Student Inquiry in the Research Process

What is inquiry research? It is the process by which students learn to: Formulate appropriate research questions Organize search data Analyze and evaluate the data found Communicate the results in a coherent fashion

How does research inquiry fit into my lessons? Inquiry is a part of everyone’s curriculum. It is not something more to add to your already overloaded curriculum. It creates researchers with the ability to adapt the process they learn into real life situations.

Why is inquiry research important? Developing the inquiry process in students is what takes a student from report writer to researcher. Report Writer to Researcher: Reading Investigating Thinking Presenting Skills Students Develop: Critical Thinking Creative Thinking Problem Solving Meaningful Learning Effective Communication

Why is inquiry research important? It helps students become independent thinkers and lifelong learners through meaningful learning strategies. Components of Inquiry Questioning -- Inference Exploration -- Reflection Assimilation

What will this do for students? Allow students the intellectual opportunity to select and specify a topic to investigate.  Give students the opportunity to use a variety of traditional and non-traditional resources, which allows them to interpret, analyze and evaluate. Offer a variety of options for project conclusions, including a peer evaluation aspect. 

More of what this will do for students Include a presentation component for a selected audience (fellow students, parents, other educators) to help students develop oral presentation skills.  Allow students to complete a self- evaluation, so they can learn from their experience. 

More of what this will do for students. As a result of ownership of the experience reverts to the students; it is no longer dependent on the educators. inquiry research,

Creating successful student inquirers Build the lesson from the students’ base knowledge.  Provide expectations, guidelines, and requirements in writing and review in class.  Use a research journal for optimum organization success and easier evaluation of the process. 

Creating successful student inquirers Show students examples of quality work. Give students the skills to use the information tools necessary. Guide students through the whole process (beginning through assessment). Allow students to have an audience other than the teacher.

Creating successful student inquirers Have students internalize their experience through daily reflections, annotated bibliography, and notes.  Have students develop an annotated bibliography that includes their story in the annotation, as research well as details about the source.

Creating successful student inquirers Provide templates for various stages of the research process. Provide for student success by offering final product options that meet most learning styles.

Inquiry research questions and prompts A classroom tool -- Inquiry research questions and prompts Research Question Help • Who What When • Where • Why • How • Defend . . . • In what ways . . . • Predict . . . If . . ., then . . . • How do . . . How does . . . How did . . . • What procedures . . . What actions . . . • What are/were the effects of . . . • What happens/happened when . . . • What was the role of . . . in . . . • What was the difference between . . . • What causes/caused . . . • What are/were the results of . . . • How/Why did . . . decide to . . . • What is/was the relationship between . . . and . . . • What are/were the competing sides . . . • How does/did . . . change . . . • What are some possible consequences . . .

Recursive Nature of Questioning in Inquiry Research "Sometimes an answer itself becomes the topic for consideration." Determine best method and source to answer question Formulate research question Answer raises new questions Answer question adequately

Sample inquiry template A classroom tool -- Sample inquiry template ? ? EXPLORATION Activity General Topic we have been studying: _________________________________ Related topic I want to investigate: _________________________________ Why I chose this topic. Be specific and relate it to yourself as much as possible (family, personal, community interest or connection to this topic): What I all ready know about this topic: Questions I want to find the answer to about this topic: ? ? ? ?

Annotated bibliography guidelines A classroom tool -- Annotated bibliography guidelines Writing an Annotation What was the specific format of the source? (encyclopedia, interview, video, etc.) Where did I find this source? (public library, school media center, home, etc.) How did I find this source? Generally, what kind of information could be found in the source? What information did I find in/with it that was important to me? What did I really like about this source? What did I find difficult about this source?

