Guide
Name
Inquiry Planners
Description
Inquiry planners provide a framework for organizing the process of inquiry: choosing topics, developing questions to guide inquiry, surveying personal knowledge and the knowledge of others, deciding on an appropriate plan, researching and assessing sources of information, synthesizing new ideas, and assessing what was learned. Resources: Our/My Learning Plan blm/ela/g/blm_7 SBLM Project Outline blm/ela/g/elablm96 SBLM The Four Column Planner blm/ela/g/blm_9 TBLM A Questioning Tool Kit http://www.questioning.org/Q7/toolkit.html Focus on Inquiry http://www.education.gov.ab.ca/k_12/curriculum/bysubject/focusoninquiry.pdf Getting Started With Big6 Inquiry Model http://www.big6.com/kids/ Big6#1 Task Definition http://www.big6.com/kidsshowarticle.php?id=222 Super3 #1 Plan http://www.big6.com/kidsshowarticle.php?id=166
Purposes
- [Statement] In order to plan for instruction and assessment, think about your learners' needs and your goal. Why are you using an Inquiry Plan? [Cluster] - [Statement] To demonstrate ability to plan and focus an inquiry (InquiryCluster 3.1): Students use corresponding research strategies/steps from an Inquiry Planner such as KWL Plus, Big 6 - Step 1, Inquiry Process Steps 1-2, Super 3 - Step 1 to focus their topics. [Cluster] Cluster 3.1- Inquiry - [Statement] To demonstrate ability to gather, assess, select, and process information (Gather and Make Sense of Information- Cluster 3.2): Students use corresponding inquiry strategies/steps from an Inquiry Planner such as KWL Plus- &lsquoW' section, Big 6 - Steps 2-3, Inquiry Process Steps 3-4, Super 3 - Step 2 to research information using a variety of sources, criteria for assessing the sources, and reading strategies to comprehend texts forms. [Cluster] Cluster 3.2- Gather and Make Sense - [Statement] To demonstrate ability to organize, record, assess, and develop new understanding (Inquiry- Cluster 3.3): Students continue to follow their chosen planners such as Big 6 Plan - Step 5, Inquiry Process -Step 5, KWL Plus - &lsquoL' section, Super 3 - Step 3. Students continue with the graphic organizer used in Inquiry 3.2 to organize and record their selected information or use a note-making strategy to record information or organize their notes on their chosen graphic organizers. Students reflect on whether their original inquiry questions have been answered and what they have learned. [Cluster] Cluster 3.3- Inquiry
Specific Learning Outcomes LICT Descriptors How To Do
- Follow or modify a planner to organize and guide the inquiry. Brainstorm with the class to determine their collective knowledge on a given topic. Students share their personal knowledge and formulate relevant questions appropriate to the audience and purpose of the inquiry. Have students seek answers to inquiry questions using a variety of information sources including print, oral, Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
visual, and electronic sources. Model and provide guided practice in the use of tools to access information (e.g., bibliographies, thesauri, atlases, encyclopedia, etc.). Model how to and develop with the class, criteria for assessing the accuracy, currency, reliability, and usefulness of information. Model and provide guided practice in the use comprehension strategies such as SQ3R or Skim and Scan to enable students to make sense of information and use a note-making strategy such as Summarizing, Two Column Notes, Cornell, or Slim Jims. . Model and provide guided practice to help students organize and record their information in categories using a variety of strategies such compare/contrast, cause and effect, main idea/details, problem/solution, sequence, hierarchical map, step map, Pyramid Map, Stages of Development Map, or story map. Model and provide guided practice to help students recognize gaps in the information they have gathered by referring to the planner or organizational frame used. Assist students to locate additional information. Model and provide guided practice to help students relate information they have gathered with their prior knowledge by reviewing their inquiry planners and reaching conclusions. Related Information
Super 3 is a simplified version of Big 6 for younger students. Inquiry Processes Across the Curriculum: ELA- Inquiry Process, MathProblem Solving, Science - Scientific Inquiry/Design Process and Social Studies - Managing Information and Ideas/Critical and Creative Thinking/ Communicate. http://www.edu.gov.mb.ca/ks4/tech/tfs/continuum.html
Variations
Big 6 is a six step process for finding, assessing, and using information effectively for solving problems and making decisions. Link http://big6.com/ KWL/KWL Plus is an eight step process for accessing prior knowledge, developing questions, reviewing, and summarizing learning. link to guide Super 3 is a simplified version of Big 6 for younger students.
Assessment / Think Abouts
Record focused observations as students use an inquiry planner to determine prior knowledge, gaps, misconceptions, curiosity, and starting points for instruction.Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a TI Construct student-generated assessment criteria to self- and peer-assess work samples, Inquiry Notebooks, etc. Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.docCriteria Setting link to file Offer descriptive feedback based on criteria/goals and conference with students throughout the process to review and explain their inquiry plans, questions, prior knowledge, and work samples.
References Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -