1. Inquiry Based Learning What is it and how is it achieved? Israel_Johnson_Schlosser Module 2 Assignment 6 Board of Ed Proposal

2. Why Inquiry? All learners must be able to access quality information from diverse perspectives, make sense of it to draw their own conclusions or create new knowledge, and share that knowledge with others. American Association of School Librarians, Standards for the 21 st Century Learner in Action Are our students ready ?

3. Students are more likely to be successful in developing the skills and dispositions of learning when they are given the opportunity to construct their own understanding and develop skills through guided practice. American Association of School Librarians, Standards for the 21 st Century Learner in Action Why Inquiry?

4. Students learn best when they…. have a part in the decision making process are intrinsically motivated to learn are actively engaged in the learning process construct their own meaning

5. Benefits to Students Increased social, language and reading skills Become more independent learners and researchers Experience greater motivation and engagement Learn problem solving strategies that they can apply to many other situations Construct their own meaning

6. Benefits to Teachers Share responsibility and expertise with the Instructional team Integrate information literacy skills into the content Allow for more creative thinking Enrichment of the content areas

8. Philosophy Inquiry is a process that is active and is driven by questioning and critical thinking. Inquiry-based learning follows a process that is recursive and reflective throughout. Stripling provides a simple process to help students acknowledge “I am a thinker” (NYC Dept. of Ed 9).

9. Phases of Inquiry Connect – Students access previous knowledge or gain background. Wonder – Students develop questions or make predictions. Investigate- Students find and evaluate information to answer questions or test hypothesis. Construct- Students draw conclusions and relate understandings to previous knowledge. Express- Students apply new understandings to new context or situation and share with others. Reflect- Students as new questions and reflect on learning.

10. Connect Show students how to: Identify prior knowledge and misconceptions Develop context through acquiring background knowledge Use mapping to develop overall theme Cautions: Lack of background knowledge Sources as disconnected bits of information Misinterpretations due to limited prior exposure

11. Wonder Show students how to: Develop questions at different levels Connect questions to larger theme Cautions: Sources used as illustrations only Students enticed by images and not text

12. Investigate Show students how to: Determine purpose and accuracy Corroborate evidence Take notes Make inferences Interpret evidence Cautions: Lack of knowledge make valid interpretation difficult.

13. Construct Show students how to: Organize information Compare evidence Draw conclusions Cautions: Limited experience drawing conclusions or forming opinions

14. Express Show students how to: Think creatively Employ writing, speaking, and visualizing skills Use technology to create a final product Cautions: Students may focus on production only

15. Reflect Show students how to: Question Give and receive feedback Use thinking strategies Cautions: Reflection confused with evaluation Even students with high grades should reflect

16. Final Tips for Stripling Model of Inquiry Focus inquiry on big ideas and themes. Frame the learning experience with an inquiry process. Teach critical thinking and information skills of inquiry. Confront students with both conflicting and corroborating evidence. Engage students in locating and interpreting primary sources on their own. (Teaching With Primary Sources 4)

17. Implementing the Inquiry Model by Collaborating with Teachers Constructivist View What does this mean? What does this look like?

18. Implementing a Successful Inquiry Model by Committing to Developing Information Literacy No more “teaching to the test”

19. Works Cited