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HOMEInquiry Process and SkillsPage 1Junior SchoolPLANDOREVIEWSenior SchoolImmersion FocusQuestioningPlanning Search SortCreate Communicate Take actionEvaluate ReflectDefinitionOutline the path of the inquiry. Determine timelines, groups, resources and goalsAcquire relevant information to answer our supporting and essential questionsCommunicate and share new learning with an audienceReflect and determine next steps throughout the inquiry and determine what nextView, gather information to find out what we already knowConstruct questions that will determine the path of the inquiryKeeping it SimpleWhat do we know?How will we find the answers and be organised for learning? Where will I get the information and how will I organise it?How do we communicate our message and make a difference?What do I need to learn more about? What do I need to do next time to make my learning easier?What do we want to find out?Page 2Immersion / FocusPurposeTo provide students with enough background information to ask good questions.To create excitement and enthusiasmModelling skills to be usedIntroducing a topicLearning new facts, ideas and conceptsGuiding learning experiencesContent concepts, outcomes and objectivesIdentify pre-existing knowledgeExposing learners to a range of experiencesCatering to different learning stylesTo establish purpose and relevanceEvaluationSkills / StrategiesBrainstorming, listening and responding, questioning, observing, sharing, recalling, discussing etcReading, viewing, visiting, scaffolding, experimenting, exposing, interchange, experts, challenging, presenting a scenario etcICTsWebquests, Internet scavenger hunts, Online video Encarta, CD Roms, DVDs, wikis, blogs, podcasts, reference sitesThinking templates / Graphic OrganisersKWL, Hot PotatoReflectionIdentify where they are at in the inquiry process and reflect on progress.FacilitationTeacher LedCo-constructedStudent LedPage 3QuestioningPurposeTo find out important informationAsking open / closed /big / fat and skinny questionsTo refine researchTo establish what we want to find out more aboutTo encourage more responsibility for learningTo determine interests and path of inquiryTo spark curiousityTo predict possible outcomes/construct own answersTo develop deeper questioningTo gain an understanding that questioning can have different outcomesTool for inquiringTo take increased responsibility for constructing essential/supporting questionsEvaluationSkills / Strategies• Big/supporting questions, relevant questions, posing different questions for different outcomes (achievable)• Seven Servants (who, what, when, where, why, which, how)• (Blooms, Question starters, Open and Closed, Hypothesising, question matrix statements and opinions)ICTs– Inspiration, Webspiration, other Web 2.0 mindmapping tools, refer to ICT’s at immersion stageThinking templates / Graphic OrganisersBrace Map (part -whole), Bridge map (seeing analogies), Bubble Map (Describing attributes), Double Bubble Map (compating and contrasting), flow map (sequencing), Multi flow map (cause and effect)ReflectionIdentify where they are at in the inquiry process and reflect on progress.FacilitationTeacher LedCo-constructedStudent LedPage 4PlanningPurposeGrouping (similar interests/abilities)Provides structureTo determine possible sources of informationProvides a timeline/timeframeDetermine what they will be doingTo establish role within groupsScaffolds inquiryProvides accountability for learningDetermine most effective mode of sharing through developing criteriaEvaluationSkills / StrategiesTime management Prioritising (timelines, checklists) Planning sources (brainstorming, flow chart) Grouping Assigning roles Working together (thinkers keys, role cards) Setting goals (conference sheets, learning journals, progress wall) Scaffolding the process (display cards, booklets, modelling)ICTs Inspiration, Webspiration as a planning tool ‘Just In Time’ Learning for appropriate ICTsReflectionIdentify where they are at in the inquiry process and reflect on progress.FacilitationTeacher LedCo-constructedStudent LedPage 5Search / SortSkills / StrategiesResearch skills / Graphic organisers Keywords Note-Taking Note-Making Recording Skimming and Scanning Highlighting Selecting and Rejecting Conferencing Interviewing Comparing and Contrasting (Venn Diagrams, T, Y, X Senses Charts) Making Judgements (Agree, Disagree Charts) Sorting Collating Classifying (CCC Chart) Surveying Summarising Interpreting Analysing Reaching conclusions Testing Evaluating VerifyingICT'sInspiration/Webspiration, Internet Searching Skills, Digital Photography, Video Footage, Fax, Photocopier, Interactive sites (Fact, Fragment, Frenzy) Email, Skype,Wikis, BlogsReflectionIdentify where they are at in the inquiry process and reflect on progress.PurposeSeek answersTo use and further develop research skills (taking notes, use keywords, cutting and pasting)To gain an understanding that information can be gathered from a range of sources (including ICTs, people, books)To collate information from various sourcesEvaluationFacilitationTeacher LedCo-constructedStudent LedPage 6Create / CommunicateSkills / StrategiesIdentifying Audience Selecting Appropriate Style for Presenting Information Communicating Sharing with others Persuading Accuracy Summarising S etting standards Designing skills (Rubrics)ICT's Website PowerPoint Photostory Movie Kidpix Inspiration/Webspiration Word Publisher Multi-media Presentations Animation ActivBoard OHP Internet Data Projector Blogs Wikis Web 2.0 toolsReflectionIdentify where they are at in the inquiry process and reflect on progress.PurposeTo process information (group, categorise, eliminate, rearrange, summarise, trash and treasure)To organise information from multiple sourcesAnalyse and interpretUse information to answer questionsTo make a difference for themselves and/or othersTo demonstrate understanding of the essential questioningEvaluationFacilitationTeacher LedCo-constructedStudent LedPage 7Evaluation / ReflectionSkills / StrategiesReflecting Success Criteria Self and Peer Assessing Evaluating Next Step Goals Responding to Feedback Identifying Strengths and Weaknesses Graphic Organisers (Thinkers Keys, PMI, KWL, Feedback Chart, Rubric)ICT's Inspiration / Webspiration KidpixPurposeTo take ownership for own learningTo identify and scaffold skills of this inquiry onto the nextFacilitationTeacher LedCo-constructedStudent LedPage 8Inquiry ProcessWhere am I up to? I'm ready to move on Questioning PlanningImmersionHave a display in your classroom clearly stating the skills involved at each stage of the inquiry process. Get students to put their name or photo card next to the stage they are up to. Allowing a student to verbalise their learning and understanding to the teacher before moving onto the next stage is a great way of monitoring tand recording their progress.1. Overview2. Immersion3. Questioning4. Planning5. Search / Sort6. Create / Communicate7. Evaluate / Reflect______________Scroll to view a leveled skills rubric.Supporting resources Inquiry plannerYellow Light BulbGraphic Organisersand pedagogicaltools.Inquiry skills progression rubricStage 1Stage 2Stage 3Stage 4JuniorLower middleUpper middleSeniorPage 1Questioning•Ask fat and skinny questions•Ask questions using some of:The seven servantsDe Bonos Thinking HatsQuestion Starters and keywords•Identify the difference between open and closed questions•Begin to independently pose questions relevant to the inquiry•Group, eliminate and refine questions•Hypothesise the answers (What do I think the answers are?)•Identify the difference between a question and a statement•Ask questions using some of:The seven servantsDe Bonos Thinking Hats•Identify the difference between fat and skinny questions•Pose questions with teacher support• Pose a question worthy of inquiry and pose supporting questions (open and closed) with teacher support• Ask questions using:The seven servantsDe Bonos Thinking HatsQuestion Starters and keywords• Justify the most important question• Beginning to develop the necessary sub-questions in order to gather the relevant information• Begin to use the Question Matrix• Pose an appropriate research (open, relevant, rich, ethical, moralistic) question independently• Ask questions using:The seven servantsDe Bonos Thinking HatsQuestion Starters and keywordsThe Question Matrix• Justify the most important question• Develop the necessary sub-questions in order to gather the relevant informationPage 2Planning Sourcing Information• Select more than one relevant sourcesRecording Information• Select method of recordingTime Frame• Identify and sequence tasks to be completed, with approximated time allocationsSourcing Information• Identify sources available• State relevant sourcesRecording Information• Suggest methods of recording information Time Frame• Recognise that tasks take different amounts of timeSourcing Information• Selects and utilises information from more than one sourcesRecording Information • Select method of recordingTime Frame• Breakdown tasks into manageable steps with appropriate timelineSourcing Information• Selects and utilises information from a range and variety of sourcesRecording Information• Select method of recordingTime FrameBreakdown tasks into manageable steps with appropriate timelinePage 3Search and SortResearch Skills• Highlight key words• Record relevant information by highlighting• ParaphrasingLibrary• Identify and use different sections of the libraryNon fiction, fictionDewey systemReferenceInternet• Select, copy, cut and paste the relevant information from the teacher selected sitesProcessing Information• PMI• T, Y charts• Tri Venn• Mindmaps• FlowchartsResearch Skills• Identify key words• Record information through sketches, note form and simple sentencesLibrary• Identify difference between fact, fiction and reference• Identify author, subject, titleInternet• Gather information (images, keywords, sentences) from teacher selected sitesProcessing Information• PMI• T, Y charts• Venn diagrams• BrainstormResearch Skills• Identify main points• Collate keywords and phrases• Rework information to include only relevant pointsLibrary• Use different sections of the library selecting relevant information from: Non fiction, fictionDewey systemReferenceInternet• Select relevant information from teacher selected sites• Begin to develop search skills to self-select sites in line with the school ICT agreement• Beginning to acknowledge sourcesProcessing Information• Fishbone• Cause and effect• Jigsaw• TreeResearch Skills• Summarises information into own words• Clearly identify main points• Give evidence to support min pointsLibrary• Independently use different sections of the library selecting relevant information from:Non fiction, fiction, Dewey systemReferenceInternet• Select and utilise information from a range and variety of sources independently• Acknowledge sources independently and begin to referenceProcessing Information• Use a variety of graphic organisers independentlyPage 4Share / CommunicateCreate• Selects the most effective mode of presentation from limited options• Combine verbal and visual features to effectively communicate information and ideas• Basic understanding of topic articulatedShare• Share new learning and information with consideration for audience, seeking feedbackCreate• Contributes to presentation to show new learningShare• Share new learning and information with consideration for audience and respond appropriately to feedbackCreate• Independently selects the most effective mode of presentation• Combine verbal and visual features to effectively communicate information and ideas• Basic understanding of topic articulatedShare• Share new learning or information with consideration for audience, seeking and responding to feedbackCreate• Independently selects the most effective mode of presentation which is visually appealing and appropriate to the content• Understanding is clearly articulatedShare• Share new learning or information with consideration for audience, seeking and responding to feedbackPage 2

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