The Research - Inquiry Process

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References Cited: Colyer, J., & Watt, J. G. (2016). THINQ 4-6: Inquiry-based learning in the junior classroom. Toronto: Wave Learning Solutions. Historical Thinking Concept Templates. (n.d.). Retrieved from http://historicalthinking.ca/historical-thinking-concept-templateshttp://historicalthinking.ca/historical-thinking-concept-templates Ontario School Library Association, K - 12 Document. Retrieved from http://www.accessola.com/action/positions/info_studies/ Ritchhart, R., Churchill, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco: Jossey-Bass. The Student Inquiry Process. (n.d.) Retrieved from http://www.accessola.org/web/studentinquiry Together for Learning: School Libraries and the Emergence of the Learning Commons. 2010 Ontario Library Association. Retrieved from https://learn.etfo-aq.ca/content/enforced/50511-A4613EWinter2019B/assets/docs/677_OLATogetherforLearning.pdf?_&d2lSessionVal=gAp9iSidTNGYfyMU4zLNAbBWS&ou=50511

Each stage of inquiry is interconnected through the process of reflection and feedback. It is a cyclical and interactive process

The Research - Inquiry Process Establishing A Culture of Inquiry at the Intermediate Level

Creating

-Embrace use of diigtal technologies -Share presentations -Transfer Learning -Creating a product -Refines questioning -consider a variety of representations -self reflect on the inquiry process

-Use Web 2.0 tools to create that are age appropriate and ministry licensed (e.g., Mindomo, GSUITE, Canva, Adobe Spark) and allow students 24 hourequitable access -Share creations or ideas with other learners or stakeholders in the community through video conference, websites, social media, displays (e.g., Flipgrid, Skype, Hangouts) -Portfolio (e.g., use Brightspace ePortfolio, Seesaw, Google Sites, MyBlueprint, Sesame Snap) -self assess work using success criteria and disciplinary thinking to determine next steps of learning in an inquiry -identify avenues for action and celebrate their learning -reflect on what, how and why learning happened by connecting to learning goals and success criteria -Use Padlet, Google Forms to reflect on the assignment, unit, or inquiry process -Use Rubrics, checbrics, Met/Not met scales for further assessment and reflection

Investigating

-Use variety of resources digital and non-digital, knowledgeable of searching through library databases -Clarify and extend questioning -Note-taking -Selecting Information -model information gathering -Teach bias, perspective, point of view -Curate Resources

-Evaluating reliable sources (e.g., Fake News, Valid websites) -Using Jot notes -Voice Dictation -Use proper boolean search -model different ways to organize research, (e.g. mindmapping, sketchnoting, thoughtbook) -Use primary resources -Use digital curation tools (e.g., Google Keep, Pocket, Diigo) -Use Inquiry anchor charts -Create Inquiry Vocabulary word wall -co-create with students criteria needed to enable critical thinking and to evaluate information -Use the CRAAP Test

Processing

-Use graphic organiizers to plan out research -record information from sources in graphic organizers to analyze, compare, sort, classify, and recognize patterns in their inquiry -use disciplinary thinking -interpret and analyze primary and secondary sources -support students to cite sources properly -Employ Design Thinking skills so that students can revisit initial questions and thinking, providing opportunities to extend their inquiry

-Use of digital apps as graphic organizers (e.g., Popplet, Mindomo, Explain Everything) -Use historical thinking concepts (Historical Significance, Cause and Consequence, Continuity and Change, Historical Perspective - http://historicalthinking.ca/historical-thinking-concept-templates) -Activities and Graphic Organizers From 'Making Thinking Visible' (Connect-Extend-Challenge, Microlab Protocol) -co-construct success criteria with students to support them as they complete inquiry tasks -provide opportunities for self and peer assessment that revisit the initial engagement questions and reflect back on co-created success criteria -Use Easybib or citation machine to cite resources properly -Use Common Creative copyright tool

Exploring

Skills that need to be taught or explored

-Asking questions -Creating Essential Questions -Organizing your thoughts -Making Connections -Active Listening -Define the Problem -Use and create Graphic Organizers -Activating and Uncovering Prior Knowledge -Demonstrate an Inquiry Stance -Discuss possible ways to learn more

Strategies to facilitate the learning of these skills.

-Q-Chart -RAN Chart -KWL Chart -Mind Mapping -Graffitti -Place Mat -Padlet - Questioning and Brainstorming -Google Classroom - Asking Questions and having discussions -Use Peardeck Add-on for Google Slides to document possible questions and the learning process -Wonder Wheel -KWLAQ Chart - Make their thinking visible: Activities and Graphic Organizers From 'Making Thinking Visible' (ThinkPuzzleExplore,Zoom In, Chalk Talk) -Strategically model wondering and making predictions; encourage questions and acknowledge quality of questions being asked