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The task started primarily teacher driven but moved to student driven results

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Each picture provided teacher leadership and progressively allowed student independence 

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Each picture provided teacher leadership and progressively allowed student independence 

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Inquiry Model- MacKenzie and Bathurst-Hunt

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Inquiry Model- MacKenzie and Bathurst-Hunt

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Traditional Hands-on Science Experiences

We are all familiar with these "cookbook" experiences. The Teacher directs the decision making from topic to conclusion. We also know that for some teachers this step would be a major improvement over their 45 minute daily lecture. So this is not bad science, it simply is not inquiry science.

Structured Science Experiences

During a structured laboratory experience, students are required to reach their own conclusions based on supportive evidence. On the inquiry continuum providing a structured experience is a major step for both the teacher and their students. I mention students, because we must not forget that our students must go through the same basic developmental process as teachers.

Guided inquiry still has the teacher selecting the topic, the question, and providing the material, but students are required to design the investigation, analyze the results, and reach supportable conclusions. A recent teacher workshop suggested that both the teacher and the student be listed under the procedures and design section. They pointed out that many times we must fluctuate between teacher and student directed at these interface components.

Student Directed Inquiry

At this point the student is responsible for everything beyond the general topic and maybe a little guidance with question development. I believe this is in fact the level of inquiry being suggested by the National Standards.

This is the inquiry ultimate goal. At this point the student simply needs support and guidance from the teacher. I do not believe that this is a goal to be met by all or even most of our students, but our teachers must understand how to help students who have both the interest, drive and ability to pursue true research. In other words, we must introduce our pre-service teacher to doing real research, if we ever hope to have them develop programs for their own students.

From Inquiry: Learning from the past with an eye on the future by Ronald Bonnstetter

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Traditional Hands-on Science Experiences We are all familiar with these "cookbook" experiences. The Teacher directs the decision making from topic to conclusion. We also know that for some teachers this step would be a major improvement over their 45 minute daily lecture. So this is not bad science, it simply is not inquiry science.

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This helps to clarify the teacher’s role in helping students perform inquiry, rather than making things teacher centered

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This helps to clarify the teacher’s role in helping students perform inquiry, rather than making things teacher centered

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In the shallow end of the Types of Student Inquiry pool, Structured Inquiry gives the teacher control of the essential question, the starting point-for example, "What defines a culture?" or "What is the importance of the scientific method?" These questions are not answered in a single lesson and do not have a single answer, and, in fact, our understanding of an essential question may change over time as we research it. In Structured Inquiry, the teacher also controls specific learning activities, the resources students will use to create understanding, and the summative assessment learners will complete to demonstrate their understanding.

In Controlled Inquiry, the teacher provides several essential questions. Learners unpack several resources predetermined by the teacher to provide valuable context and rich meaning relative to the essential questions. All learners typically demonstrate their understanding using the same summative assessment.

In Guided Inquiry, the teacher further empowers student agency by providing several essential questions, having the students select the resources they will use to research their answers, and allowing them to choose how they will demonstrate understanding. Student agency over learning comes through this selection of resources and the summative assessment.

And finally, in the deep end of the inquiry pool, Free Inquiry allows learners, with the support of the teacher, to construct their own essential question, research a wide array of resources, customize their learning activities, and design their own summative assessment to demonstrate their learning.

How Are the Types of Student Inquiry Helpful?

Inquiry is most successful when strongly scaffolded. The Types of Student Inquiry act as a scope and sequence to support learners in their journey toward Free Inquiry. In my classroom, we begin in a Structured Inquiry model, transition to a Controlled Inquiry unit, move on to Guided Inquiry, and if all goes well, conclude in Free Inquiry. These four types of inquiry make up our time together in the course.

This structure allows us to successfully address the curriculum and the "must know" content and skills of each discipline, grade level, and course. In the Structured, Controlled, and Guided units, I plan to achieve specific learning objectives and unpack particular resources in order to best prepare my learners for whatever summative assessment they will see at the end of our time together. Whether it's a provincial, state, or governing body exam or the SAT, I ensure that this material is learned during the types of student inquiry I have more control over.

Students should feel connected to their learning, certain about how to plan their inquiry, and comfortable with its responsibility. The Types of Student Inquiry structure our coursework and learning in a gradual release of control model, one where students learn essential inquiry skills throughout the year rather than being thrown into the deep end of the inquiry pool right away.

