Discovery and Guided Inquiry- PRIMARY

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Discovery and Guided Inquiry PRIMARY GRADES

CREATING

anecdotal records for recording reflections about the strengths and challenges of the inquiry process used checklists to chart possible topics, plans, and products for extending the inquiry and transferring learning

Use the most appropriate method to support and present findings while honouring the learner’s choice (e.g. visual, oral, performance, written, multimedia, digital). Post a presentation on an established physical or virtual space to rehearse and test its effectiveness.

applies knowledge of exemplary practices to make effective products and presentations

expresses thoughts and feelings about presentation

uses a variety of strategies to create a product that presents findings

identifies the features of effective presentations

by making products that present the results of their inquiry, assessing their product and the process they used to construct it, and extending and transferring their learning to new contexts and inquiries.

PROCESSING

- exemplars of a variety of forms and presentations - rating scales for evaluating and comparing websites

Use graphic organizers (e.g. T-chart, Venn diagram, information map) to compare information, according to content or validity

makes connections between personal knowledge and new information

expresses thoughts and feelings about analyzing ideas

uses a variety of strategies to record information from personal knowledge and selected sources

identifies how information and ideas can be sorted and classified for effective organization

analyzing the information, evaluating their ideas and those from selected information, and organizing and synthesizing their findings.

INVESTIGATING

- organizers and templates to plan inquiry and record information and sources - rubrics to establish criteria for selecting information, and formulating a focus

- Read and discuss visual information such as pictures, graphs and illustrations - Take "virtual field trips" (Skype with experts) - Conference with learning partners and teacher

applies knowledge of how information is organized to help locate and select information

expresses thoughts and feelings about the inquiry process

uses conferencing (physical and virtual) to discuss the topic with learning community

identifies available sources relevant to inquiry

designing a plan for inquiry, finding sources and selecting appropriate information, and formulating a clear and interesting focus.

EXPLORING

Assessment Tools

- checklists to detail purpose, nature, and timeline of assignment - rubrics to establish criteria for effective inquiry

Activities

-Brainstorming with others about possible questions W5H, matrixes, virtual-google docs, Mindomo, face-to-face: partner, small groups, role play -Virtual Space to build Inquiry Whole Class, Group Specific Blog, Mindomo, Docs,

Application

applies collaborative skills to help understand the purpose and features of the inquiry

Communication

explains answers generated about the chosen topic, using a variety of forms

Thinking

uses a variety of strategies and resources to choose a relevant topic

Knowledge/Understanding

Develops a variety of questions about the topic

HOW?

initiating the inquiry, choosing an appropriate and personally engaging topic, and developing deep questions around the topic chosen.