Part C

Inquiry-Based Learning

Being told is the opposite of finding out. James Britton 
                                        literacytoday.ca/talk/classroom-contexts/inquiry-based-learning/

My topic has been determined and it is inquiry-based learning (I-BL) Readings were relatively easy to find. The articles were fairly short and well-focused. I started with the terms 'collaboration' and 'coteaching' connected to the library. This was good, but, on reflection, I didn't feel that it was what I was really looking for. Much of what I read does mesh very well with inquiry so I am able to connect some of the ideas together. One of the things I want to do is connect teachers to the library through the TL, more as a place for them have support and collaboration, not just a place for their students to come to.

The concept of inquiry was highlighted in all of the readings. I especially connected with the idea that many programs and materials are made for one instructor, so almost top down in theory. There is always a leader that adds others. As this is the traditional view of teaching in general, it is a big learning curve for some teachers to work with another teacher where you are equal partners. It was nice to have this recognized but it was not necessarily solved. It's a matter of making the TL position seen as more than just books and a single space. I think they are all worth reading.

The newest articles that I have found deal with the process of inquiry-based learning/instruction. A number of them list the key elements to the I-BL approach. This has made it easier to conceptualize the process. I also have some templates to assist with collaborative conversations. I think the main thing that I found running through the articles that I read was need to step away from the traditional teacher role and allow students to discover for themselves. It was something I knew going in but it was stressed in a number of different ways that made it even more connected in my mind.


List One (all found through Ebsco Host database)


Loertscher, Daveid. V.  "Coteaching On and Off Line". Teacher Librarian. Dec2014, Vol.42 Issue 2,
     p.53-54. 2p.

Moreillon, Judi. "Making the Classroom-Library Connection". Teacher Librarian. Feb2016,  Vol 43        Issue 3, p8-18. 11p.

Cohen, Sydnye. "Coteaching". Teacher Librarian. Jun2015, Vol. 42 Issue 5, p8-11. 4p.

Loertscher, David V. and Carol Koechlin. "Coteaching and the learning Commons".   
      Teacher Librarian.  Dec2015, Vol.43 issue 2, p12-16.5p.

List Two

1) This article describes educators moving to inquiry-based learning with their students and the roles, steps and considerations that are part of the process. Some 'guiding principles' and 'guiding questions' are given, as well examples to support teachers with the students' learning. It is easy to read, with charts and a reference section for further reading.
 
"Inspire: Capacity Building Series - Inquiry-based Learning." Ministry of Education/Ministere De                  L'Education, Government of Ontario, May 2013,                                                  www.edu.gov.on.ca /eng/literacynumeracy/inspire/research/capacityBuilding


2) This article discusses how educators can work with a teacher librarian in order to enhance the online learning experience of students. This means a rethink of ‘ownership’ of learning materials and lesson plans. It talks about collaboration as a living part of student learning. A few websites are given and an example of three teachers’ experience. It is a short article but makes good points to support the concept of collaboration which can be useful when working with a teacher on an inquiry-based unit.
 

Loetscher, David V. "Coteaching on and off Line." Teacher Librarian, vol. 42, no. 2, Dec. 2014,                    pp. 53-54, Ebscohost,  
           search.ebscohost.com/login.aspx?direct=true&db=rch&AN=100092146&site       

 

3) Leyton Schnellert, one of the authors of this paper, is a well-known advocate for inquiry-based education. The paper is about introducing the model of inquiry with teachers but it can easily be applied to the classroom as the principles are similar.  After a brief introduction to inquiry, it outlines the four supports that need to be in place for a successful experience: ‘structural, cultural and social/emotional, learning and process, and teacher ownership/agency’.  One of the points that made is the importance of support from the facilitator(s), as well as the use of formative assessments.  

Schnellert, Leyton, Deborah L. Butler, et al. "Collaborative Inquiry." EdCan Network. Education        
       Canada, 9 June 2014,  www.edcan.ca/articles/collaborative-inquiry/



4) This article has a very practical diagram to help students and teachers with the questions and final product they should be working toward. There are other links that can be accessed to understand inquiry further.  By clicking on the various links very useful information and background are provided.
    
"The Inquiry Process Diagram." s0007747. 9 Aug. 2011,                   
         s00077474.wordpress.com/the-inquiry-process-diagram/

5) A very short piece that gives a direct introductory description of inquiry-based learning and how to use it. There is a list of the four important steps when using inquiry-based learning.

