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How do you/could you implement and model an inquiry-based process?

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How do you/could you implement and model an inquiry-based process?

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Add your answers below.

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How do you/could you guide learners to maintain focus throughout the inquiry process?

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How do you/could you guide learners to maintain focus throughout the inquiry process?

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Add your answers below.

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Add your group's definition of inquiry below.

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Add your group's definition of inquiry below.

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How do you/could you promote the generation of new knowledge?

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How do you/could you promote the generation of new knowledge?

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Add your answers below.

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How do you/could you teach learners to display curiosity and initiative when seeking information?

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How do you/could you teach learners to display curiosity and initiative when seeking information?

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Add your answers below.

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Use AVID methodologies.

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Create a safe, low/no-risk environment, with structured pacing.

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Use a visual representation to jump-start-

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What does ____________ have to do with you NOW? (How is this relevant to each individual?}

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Posing questions instead of presenting facts...inquiry.

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Monitor, scaffold, pair share, parking lots.

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Showing them things like Britannica's virtual field to expose populations to other things.

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Put a picture up and start asking questions, then they add to the questions.  ONce they have the hang of it, put something else up and have them begin asking their questions.

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Inquiry is the process taking in information and asking questions to further overall understanding.

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Reflection space

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Ask students, “What didn’t you get to learn about a topic of interest in school”?

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The process of questioning and answering to learn more about something known or unknown

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Utilize key AVID strategies like Socratic seminars that allow students to delve into inquiry process, ask questions and gain new info

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Include varied activities and use small groups to encourage working with others

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Virtual reality activities or YouTube 360 activities can create schema for students

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When you are exploring a new topic allow students to post ideas or thoughts they are wondering about

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Using students natural interests and questioning to explore new topics

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Monitor, monitor, monitor.

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Model questioning and ask students to create their own questions

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Model questioning and ask students to create their own questions

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Break process into manageable chunks and/or change activities to maintain engagement

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Maker space is an excellent way to promote curiosity, engagement and independence, as students expand their knowledge beyond basic educational venues (namely paper and pencil).

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The teacher can model possible outcomes. When failure occurs teacher can take the whole group and turn it into a learning experience.

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Allow students to extend knowledge by collaborating with each other.

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Teaching students to never give up while in search for their “truth”.

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Teaching students to never give up while in search of their “truth”.

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Questions designed to further or extend learning

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KWL charts, Big 6. Graphic organizers, outlines. Modeling.

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Scaffolding. Providing clear objectives and goals that are clear.

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Using prior knowledge to move forward in their thinking and curious it’s
of current events

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Model, discussion. Providing an abundance of initial resources to begin to foster curiosity. 

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Model, discussion. Providing an abundance of initial resources to begin to foster curiosity. 

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Purposeful questioning, seeking answers in a structured way.

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Generate background knowledge

Expand beyond the curriculum.
Model individual inquiry

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Modeling the questioning process

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Asking questions to learn

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TAT (thinking about thinking) and KWL charts

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Different sections for each piece so they can focus on part

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Open ended questions

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Model thinking processes

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A focused question

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Following a modified scientific method it’s digital resources.

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Guided steps, small groups, braking down the process.

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Have students submit class questions (via Wonderoolis) and have students begin researching information.

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Utilize wonderopolis, have student discuss question of day. Read provided Information and then students can look for additional information.

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Asking and seeking more information.

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Think aloud in your modeling.

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Short sessions with accountability.

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Offering the use of games, technology, and hands-on activities.

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Link the topic with relevant student experiences.

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Curiosity with structure and a purpose.

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Use updated resources for research and technological advances.

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Use small groups and narrow search to one specific idea

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Use small groups and narrow the search to one specific idea

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Use updated resources for research and technological advancements.

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Using online resources with student-generated questions.

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Process of generating questions to make learning more meaningful.

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The whole school uses the same language and images to guide the inquiry process. Bonus points if there is a real problem that an entire class can solve with the teacher learning too.

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Implement Big6 @ super3

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Break the process into chunks so students do not feel overwhelmed and are focused on each part.

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Encouraging natural curiosity and providing a safe place for satisfying that curiosity.

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The librarian teaches questioning techniques and encourages students to come up with their own questions they want to know more about a specific topic.

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Inquiry is student driven based on authentic questions. The librarian is a guide rather than forcing an imposed question, and the students have more opportunity to synthesize information and create new products.

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Click the image to open the document.

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Look at the key commitment description under inquiry. Discuss the similarities and differences between your group's definition and the AASL definition.

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Look at the key commitment description under inquiry. Discuss the similarities and differences between your group's definition and the AASL definition.

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Look at the competencies listed under each domain.  In what ways are your answers similar to the competencies listed underneath each domain? How are they different?

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Look at the competencies listed under each domain.  In what ways are your answers similar to the competencies listed underneath each domain? How are they different?