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Delvecchio, Jennifer (2023). "Module 1: Why Inquiry?"  LLED 469: Inquiry-Based Pedagogy in School Library Programs, UBC, https://canvas.ubc.ca/courses/119077

Delvecchio, Jennifer (2023). "Module 2: Structure for Inquiry."  LLED 469: Inquiry-Based Pedagogy in School Library Programs, UBC, https://canvas.ubc.ca/courses/119077

Eisenberg, Mike, and Bob Berkowitz. “The BIG6 and Super3.” TheBig6.Org, thebig6.org/thebig6andsuper3-2. Accessed 15 July 2023.

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How does the Points of Inquiry model fit the project, audience and environment?

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How does the Points of Inquiry model fit the project, audience and environment?

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Inquiry is "a way of learning that requires active engagement.  The learner identifies what he already knows, asks intriguing questions about what he does not know, investigates the answers, constructs new understandings, and shares those understandings with others.  Inquiry involves reading, writing, speaking and listening to learn.  The entire process is permeated with reflection and critical thinking.  The result of inquiry is not only deep learning about the inquiry question, but also the development of skills for independent learning" (Stripling, 2004, cited Delvecchio, 2023, Module 1).  The Points of Inquiry model allows for students to fully embrace the inquiry described by Stripling, and is actually adapted from Stripling's inquiry model.
For this project, I have elaborated how it fits each point of this model in the posts under the section "What project...?"

Since the Points of Inquiry model is "cognitively manageable and benchmarked for developmental learning" (Delvecchio, 2023, Module 2), it is adaptable to any student audience. However, it is important that the educators guiding the students' inquiries know the needs of their students "as a pre-requisite to creating student-centred, current, relevant, and worthwhile learning opportunities" (Asselin and Doiron, 2008 cited Delvecchio, 2023, Module 1). Educators will be unable to help their students pursue a full and true inquiry without knowing their students.

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Which models would I suggest to different staff members based on the needs of their students?

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Which models would I suggest to different staff members based on the needs of their students?

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All of the teachers at my school are also BCTF members, so I would also recommend using the "Points of Inquiry" model, for the same reasons I prefer it: it is clear, it is adaptable to the students' needs, and is aligned with our curriculum.
However, there will be teachers who may feel overwhelmed with inquiry learning if they do not have classroom experience with it. I myself felt overwhelmed with what I believed inquiry was until I began to try aspects of inquiry learning.  To those teachers, I would recommend starting with the Super3 (Eisenburg & Berkowitz). The Super3 model is a simplified version of the Big6 model by the same authors, intended for younger students to use. While I believe that the Points of Inquiry model is accessible to K-12 learners, a nervous teacher may appreciate the fewer elements as they begin using inquiry.

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Why do I prefer "The Points of Inquiry" model?

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Why do I prefer "The Points of Inquiry" model?

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The Points of Inquiry (POI) model is my preferred inquiry model because of its clear language for each step of the inquiry process.  The active verbs are also words that ones that I am accustomed to hearing and most teachers are already experienced with their pedagogical meaning. English Language Learners may find the words to be outside of their vocabulary level, but again, the word choice allows for the language to be explained or translated with less difficulty than the word choices of the other models.
I also feel that the POI model is easily used for both the intermediate and secondary grades, as well as the primary and early learners. As a teacher whose class typically straddles the line between primary and intermediate (I usually teach a grade 3/4 split), it is important that my resources (including inquiry models) are easily used with both primary and intermediate.
Finally, this model was developed in line with the curriculum we follow, and by experienced, involved educators (the BCTF and BCTLA) who understand the needs of the modern classroom. Instead of providing a step-by-step how-to-do-inquiry-based-learning guide, this model allows for students to move back and forth between the Points of Inquiry as necessary for their learning journey.

(UBC, Module 2: Structure for Inquiry, 2023)

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Reflect: What did I learn? What did I do well? What will I do better?

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Reflect: What did I learn? What did I do well? What will I do better?

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Using a structured reflection format such as "Two Stars and A Wish" (written or video uploaded to their e-portfolio), students can reflect on two skills they are proud of, and one skill they would like to improve on.

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Once students have constructed their stories, they can decide how they want to share their story. This could be a visual story  that is published as a physical or digital book, a video (perhaps stop motion?), or as an oral story presented in person or perhaps as a recording.  Students may choose their format and share with their peers upon completion.

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Construct: How can we create our own stories?

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Construct: How can we create our own stories?

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Now that we have investigated different kinds of stories and what a great story needs, students can use their learning to construct their own stories.
Together we can decide what their stories need and generate the assessment requirements.

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Investigate: What do great stories need?

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Investigate: What do great stories need?

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Following the patterns we noticed from our favourite stories, we can ask ourselves about the characteristics of great stories.  This is where we can look at story structure, investigate other stories in a variety of formats (printed books, graphic novels, movies, TV shows, podcasts, stories from a variety of cultures, etc), and anything else that the students express interest.  Perhaps we can arrange for a local author to visit, or a storyteller through the school district's educational representative from Musqueam Nation.
Our learning will continue to be documented in a format that is easily accessible for students.

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Connect & Wonder: What is your favourite story? Why do you like it?

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Connect & Wonder: What is your favourite story? Why do you like it?

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To begin our inquiry into stories, students will begin by sharing their favourite stories with each other. They can bring favourite book from home/library, or summarize their favourite movie, or retell their favourite story they've heard/experienced.
This may take a while, but students could share in groups of 3 while the adult educators float and support.
Students would then be asked to consider what they like best about their story- these could be brainstormed on a large poster, or into a digital tool (Padlet?) or use post-it notes.
To debrief this portion of our inquiry, we could discuss what patterns we see in what we like best about our favourite story.