Zhu, Julian. "Inquiry-Based Learning P&D Group." 21C Educators. Trarlagon College, 19 Aug 2012,
       sc21ceduactors.global2.vic.edu.au/2012/08/19/inquiry-based-learning-pd-group

A FEW OTHER THINGS…

Instagrok (I must say that I am having a terrible time accessing this again. I am trying through Facebook, but I have heard good things about this.) Update, it only works with Chrome!

youtube instructions - https://www.youtube.com/watch?v=9JJX6zqIdAg ( shows how, what, and how it’s different with login)

The Inquiry Process

Inquiry is an flexible approach to learning that is driven by the natural curiosity of students to question, explore and make sense of their world. Talk is an essential component of this process. In fact, the four competencies in the Quebec English Language Arts Program are so inextricably intertwined that reading, writing/producing, thinking and talk are all enriched when students are engaged in inquiry.
With inquiry all students are engaged in interesting, authentic learning experiences where they can build on prior knowledge and understandings.
The process is dynamic, reflective and recursive. As students work through the process, they:

• tackle real-world questions, issues, problems
• develop questioning, research and communication skills
• solve problems
• collaborate with peers and others
• develop skills and deepen essential knowledge e.g. in literacy
• move beyond simple memorization
• adapt and apply what they have learned
• share new ideas and knowledge with others

Inquiry allows us to provide open-ended experiences and investigations that enable students to enter at their own readiness levels.  It is a flexible approach that ranges from the creation of a classroom Wonder Centre to  problem-based projects, to action research and ethnography. There are many inquiry models that can be used or adapted by the teacher. Although the teacher's role is different from more traditional models, the teacher plans and guides the learning, providing support as needed.

Start with a Question

If we reframe what we are already doing in our classroom around a guiding or essential question, we are moving into inquiry. The essential question generates a real purpose for learning and fuels purposeful talk.
Essential Question Criteria
An effective essential or guiding question:

• is relevant and interesting to the students
• leads to powerful conversations that build understanding
• is open-ended and multilayered, allowing for multiple perspectives and possible answers
• is concise and clearly stated
• can be researched through a variety of resources that are available for students to use (books, media, primary sources, etc.)
• may lead to new questions posed by the students

Adapted from Jeffrey Wilhelm
Types of Essential Questions
Essential questions are often stated in one of the following ways.

• Which one?
• How?
• What if?
• Should?
• Why?

The Next Step

Once you have an essential question you can ask yourself the following questions to determine the next steps.

1. What should the student have learned prior to starting the inquiry? 
2. Do they have enough prior knowledge or do I need to fill in some gaps?
3. What activities will help students come to new understandings as they work toward the answer?
4. What strategies will actively engage the students as they work toward the answer? 
5. How will I know that the students are learning? 
6. How will the students demonstrate their final answer to the question, e.g. create a PSA, write a picture book, etc.

Essential Question Suggestions

It is possible to reword essential questions to suit the age of the students.

• How can advertising affect our choices?
• How do nonfiction books work?
• What makes a good home?
• Are photographs 'real'?
• How do people reveal their inner character? Which behaviours shown by the main character were evidence of strong character and which ones showed weakness?
• What problems do we have in our community and how can people influence others?
• If you could change your neighbourhood, how would you make it better?
• What makes a good relationship? What messes up a relationship?
• What does it mean to be a good friend?
• What problems do we have in our community and how can people influence others?
• If you could change your neighbourhood, how would you make it better?
• How does rap or spoken word poetry work for/against social change?
• Can a story (fiction) be true? What is the relation between fiction and truth?
• How does what I am reading influence how I should read it?

Additional Resources

There are so many possiblitlies for creating classroom inquiries. The following resources can help you find out more about inquiry as well as provide additional classroom examples.
Inquiry-Based Learning: From Teacher-Guided to Student-Driven
Galileo Educational Network. What is inquiry ?
http:/Capacity Building Series #24 : Government of Ontario
Kuhlthau, Carol Collier. Guided Inquiry : Learning in the 21st Century.
Dr. Jeffrey Wilhelm : Teaching with Inquiry and Understanding
McTighe, Jay and Wiggins, Grant. Essential Questions. Chapter 1: What Makes a Question Essential? ASCD.

Updated: Wednesday 30 August 2017 

“Inquiry-Based Learning.” Inquiry-Based Learning, Literacy Today QC, 3 Oct. 2017, 
        literacytoday.ca/talk/classroom-contexts/inquiry-based-learning/