Inquiry is Magic AQUARIUS: Find a guide who will ask you questions you never expected. Take the road that winds with surprise. Travel with an inquiring mind and cheerful friends to sustain you. Browse broadly, search deeply, and share with joy whatever you find. Value the random with the intended.

 methodology with conventions  builds on literature of research area  public intention (peer review)  both require similar attitudes (e.g., openness, curiosity, critical and creative thinking)  both seek knowledge and evidence to construct knowledge  both benefit from specialized knowledge Inquiry more a habit of mind more oriented on process more individuated in intention

Every job includes research

Key Factors in Research TypePurposeAudienceProcess Report Essay Media Presenta- tion Describe Explain Persuade Argue Self Peers Teacher Community Prepare Access Process Transfer

I. to learn about something they need to know or do II. to test an idea or hypothesis III. to solve a problem or make a decision IV. to build on another’s knowledge for greater understanding RESEARCH Learn Build Test Solve Decide People research for many reasons

ResearchPursuit SourcesStudy VarietyChallenges InformationProblems SearchInvolvement ExplorationInteraction InvestigationQuest

 preparation for life long learning  integrated into the content of the curriculum  connected to the student’s world  incorporates transferable information literacy concepts  incorporates reflection throughout the process

 develop social, language and reading skills  construct their own meaning  gain independence in research and learning  experience a high level of motivation and engagement  learn transferable strategies and skills

1. curriculum content 2. information literacy 3. learning how to learn (metacognition) 4. literacy competence 5. social skills

 Resource Specialist  Information Literacy Teacher  Collaboration gatekeeper

 are critical to student achievement  must be tailored to each stage of the inquiry process  must be introduced at key points, in various formats, and assorted groupings

Communication  modelling  encouraging  listening  teaching (explicit) Inquiry Management  individual  inquiry circles  creating community links (experts)

Familiarizing – providing quality resources Analysing – deconstruction, synthesis Modelling – read alouds, exit cards Sharing – peer collaboration and editing Guiding – assessment for inquiry Applying – creating opportunities

Read Aloud Read Aloud Shared Reading Shared Reading Guided Reading Guided Reading Independent Reading Independent Reading Information Literature Circles Information Literature Circles Independent Writing Independent Writing Guided Writing Guided Writing Shared / Interactive Writing Shared / Interactive Writing Modelled Writing Modelled Writing Oral Language Oral Language Balanced Literacy Balanced Literacy Media Literacy ICT Skills

Put each of the following principles into practice with a particular teaching strategy for a particular grade. Working Groups

1. Children learn by being actively engaged in and reflecting on an experience.

2. Children learn by building on what they already know.

3. Children develop higher-order thinking through guidance at critical point in the learning process.

4. Children have different ways and modes of learning.

5. Children learn through social interaction with others.

6. Children learn through instruction and experience in accord with their cognitive development.

InitiationSelectionExploration Feelings (Affective) Uncertainty Optimism Confusion Frustration Doubt Thoughts (Cognitive) vague Actions (Physical) seeking relevant Exploring information Carol Kulthau. Information Search Process

Formu- lation CollectionPresen- tation Assess- ment Feelings (Affective) Clarity Sense of direction / Confidence Satisfaction or Disappoint- ment Sense of accomplish ment Thoughts (Cognitive) focused increased interest Increased self- awareness Actions (Physical) seeking pertinent Documenting information Carol Kulthau. Information Search Process

Puzzle - Conundrum

Journey - Quest

Map - Navigation

Destination - Meandering

Steps - Ascent

Matrix - Organization

Web - Connectedness

Race - Time

Initiating inquiry Choosing the topic Developing questions Designing the plan Selecting information Formulating the focus Assessing product & process Making & presenting product Organizing & synthesizing findings Evaluating ideas Analyzing information Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY Initiating inquiry Choosing the topic Developing questions Designing the plan Selecting information Formulating the focus Extending & transferring learning Extending & transferring learning Assessing product & process Making & presenting product Organizing & synthesizing findings Evaluating ideas Analyzing information Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY

Knowledge & Understanding Thinking Communication Application INQUIRY Thinking Communication INQUIRY

Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY Knowledge & Understanding Thinking Communication Application INQUIRY

Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY

Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY

Initiating Inquiry

Choosing the Topic

Developing Questions

Choosing the Topic Developing Questions Initiating Inquiry

Choosing the Topic Developing Questions Initiating Inquiry

Designing the Plan

Selecting Information

Formulating the Focus

Selecting Information Designing the Plan Formulating the Focus

Selecting Information Designing the Plan Formulating the Focus

Analyzing Information

Evaluating Ideas

Organizing & Synthesizing Ideas

Evaluating Ideas Organizing & Synthesizing Ideas Analyzing Information

Evaluating Ideas Organizing & Synthesizing Ideas Analyzing Information

Making & Presenting Product

Assessing Product & Process

Extending & Transferring Learning

Assessing Product & Process Extending & Transferring Learning Making & Presenting Product

Assessing Product & Process Extending & Transferring Learning Making & Presenting Product

Assessing Product & Process Selecting Information Choosing the Topic Evaluating Ideas Developing Questions Initiating Inquiry Extending & Transferring Learning Making & Presenting Product Organizing & Synthesizing Ideas Designing the Plan Analyzing Information Formulating the Focus

Assessing Product & Process Selecting Information Choosing the Topic Evaluating Ideas Developing Questions Initiating Inquiry Extending & Transferring Learning Making & Presenting Product Organizing & Synthesizing Ideas Designing the Plan Analyzing Information Formulating the Focus Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY

Assessing Product & Process Selecting Information Choosing the Topic Evaluating Ideas Developing Questions Initiating Inquiry Extending & Transferring Learning Making & Presenting Product Organizing & Synthesizing Ideas Designing the Plan Analyzing Information Formulating the Focus Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY Knowledge & Understanding Thinking Communication Application Knowledge & Understanding Thinking Communication Application INQUIRY