1. Everyday Inquiry

2. Pop
Quiz!

3. Structured Inquiry Guided Inquiry Open Inquiry
-teacher led provide problem, procedures and materials
-typically all students are completing the same activity to achieve a desired set of results
-students discover relationships based on data collected
Guided Inquiry
-teacher guides student towards desired knowledge
-teacher gives problem, student finds answers
-materials are generally provided but may not be the same for each group/individual
Open Inquiry
-student driven chooses problem, designs methods of investigation and reporting
-based on ‘wonderings’
-teacher may or may not supply materials

4. The Benefits of Inquiry
* increases accountability, independence and internalization of knowledge
Guccione, L. M. (2011). In a world of mandates, making space for inquiry. Reading Teacher, 64(7),
Hribar, K. (2009). A journey toward inquiry: Implementing the standards in a fixed-schedule environment. Knowledge Quest, 38(2),
* allows students to develop their critical thinking skills and apply them to authentic situations
Corlu, M. A. & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Science: Theory & Practice, 12(1),
* critical thinking, competency, collaboration, communication, and creativity are what students will need to succeed in the 21st century
Jansen, B.A. (2011). Inquiry unpacked: an introduction to inquiry-based learning. Library Media Connection, 29 (5),
*retention rate of curriculum understanding is higher for students that participate in inquiry-based experiences than for students taught in a typical fashion
Balım, A. (2009). The effects of discovery learning on students' success and inquiry learning skills. Eurasian Journal Of Educational Research (EJER), (35), 1-20.
Kwon, O., Rasmussen, C., & Allen, K. (2005). Students' retention of mathematical knowledge and skills in differential equations. School Science & Mathematics, 105(5),
Mehalik, M. M., Doppelt, Y., & Schuun, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal Of Engineering Education, 97(1),
Durham, Y., McKinnon, T., & Schulman, C. (2007). Classroom experiments: Not just fun and games. Economic Inquiry, 45(1),

5. The Benefits of Inquiry
*students are inspired to delve deeper into topics and increase their understanding, outperforming students in typical teacher-driven classrooms
White, Barbara, Todd A. Shimoda, and John R. Frederiksen Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development. International Journal of Artificial Intelligence in Education 10:
Marx, Ronald W., Phyllis C. Blumenfeld, Joseph S. Krajcik, Barry Fishman, Elliot Soloway, Robert Geier, and Revital Tali Tal Inquiry-Based Science in the Middle Grades: Assessment of Learning in Urban Systemic Reform. Journal of Research in Science Teaching 41 (10):
Nystrand, Martin and Adam Gamoran Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English 25: 261–290.
* inquiry-based teaching that is done well closes the achievement gap between high and low performing students
Kahle, J. B., J. Meece, and K. Scantlebury Urban African-American middle school science students: Does standards-based teaching make a difference? Journal of Research in Science Teaching 37 (9):
Applebee, Arthur N., Judith A. Langer, Martin Nystrand and Adam Gamoran Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal 40 (3):
* students with learning disabilities, English Language Learners, and students with diverse cultural backgrounds, all benefit from the collaboration and more hands-on approach that accompanies inquiry.
Amaral, Olga, Leslie Garrison, Michael Klentschy Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal 26 (2):
McCarty, T.L., Regina Hadley Lynch, Stephen Wallace, AnCita Benally Classroom Inquiry and Navajo Learning Styles: A Call for Reassessment. Anthropology and Education Quarterly 22 (1):42-59.
Scruggs, T. E. and M.A. Mastropieri Reading versus doing: The relative effects of textbook based and inquiry-oriented approaches to science learning in special education classrooms. Journal of Special Education 27 (1):1-15.

6. How does this differ from inquiry?

7. Inquiry Cycle
Upper Blue ES

9. What Inquirers Do * Make observations using their senses
* Ask questions
* Use tools
* Draw pictures and write labels
* Experiment and solve problems
* Research ideas
* Work with others
* Communicate findings
* Have patience

10. Questioning – Sample Probes
*That’s an interesting response…can you tell me more about that?
*Why do you think that is true?
*So how does that fit in/connect with what we have been talking about?
*How is that idea different to some of the ones we have been exploring?
*What does that remind you of?
*Do you think that is always true?
*What might someone say who disagreed with you?
*What do you think helped you to come to that idea?
Adapted from Kath Murdoch

11. Everyday Planning Pre-Made Lesson Plan What types of questions
can I ask to provoke
discussion and/or promote
understanding?
How can the students
be more involved?
Explore materials
Collaborative activity
Creative responses
Co-create anchor charts

12. Daily Use
5 min
10 min
Planner
Box 2
Box 4
CC/SS
Box 1
Box 3
Box 5
Weekly Use
Monday
Tuesday
Wednesday
Thursday
Friday

13. Box 2
Box 4
CC/SS
Box 1
Box 3

14. Are there any
Questions or
Comments?

15. inquiryandib.weebly.com