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    4 Phases of Inquiry

    Uploaded by

    glewis0566
    221 views6 pages
    The document outlines the 4 phases of inquiry-based learning: 1. Interaction - Students interact with various sources of information to identify topics of curiosity and inquiry. The teacher's role is to provide resources and model curiosity. 2. Clarification - Students summarize and clarify their understanding with teacher support, analyzing information and identifying misconceptions. 3. Questioning - Students ask questions to drive continued self-directed learning, which may involve moving back and forth between phases. 4. Design - Students design solutions, applications of learning, or next steps to extend inquiry and justify the process. Reflection on the inquiry process follows.

    Original Description:

    INquiry Learning phases of INstruction

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document outlines the 4 phases of inquiry-based learning: 1. Interaction - Students interact with various sources of information to identify topics of curiosity and inquiry. The teacher's role is to provide resources and model curiosity. 2. Clarification - Students summarize and clarify their understanding with teacher support, analyzing information and identifying misconceptions. 3. Questioning - Students ask questions to drive continued self-directed learning, which may involve moving back and forth between phases. 4. Design - Students design solutions, applications of learning, or next steps to extend inquiry and justify the process. Reflection on the inquiry process follows.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    221 views6 pages

    4 Phases of Inquiry

    Uploaded by

    glewis0566
    The document outlines the 4 phases of inquiry-based learning: 1. Interaction - Students interact with various sources of information to identify topics of curiosity and inquiry. The teacher's role is to provide resources and model curiosity. 2. Clarification - Students summarize and clarify their understanding with teacher support, analyzing information and identifying misconceptions. 3. Questioning - Students ask questions to drive continued self-directed learning, which may involve moving back and forth between phases. 4. Design - Students design solutions, applications of learning, or next steps to extend inquiry and justify the process. Reflection on the inquiry process follows.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    4 Phases of Inquiry-Based Learning: A Guide For Teachers

    1. Interaction

    Big Idea: Dive into engaging, relevant, and credible media forms to identify a
    need or opportunity for inquiry

    The first phase of inquiry-based learning is one characterized by interaction. This


    interaction can be:

    Student-to-material. This material is ideally obtained through formal (i.e., research)


    and informal (e.g., reading, social and digital media, collaboration) means. It can be
    modeled or supplemented by teacher-provided materials
    Student-to-peer. This interaction is chosen by teacher or student, informed by need for
    information and perspective
    Student-to-expert (experts within relevant fields at accessible levels)
    Student-to-media (digital, text, pure data, etc.)
    The nature of inquiry is ideally both curiosity-based and fluid. Narrow criteria,
    restrictive rubrics, and other traditional artifacts of school work can stifle inquiry at
    this point of the learning process. The teachers role at this point in the learning
    process is focused on resources, modeling curiosity, and cognitive coaching.

    Tone: Open-minded, curious, unburdened, playful

    Student Indicators: actively skims a variety of media, follows curiosity, responds


    with awe, dwells with certain media depending on curiosity or perceived utility; seeks
    out peers for ideas and resources

    Teacher Indicators: models curiosity, thinks-aloud when interacting with disparate


    media, asks probing questions, withholds evaluative statements, provides exemplars,
    monitors and encourages student thinking habits

    Apps: FlipBoard, Pocket, Podkicker, Zotero

    Appropriate Questions: What sources of information are available to me? What do


    others around me know? Whats worth studying? What possibilities, problems, or
    situations tend to interest me? What types of experiences, perspectives, and data are
    available to me? When am I at my best?

    2. Clarification

    Big Idea: Summarizing, paraphrasing, and categorizing learning with teacher or


    expert support.

    This happens by analyzing data, identifying and clarifying misconceptions, and


    otherwise getting a feel for the scale, nature, and possibility of selected topics of
    inquiry.
    After skimming, reading, watching, and otherwise interacting with a variety of media,
    this stage of the inquiry process is centered around students clarifying both their own
    thinking, and the nature of things around them: ideas for projects, scientific
    challenges, opportunities for revision, need for design thinking, a new scale to tackle
    persistent problems, etc.

    Thinking patterns are both inward and reflective, and outward and communicated. In
    that way, students both reflect on their own knowledge, while beginning to identify
    possible pathways forward.

    Tone: Slightly more focused, reflective, independent, cautious

    Student Indicators: Paraphrases understanding in familiar language; resists looking


    for answers and solutions; distinguishes between fact and opinion; evaluates the
    credibility and relevance of sources; focused on possibility

    Teacher Indicators: offers non-evaluative and frequent feedback; provides relevant


    graphic organizers and other ways to frame student thinking; asks probing questions
    that focus on student thinking: what they know and why they think they know it;

    Appropriate Questions: Whats the big picture here? What are the pieces and how
    do they fit? Whats accessible, and whats not? Whats possible? Am I missing critical
    data, perspectives, or opportunities for collaboration that could further clarify my
    thinking? What do I seem to understand, and how do I know?

    Apps: MindMeister, WordPress, Google+, Quora, reddit

    3. Questioning

    Big Idea: Asking questions to drive continued, self-directed inquiry

    The questioning phase is a critical phase of the inquiry-based learning process, if for
    no other reason than misunderstandings, lack of organization, uneven confidence, or
    an inability to see the big picture surface here more clearly than other phases.

    Students and teachers alike must also be able to trust the nature and patterns of inquiry
    that are often recursive and iterative: They often move back and forth between phases,
    and new skills and understandings can be obtained in frustratingly small increments.
    Inquiry-based learning is more about the process, tone, and instincts of learning than
    other tidier academic forms, which can require both students and teachers to adjust
    their measures of progress, quality, and success.

    Tone: Creative, confident, interdependent

    Student Indicators: Curious, precise with questions, self-monitoring, big-picture


    thinking, little-picture application

    Teacher Indicators: models questioning, thinks-aloud in revising irrelevant or


    otherwise flawed questions; models use of concept-mapping tools to analyze
    thinking; hosts QFT sessions and Socratic seminars

    Appropriate Questions: Whats worth understanding? Where are my knowledge


    gaps? What is both within and beyond my reach? What have I done in the past that
    can help me in this situation moving forward?

    Apps: Evernote, MindMeister, twitter, Quora, reddit


    4. Design

    Big Idea: Designing an accessible, relevant, and curiosity-driven action or


    product to culminate and justify inquiry

    At this final stage of the inquiry-based learning process, learners are focused on
    design.

    Design of solutions to address problems within a manageable scale


    Design of logical and curiosity-based applications of current understanding
    Design of next steps to extend their own learning pathway
    Tone: Creative, restrained, calculating
    Appropriate Questions: What now? What audience makes sense for this research?
    Where can I do good work? What would be cool? What have others before me
    done?

    Apps: Posts, Mextures, Inkist, Google Drive, DesignPad, Foldify

    Student Indicators: Clarifies thinking, busy, self-directed, uncertain but efficacious,


    follows curiosity

    Teacher Indicators: Creates conditions and means for collaboration; identifies


    areas for revision, reflects back on entire process (i.e., how we get to this point)

    4 Student Questions For Post-Phase Reflection

    After the inquiry-based learning process is finished (for the purposes of classroom
    work, publishing, grading, etc.), it can be helpful for students to reflect in the inquiry-
    based learning process through questions such as:

    1. What skills did I depend on?


    2. What do I now understand more deeply, and how do I know?
    3. If I had more time or resources, what else could I have done?
    4. What is the role of inquiry in learning?

    You might also like