1. Inquiry-Based Learning By Barbara K. Stripling Presented by Dari, Vicky & Miko

2. More Questions What do you already know about the photo? What do you predict led up to this moment? How are you affected by the youthfulness of the subject? What are you wondering about? Stripling, Barbara K. Inquiry-Based Learning. Edited by Barbara K. Stripling and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Westport, Connecticut: Libraries Unlimited, 2003.

3. http://www.asianamericans.com/

4. http://www.school housevideo.org/m edia/marchers.jpg

5. http://www.doublestandards.org/kimphuc.html

6. http://warchildren.org/ world.html

7. http://www.columbia.edu/cu/ccba/cear/issues/fall97/graphics/forum/jacobs/jacobs2.htm

8. So, what is the Inquiry Model?

9. Inquiry Model Students Curriculum Educators Library Media Specialist Assessment

10. Students Heart of learning Learning is active and shared Hypothesis, Exploration, Reflection Independent / Interdependent Information finding vs Mental process

11. Curriculum In depth pursuit of important ideas General framework and context Uncovered / Discovered

12. Educator It thus becomes the office of the educator to select those things within the range of existing experience that have the promise and potentiality of presenting new problems which by stimulating new ways of observation and judgment will expand the area of further experience. John Dewey

13. Educator Interact and mediate the environment Guide rather than provider of information Teach inquiry and literacy techniques Offer multiple resources Engage parents and community members

14. Library Media Specialist Support change Design instruction Co-teach Collaborate with teachers Support teachers with professional resources and strategies

15. Assessment On-going Students work vs teacher generated tests Prior knowledge Assess growth in understanding Make sense of information Asking questions Student understanding Final product

16. The Process of Inquiry Stripling, Barbara K. Inquiry-Based Learning. Edited by Barbara K. Stripling and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Westport, Connecticut: Libraries Unlimited, 2003.

17. Teaching Strategies What teachers want to know…

18. The Process of Inquiry Connect Connect to self, previous knowledge Gain background knowledge to set context for new learning Observe, experience Wonder Develop questions Make predictions, hypotheses Stripling, Barbara K. Inquiry-Based Learning. Edited by Barbara K. Stripling and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Westport, Connecticut: Libraries Unlimited, 2003.

19. The Process of Inquiry Investigate Find and evaluate information to answer questions, test hypotheses Think about the information to illuminate new questions and hypotheses Construct Construct new understandings connected to previous knowledge Draw conclusions about questions and hypotheses Stripling, Barbara K. Inquiry-Based Learning. Edited by Barbara K. Stripling and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Westport, Connecticut: Libraries Unlimited, 2003.

20. The Process of Inquiry Express Express new ideas to share learning with others Apply understandings to a new context, new situation Reflect Reflect on own process of learning and on new understandings gained from inquiry Ask new questions Stripling, Barbara K. Inquiry-Based Learning. Edited by Barbara K. Stripling and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Westport, Connecticut: Libraries Unlimited, 2003.

21. Inquiry vs Information Problem Solving All students W I L L learn. Stripling, Barbara K. Inquiry-Based Learning. Edited by Barbara K. Stripling and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Westport, Connecticut: Libraries Unlimited, 2003.