How do environmental agents Thoreau- and genetics affect “Where I health and survival? lived and what I Lived for.” Question Wonder Passion Voice Meaning How were the 1930’s and 40’s an era of New World forced Symphony Narrative change?
“DO what works. Do not do what doesn’t work.” Ross Todd, Rutgers University • Task driven, teacher directed, static research leads to low motivation, TRANSFER of facts , sometimes plagiarism, short term factual information without connections, depth, or new understanding. • INQUIRY outcomes: meaning, relevance, engagement, depth, internalization of inquiry process skills, understanding, originality, TRANSFORMATION of text, formative knowledge in the content areas.
Questions from Allison Zmuda • Will students with traditional 20 th century research projects state in their own words what they are finding interesting, what questions they are trying to explore, what connections they are making to draw conclusions? • Do they complete forms and record answers as a bureaucratic exercise uninspired and uncommitted to the struggle to construct knowledge? • Does disengagement inhibit true learning? • What evidence is present that learning is an illusion.
DEFINITION • “Inquiry is a way of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings. It is cyclical in nature because the result of inquiry is not simply answers but deep understandings that often lead to new questions and further pursuit of knowledge.” The goal of inquiry is the exploration of significant questions and deep learning in a learner centered climate of critical engagement, social interaction, diverse information resources, and assessment to improve learning. Barbara Stripling
BIG IDEA Number ONE • Engage the learner � Student responsibility � Energized, motivated � Strategic, apply, connect knowledge � Collaborative � Challenging � Performance based � Generative � Empathetic
National School Boards Association • 2007 Study • 1200 students, parents, teachers • Kids go home from school and engage in meaningful, intelligent, authentic communication and knowledge creation in web environments • Kids are highly engaged, creative, motivated, and connected to meaningful communities via technology after the school day ends
Think of kids as… EXPLORERS COGNITIVE APPRENTICES DISCOVERERS INNOVATORS QUESTIONERS PRODUCERS of KNOWLEDGE THINKERS
BIG Idea Number TWO America can only assure its economic future by educating children to be creators, innovators, thinkers, collaborators, discoverers. Thomas Friedman. The World is Flat. Farrar, 2006 ,
Overview “This is a story about the big public conversation the nation is not having about education… w hether an entire generation of kids w ill fail to m ake the grade in the global econom y because they can’t think their w ay through abstract problem s, w ork in team s, distinguish good form ation from bad, or speak a language other than English.” How to Build a Student for the 2 1 st Century, TI ME Decem ber 1 8 , 2 0 0 6
Conclusion “There is remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century.” TIME Magazine, December 18, 2006
• INQUIRY embraces an educational philosophy responding directly to national emphasis on high standards, brain research, 21st Century Skills, and productive pedagogy. Students are involved in a cycle of questioning, investigating, verifying and generating. Harada and Yoshina
INQUIRY LEARNING INQUIRY LEARNING in ACTION is ROUTE 21 HOW? SO WHAT?
•Information and communication •Thinking and problem solving •Interpersonal and self-directional skills •Use of digital and technology tools to access, manage, integrate and evaluate information •Construct new knowledge •Learn academic content through the real world
• Digital literacy • Inventive thinking • Effective communication • High productivity
BIG Idea number three • Quality of instructional action has an impact. Daniel Callison. The Blue Book on Information Age Inquiry, Instruction and Literacy . Libraries Unlimited. 2006 Inquiry is like berrylicious pie. It is full of good things!
Connections to PRIOR KNOWLEDGE, BACKGROUND KNOWLEDGE, affective area, QUESTIONING, FOCUS, personal meaning and relevance. Collaboration of teacher and school library media specialist, social interaction with teachers and peers, substantive conversation.
Products that incorporate original original conclusions, conclusions, thinking, transformation of text vs. transfer of text, deep understanding, mastery of content knowledge, reading and writing as tools.
Ongoing assessment for improvement Ongoing assessment for improvement, reflection, intervention at critical points for target skill development, instruction in information literacy.
The construction of meaning , synthesis of new understandings, and sharing of products that demonstrate new learning.
Formational student achievement Formational student achievement embraces knowledge creation, knowledge use, knowledge production, knowledge dissemination, knowledge values, and reading literacy.
Big Idea number four Big Idea number four Inquiry dynamics include six steps: Inquiry dynamics include six steps: •Connect •Focus •Investigate •Create/Construct •Express •Reflect
Paradigm Shift from Problem Solving to INQUIRY Information problem solving shifts to INQUIRY Information problem solving shifts to INQUIRY Inquiry implies attitude of questioning, reflecting Inquiry implies attitude of questioning, reflecting with cognition with cognition Inquiry means start with a question Inquiry means start with a question Inquiry means open investigation Inquiry means open investigation Inquiry is student centered Inquiry is student centered Goal is new understanding in the student Goal is new understanding in the student Answers involve messy, recursive building of ideas Answers involve messy, recursive building of ideas Open-ended, leads to future questions, experiences Open-ended, leads to future questions, experiences
INQUIRY PROCESS • CONNECT • FOCUS • INVESTIGATE • CREATE/CONSTRUCT • EXPRESS • REFLECT Information Fluency Curricula Capital Region and QUESTAR III BOCES SLS
Inquiry based learning “Keep your eye on the ball!” Information to knowledge journey- Ross Todd Informational base – Exchange information, transfer, locate, access, evaluate Transformational base- New knowledge, meaning constructed Formational base- Knowledge produced, disseminated with critical engagement
Connect Connect Prior Knowledge Background knowledge Personal attitude, interest Personal meaning Big Ideas Curiosity
Focus Focus Questioning Questioning Engaged learner Engaged learner Student centered/ student Student centered/ student negotiated negotiated Choices Choices
Investigate Investigate Access, use, evaluate information Social interaction Construct meaning Active learner
Draw original conclusions Self-assess Reflect Ongoing assessment to improve performance Validate, analyze
Create/Construct Create/Construct Create a KNOWLEDGE product Synthesize Share original conclusions Understanding
Express Express Share knowledge product Critical engagement Substantive conversation Authentic process
Reflect Reflect Evaluate product and process What worked? What didn’t? What do I know? New questions T t thi ki
Closure BIG IDEAS! Select what is meaningful for YOU. Reflect, share. Find common ground. Reaffirm local capacity already established Frame elements of an action plan.
INQUIRY Based Learning- INQUIRY Based Learning- BIG IDEAS IG IDEAS “You can’t grow sunflowers in “You can’t grow sunflowers in marigold pots.” marigold pots.” M. Ratzer M. Ratzer - Gardener ardener
Promise of INQUIRY Engage with kids to build deep knowledge deep knowledge, to develop questions develop questions, to communicate communicate and share share new knowledge, to sustain kids sustain kids as thinking, knowledgeable, intelligent people, to apply technology and information skills for deep knowledge and understanding. Ross Todd- February 2008
Information Inquiry Curriculum Basics • Learner connects to prior knowledge, questions, constructs meaning from text, evaluates process and products, draws original conclusions, synthesizes, creates, expresses and shares new understanding. “I care. I count. I can.”
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