Each of my students has a copy of the swimming pool illustration above, and it hangs on our classroom wall. It illustrates the gradual increase of student agency our inquiry journey will provide, the changing skill set the inquiry learner will gain, and the ever-transforming role of the teacher. It also allows me to speak to the questions, concerns, or anxieties students may encounter in their inquiry. The swimming pool analogy illustrates that we won't go anywhere in the pool until the learner is prepared to do so and that I'm always there to provide support, whether it be in the pool or facilitating from the side.

How to Move Forward in Adopting Inquiry

First, look through the lens of your learners when considering how you want to shape your classroom. Keep them at the heart of your decisions. Think of them as you plan what inquiry will look like in your classroom, imagine how they will respond to the gradual increase in agency, and question how you can best meet their needs.

Second, think big and start small. Take some time to imagine the inquiry classroom you want in a few years and begin to plan to make this dream a reality. Start with a unit you love or that you've seen resonate with your learners. Revamp it to begin with an essential question and frame it in one of the Types of Student Inquiry. At the end, reflect with your learners on how it went.

And last, try to become comfortable with the mess of uncertainty. Even with the scaffolding of the Types of Student Inquiry and the many structures I have in place to support increasing student agency, inquiry doesn't offer a clear destination. What essential questions learners ask, what resources they will unpack, and what new understandings they create are all initially unknown when we begin our inquiry journey. Be prepared for this and for your learners to need support in adopting inquiry as their own.

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Bringing Inquiry-Based Learning Into Your Class

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A four-step approach to using a powerful model that increases student agency in learning.

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Which teaching approaches can support concept-based learning?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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This helps to visualize the gradual release of ownership over to students in a way that lets them decide what is important to them.

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This helps to visualize the gradual release of ownership over to students in a way that lets them decide what is important to them.

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Inquiry #1 discusses multiple types of inquiry and the importance of scaffolding to create a successful inquiry. The role of teachers is to plan effectively and be willing to let students take control within the classroom. The students must take ownership of their learning in order to engage with the various types of inquiry.

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Inquiry #1 discusses multiple types of inquiry and the importance of scaffolding to create a successful inquiry. The role of teachers is to plan effectively and be willing to let students take control within the classroom. The students must take ownership of their learning in order to engage with the various types of inquiry.

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shows the progression from teacher prep-led to learning processing of student outcomes

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shows the progression from teacher prep-led to learning processing of student outcomes

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This is a good visual for the different levels of inquiry. It reminds me of the "I do, we do, you do" structure of gradual release. Students who are successful with structured inquiry can then be guided along to controlled inquiry, guided inquiry, and eventually to free inquiry.

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i like guided inquiry

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This visual is a good mix of text and pictures to explain the different stages.

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The image is helping the teacher and the students in the same time.

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The image is helping the teacher and the students in the same time.

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This image shows the progression of how the facilitator can gradually allow students to take accountability for their learning. 

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This image shows the progression of how the facilitator can gradually allow students to take accountability for their learning. 

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This is a pretty good example of an Inquiry Model. This model is reflective and presents information in a manner that can be understood by the students. 

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This is a pretty good example of an Inquiry Model. This model is reflective and presents information in a manner that can be understood by the students. 

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Like the compare and contrast approach.

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I like the swimming pool reference because in the article the author said "one of the greatest mistakes the inquiry teacher can make is to give too much agency over learning to learners too soon." The same goes with swimming, it is dangerous to just jump in the deep end without knowing how to swim. However, the more you practice swimming (inquiry), the more skills you learn. Inquiry should be a taught strategy, students may not inherently know how to be inquirers in a history classroom.

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I like how it’s very interactive. I think I would definitely start with this model.

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I like how descriptive it is in breaking down the roles so everyone can know what they need to do.

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the image helps the teacher to know where he wants his students to be in the inquiry process..

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the image helps the teacher to know where he wants his students to be in the inquiry process..

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I like that it full lays out a path to follow so less intimidation.

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I’m not as much of a fan of this one but I like how it’s broken down. Needs more specific details.

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By far the best graphic. Teacher and students need to master structured inquiry before moving on to confirmation inquiry.

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By far the best graphic. Teacher and students need to master structured inquiry before moving on to confirmation inquiry.

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See: I see a variety of methods to implement inquiry based opportunities in the classroom.

Think: This makes me think of good ol’ science teaching. Inquiry based learning is the core of what I do in the classroom.

Wonder: I wonder how other subject areas can support this way of teaching and learning.

-Stephenson

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This model gives multiple styles of learning which is great for differentiation.

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This model gives multiple styles of learning which is great for differentiation.

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There is not enough information in this graphic. Only responsibilities