Annotated bibliography template A classroom tool -- Annotated bibliography template “Student Inquiry in the Research Process” ANNOTATED BIBLIOGRAPHY General topic we have been studying: _________________________________________________ Specific Topic I chose for my research: Citation #1 ANNOTATION: _________________________________ Citation #2 ANNOTATION: _________________________________

Disruptive Coloration Storyboard example A classroom tool -- How Animal Camouflage Works Concealing Colors Biochromes Color Change Express Mood Element of Disguise Disruptive Coloration

Storyboard template A classroom tool -- Your task is to develop a storyboard to help you organize your thoughts just like you would if you were a producer developing a music video, television program, or movie. Lay your story out with a picture in a box of what will be happening for each major event. Place a label below each picture, between 1-3 words, to represent the action that will be occurring. Only use as many boxes as you need. If you need more boxes, add sheets of paper. If you don’t like the sequence that you’ve placed things, rearrange the boxes until you like the order. Finally, your last event should always summarize the events in some way that brings closure for your audience.

Storyboard template A classroom tool -- Title Page Picture Caption Bibliography

Assessment of inquiry process What is a rubric? In Information Literacy Standards for Student Learning, rubrics are defined as a “scaled set of criteria that clearly defines for the student and the teacher what a range of acceptable and unacceptable performances looks like.”

Rubric design helpful hints VARIATION: Instead of the educators developing the rubric guidelines, hold a class discussion and allow the students to take ownership of their learning by helping to create their own requirements for excellence.

Sample rubric A classroom tool -- No effort 1 Minimal effort 2 No effort 1 Minimal effort 2 Below average 3 average 4 Good 5 Excellent Inquiry Process Deadlines Bibliography Display Presentation Mechanics The Information Research Journal Comments

What do I do if I do not like rubrics? Use a checklist.  A checklist is a guide through the process and product.  Just like any rubric, the checklist would be given to the student before any work begins, so that the student knows what the expectations are and can excel toward those expectations. 

EVALUATION CHECKLIST: The Product 3 points 2 points 1 point 0 Excellent Satisfactory Needs Improvement No Effort VISUAL ___on time—met deadlines ___accurate, correct, and significant facts ___colorful and creative ___neat and organized ___shows originality ___no plagiarism ___emphasizes important points in student’s research ___credit/descriptive captions appear for graphics/documents when appropriate ___content emphasizes important points in student’s thoughts and opinions ORAL PRESENTATION ___engaging, enthusiastic, interesting ___varies pace and does not use a monotone ___faces audience ___engages audience and answers their questions accurately ___directs audience, when appropriate, to emphasize points WRITTEN ___purpose clearly stated ___proper grammar, punctuation, spelling ___uses words the students understands and can explain ___used complete sentences and variety of sentence formats ___contains original thoughts ___covers topic thoroughly: uses relevant details and examples A classroom tool --

EVALUATION CHECKLIST: The Research Journal A classroom tool -- EVALUATION CHECKLIST: The Research Journal + complete satisfactory - incomplete credit 1. TASK DEFINITION ___includes general topic notes from class discussions ___Pre-search Activity complete 2. INFORMATION SEEKING STRATEGIES ___Questioning complete ___Exploration Activity 1 complete ___Exploration Activity 2 complete ___Strategy complete 3. LOCATION & ACCESS 4. USE OF INFORMATION ___Source Note completed for each resource ___Source notes are in proper format ___Source Note summaries are in student’s words Interview: ___Interview arranged appropriately ___Interviewer selected appropriate interviewee ___Interview questions appropriate and valuable ___Interview summary comprehensive and insightful Survey: ___Survey arranged appropriately ___Selected survey format appropriate ___Survey questions appropriate and valuable ___Survey summary comprehensive and insightful 5. SYNTHESIS ___Dissemination form complete ___Dissemination tool selected appropriate to audience & topic ___Story board complete and detailed ___Peer Conference complete ___Peer Evaluation complete and insightful ___Peer Evaluation guidelines followed 6. EVALUATION ___Daily Reflection completed for each inquiry day ___Daily Reflections include student’s thoughts ___Self Evaluation complete ___Self Evaluation includes constructive criticism ___Self Evaluation includes honest personal assessment ___Peer Evaluation 2 complete ___Peer Evaluation 2 insightful and friendly Bibliography ___turned in on time ___bibliography complete ___bibliography annotations include personal reflections ___follows bibliographic format

CISIP* Inquiry Development Model Assessment Evaluation Engagement Academic Learning Development Extension Exploration Explanatory *Communication in Science Inquiry Project

Thank you!