1. Student Inquiry in the
Research Process

2. 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

3. 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.

4. 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

5. 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

6. 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. 

7. 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. 

8. 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,

9. 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. 

10. 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.

11. 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.

12. 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.

13. 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 . . .

14. 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

15. 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: ? ? ? ?

16. 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?

17. 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: _________________________________

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

19. 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.

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

21. 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.”

22. 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.

23. 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

24. 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. 

25. EVALUATION CHECKLIST: The Product
3 points points point
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 --

26. 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

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

28. Thank you!