1. What do we already know about inquiry based teaching and learning?
Discussion piece – activate background knowledge

2. Inquiry Approach Coverage Approach Provide handout now.
Student voice and choice
Questions and concepts
Collaborative work
Strategic thinking
Authentic investigations
Student responsibility
Student as knowledge creator
Interaction and talk
Teacher as model and coach
Cross disciplinary studies
Multiple resources
Multimodal learning
Engaging in a discipline
Real purpose and audience
Caring and taking action
Performance and self assessments
Teacher selection and direction
Assigned topics and isolated facts
Solitary work
Memorization
As if/surrogate learning
Student compliance
Student as information receiver
Quiet and listening
Teacher as expert and presenter
One subject at a time
Reliance on a textbook
Verbal sources only
Hearing about a discipline
Extrinsic motivators
Forgetting and moving to the next unit
Filling in bubbles and blanks
ISABELLE
Provide handout now.
Which is more engaging?
Celebrate as you are probably preparing/presenting lessons and opportunities that have elements on the left side.
Etc…
TRACY
What might an inquiry based classroom look like when you walk in?
It would look like: Kids are making many of the decisions. We hand them the reins of responsibility and provide them with a structure for investigation and we coach from the side. Consider the coaching analogy– we support, we can’t do it for them – can’t make that tackle for them, kick that ball or throw that pitch for the players. We prep them with techniques and strategies for success and they use those tools when it comes game time. Real learning time. How engaged are most athletes on the field? They are performing the critical role of the event, not the coach.
Multimodal – learning in a variety of ways – kinesthetically, visually, auditory,
Research tells us that the Coverage approach simply doesn’t have the same sticking power with students. The Inquiry Approach prepares students for the real world.

3. “Teachers lead students on lively, sociable inquiries that investigate big ideas so deeply that kids enjoy, remember, and often act upon them…These teachers view the curriculum as an overarching umbrella for self-selected inquires into a topic related to the curricular content.”
S. Harvey and H. Daniels
Inquiry Circles in Action:
Comprehension and Collaboration, 2009
TRACY
80% 20% rule – who does the work - but yet the teacher is accountable.
Introduce the book.

4. What content is best suited to inquiry learning?
students show curiosity
practical connection to the real world
topic is rich
interpretation and analysis are required
subtopics to be explored
opportunity for debate
a values, social or moral dimension
multiple outcomes, understandings or solutions
investigation leads to even more questions, problems or puzzles
TRACY
Curriculum – outcomes and indicators As you review your curriculum, you will realize that inquiry based learning is not always compatible with all the outcomes.
Here are criteria that Harvey and Daniels have recorded that teachers find best….

5. Why “bother” with inquiry?
Teacher heavy upfront and during…
Passion/choice leads to engagement!
We know that people become invested in learning that offers choice.

6. Immerse Invite curiosity Build background knowledge Find topics Wonder
For example, in our new Social Studies curricula, essential questions are:
Gr. 2: Community: How do we meet needs and wants in my community?
Gr. 4: Saskatchewan: What can be done to ensure continued sustainable
development in Saskatchewan?
Gr. 8: Canadian Society: How do you define Canadian culture and identity?
ISABELLE
1. Review Immerse bullets
2. Part of inviting curiosity is to ask Essential Questions…for our curricula… not necessarily the Harvey Daniels model.
3. You might share how you would personally immerse students: books, posters, pictures….

7. Investigate Develop questions Search for information Discover answers
Ask more probing questions
Search and research
Subsidiary Questions:
How is a need different than a want?
Could different people have the same needs or the same wants?
What are some examples of a need?
What are some examples of a want?
Tracy
Review Investigate
Share the definition of subsidiary questions: they help students answer the essential question. They stem from ideas, brainstorms, things to consider. Students create this – here are some sample questions. Break down of the essential question. This example works with the grade 2 essential question, How do we meet needs and wants in my community?

8. Coalesce Refine research Synthesize information
Make inferences and draw conclusions
Build knowledge
Isabelle
Review Coalesce (Coalesce- to grow together; to unite so as to form one mass, or community, to blend or come together: Their ideas coalesced into one theory. )

9. Go Public Share learning Demonstrate understanding Take action
Activism – doing something specific
Awareness – educating others
Aid – contributing your own resources.
Tracy
Review Go Public
So beyond sharing and demonstrating – give examples…..action that supports others – science class, plants… take it outdoors to beautiful the front of the school or at a care home… enjoyment for others. LIVING learning….

10. How is this different than a project?
Projects may have more teacher control; Inquiry is driven by students as they have more responsibility for determining their learning.
Teacher often chooses topics in project work.
Lack of authentic purpose or audience
Lack of models and modeling
Projects often focus on research technicalities instead of content and thinking
Projects often lack well structured student collaboration
Go Public is not always present in projects.

11. How do I assess inquiry
A rubric is required as the tool needs to be broad use…see sample