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Jump Into Inquiry Without Drowning

This document provides an overview of inquiry-based learning (IBL) and how to implement it in the classroom. It discusses IBL as an engaging way to make instruction relevant to 21st century learners. The document outlines the IBL process, including connecting topics to students' lives, exploring content, explaining key concepts, applying knowledge through planning units, reflecting on the process, and extending learning. Resources and examples are provided to help teachers implement structured, controlled, guided or free inquiry in their classrooms. The goal is to empower students and develop their communication, research, and problem-solving skills.

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Ceazah Jane Mag-aso
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270 views22 pages

Jump Into Inquiry Without Drowning

This document provides an overview of inquiry-based learning (IBL) and how to implement it in the classroom. It discusses IBL as an engaging way to make instruction relevant to 21st century learners. The document outlines the IBL process, including connecting topics to students' lives, exploring content, explaining key concepts, applying knowledge through planning units, reflecting on the process, and extending learning. Resources and examples are provided to help teachers implement structured, controlled, guided or free inquiry in their classrooms. The goal is to empower students and develop their communication, research, and problem-solving skills.

Uploaded by

Ceazah Jane Mag-aso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 22

Jump into Inquiry without

Drowning

Meri Riddick & Robin Smith


Fall 2018 VDOE SOL Institutes
Essential Question:
How can I make my instruction engaging,
individualized, and relevant to the needs of
21st century learners?
With inquiry-based learning (IBL)!

Engaging, individualized, empowers student


voice, relevant to needs of 21st c learners,
seamlessly integrates all SOL English strands
The Inquiry Process
Our inspiration
MacKenzie, T. (2016). Dive into Inquiry: Amplify Learning
and Empower Student Voice. Irvine, CA: EdTechTeam
Press.
MacKenzie, T. (2018). Sketchnotes.
McTighe, J., & Wiggins, G. (2013). Essential Questions:
Opening Doors to Student Understanding. Alexandria, VA;
ASCD.

Slides 6 - 14 are based on this HyperDoc lesson that


models the way we teach inquiry.
Connect: IBL as a life skill
Identify an experience in your personal or professional life
in which you identified a need, sought an answer or
solution, and conducted research to address that need.
• What did you want to know? Why? How did you share
your findings?
• Where did you learn the skills needed to complete the
task? In school?
• Are these skills so important that you’d want to teach
them to your students?
• We think so! That’s why we love inquiry-based learning.
Explore: Preview content related to IBL
Video - Dive into Inquiry by Trevor MacKenzie (2:46)
Infographics/Sketchnotes
 10 Reasons to Use Inquiry-Based Learning
 Types of Student Inquiry
 The Four Pillars of Inquiry
 The Inquiry Process
 Free Inquiry Proposal
 Teacher Librarian: Your Inquiry Superhero
Your Task: Record your initial reactions to the content.
 What do you want to know more about?
 What excites you?
 What makes you uncomfortable?
Explain: Your task
• In Dive into Inquiry, Trevor MacKenzie encourages
teachers to incorporate IBL into their curriculum over
time and to scaffold implementation for students. He
encourages teachers to start small, with familiar content,
and to start with a structured inquiry unit (p. 39). The
three topics on the next slide are essential components
of inquiry.
• As you examine the resources, take notes, record
questions, identify areas for growth, or add resources to
revisit later.
Explain: Key components for inquiry
1. Types of Student Inquiry
a. Types of Student Inquiry slides
b.Bringing Inquiry-Based Learning into Your Class
Edutopia article
2. Four Pillars of Inquiry
3. Essential Questions
a. Using Essential Questions to Engage Student Inquiry
McTighe article
b.Essential Question: What is it? How do I write one?
video (4:07)
Apply: Take stock. Examine. Plan.
The various types of student inquiry give teachers flexibility
in how much independence to give students while they are
learning self-regulation and other skills needed to do free
inquiry successfully. To move forward with implementation
of IBL, you need to
 take stock of existing inquiry-based learning
opportunities in your class (Yep, you are probably
already doing it!) and
 begin planning inquiry in your classroom.
Apply: Examine.
The links on the next slide connect to HyperDocs with
models of initial planning for various kinds of inquiry,
adapted from MacKenzie’s Dive into Inquiry and VA Beach
Schools’ English Curriculum. At the end of each is a
planning form for you to use. Look at the samples and
then begin your own planning document.

You will notice that some models have aspects of different


types of inquiry. That’s fine! Adapt to fit your needs and
comfort level. Some of the performance tasks are not
authentic pieces that students could share publicly in any
meaningful way; this is another skill to develop!
Apply: Examine. Plan.
Teacher planning documents with models
 Structured inquiry
 Controlled inquiry
 Guided inquiry
 Free inquiry
Each document has outlines for two units with essential
questions, resources, learning evidence, and a
performance task; the second example also includes an
overall rationale for decisions about the inquiry unit,
instructional focus, necessary scaffolding as well as
parenthetical comments that explain the teacher’s thought
processes in designing the unit.
Reflect. Share.
Where do I go from here?
Now that you have had a chance to begin planning inquiry
in your classroom, take a few minutes to set reasonable
goals for the year and identify your next steps. Consider
what you might like to learn more about, what you feel
comfortable with, who you might like to collaborate with
(a librarian, tech integration specialist, PLC members,
etc.).

REFLECT - Jot down your next steps.


SHARE - Use the Jump into Inquiry Crowdsourcing Padlet
to share scaffolding ideas, resources, and other useful
tidbits.
Extend.
Here are some resources to extend your learning:
• Twitter -
 follow Trevor MacKenzie #DiveIntoInquiry #InquiryMindset
• Books -
 Dive into Inquiry & The Inquiry Mindset (for younger
learners)
 The Genius Hour Guidebook - more on planning and
implementing IBL
• Websites -
 Trevor MacKenzie’s blog site (Find hi-res images of his
sketchnotes here.)
 Visit our website for more resources to help you!
Communication & Multimodal Literacies SOL addressed with IBL

 6.9 & 7.9 The 6.1 The student will use effective oral
communication skills in a variety of settings.
 7.1 The student will participate in and contribute to
conversations, group discussions, and oral presentations.
 8.1 The student will participate in, collaborate in, and
report on small-group learning activities.
 6.2 & 7.2 The student will create multimodal
presentations that effectively communicate ideas.
Communication & Multimodal Literacies SOL addressed with IBL, cont.

 8.2 & 9.1 The student will participate in, collaborate in,
and make multimodal presentations both independently
and in small groups.
 10.1 & 11.1 The student will make planned multimodal,
interactive presentations collaboratively and individually.
 12.1 The student will make planned
persuasive/argumentative, multimodal, interactive
presentations collaboratively and individually.
Reading SOL addressed with IBL
 6.9 & 6.6 & 7.6 The student will read and demonstrate
comprehension of a variety of nonfiction texts.
 8.6 & 9.5 The student will read, comprehend, and
analyze a variety of nonfiction texts.
 10.5 & 12.5 The student will read, interpret, analyze,
and evaluate nonfiction texts.
 11.5 The student will read, interpret, analyze, and
evaluate a variety of nonfiction texts including
employment documents and technical writing.
Writing SOL addressed with IBL
 6.7, 7.7, 8.7 The student will write in a variety of forms
to include narrative, expository, persuasive, and
reflective . . . writing.
 9.6 & 10.6 The student will write in a variety of forms to
include expository, persuasive, reflective, and analytic
with an emphasis on persuasion and analysis.
 11.6 & 12.6 The student will write in a variety of forms,
to include persuasive/argumentative, reflective,
interpretive, and analytic with an emphasis on
persuasion/argumentation.
Research SOL addressed with IBL
• 6.9 & 7.9 The student will find, evaluate, and select
appropriate resources to create a research product.
• 8.9 The student will find, evaluate, select, and
synthesize appropriate resources to produce a research
product.
• 9.8 & 10.8 The student will find, evaluate, and select
credible resources to create a research product.
• 11.8 & 12.8 The student will analyze, evaluate,
synthesize, and organize information from a variety of
credible resources to produce a research product.
Find comfort in the mess of uncertainty” (MacKenzie, p. 120).

Sources for this presentation


 Mackenzie, T. (2016). Dive into Inquiry: Amplify
Learning and Empower Student Voice. Irvine, CA:
EdTechTeam Press.
 McTighe, J., & Wiggins, G. (2013). Essential Questions:
Opening Doors to Student Understanding. Alexandria,
VA; ASCD.
Any questions?
Contact us:
@meri_riddick
Ocean Lakes High School 
Virginia Beach City Public Schools

smithrd@longwood.edu
Longwood University
Disclaimer

Reference within this presentation to any specific


commercial or non-commercial product, process, or service
by trade name, trademark, manufacturer or otherwise does
not constitute or imply an endorsement, recommendation,
or favoring by the Virginia Department of Education.

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