guided inquiry the following charts and diagrams have been sourced from and should be viewed in...

Guided Inquiry

The following charts and diagrams have been sourced from and should be viewed in conjunction with:

Dr Carol Kuhlthau’s text – “Guided Inquiry – Learning in the 21st century”

See also the “Guided Inquiry” website

DECS Curriculum Services, Numeracy And Sciences Portfolio – including Senior Secondary Reform. 2009

Inquiry vs Guided InquiryGuided Inquiry is not….. Guided Inquiry is….Preparation solely for the test Preparation for lifelong learning

An add-on subject Integrated into content areas

Isolated information skills Transferable information concepts

Relying on one textbook Using a variety of sources

Finding answers to a prescribed questionStudent involvement from planning to final

product

Curriculum without connection to students Curriculum connected to student’s world

Individual students working exclusively on solitary tasks

A community of learners working together

Solely teacher directed Students and teachers collaborating

Overemphasis on the end product Emphasis on the process and product

Source: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century. Libraries Unlimited. Westport, Connecticut. p.6.


The 6 principles of Guided Inquiry1. Children learn by being actively engaged in and reflecting

on an experience

2. Children learn by building on what they already know

3. Children develop higher order thinking through guidance at critical points in the learning process (interventions)

4. Children have different ways and modes of learning

5. Children learn through social interaction with others

6. Children learn through instruction and experience in accord with their cognitive development

Source: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century. Libraries Unlimited. Westport, Connecticut. p.25


Questions for the Guided Inquiry processSource: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century. Libraries

Unlimited. Westport, Connecticut. p.4.


5 kinds of learning in the Inquiry Process

Curriculum content

Thinking

Fact finding, interpreting, synthesising

Information literacy Concepts for locating evaluating and using

Learning how to learn Initiating, selecting, exploring, focusing, collecting & presenting

Literacy Reading, writing, speaking, listening

Social skills Interacting, cooperating, collaborating

Adapted from: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century. Libraries Unlimited. Westport, Connecticut. p.9.


Reflecting on the research process

Dewey’s phases of reflective

thinking

Facts, data & information arouse ideas that enable learner to

make inferences which lead to deeper understanding

Process of Creating

understanding

Suggestion Doubt due to incomplete situationdoubt & uncertainty

joy &confidence

Intellectualisation Conceptualising the problem

Guiding idea (hypothesis) Tentative interpretation

Reasoning Interpretation with more precise facts

Action Idea tested by overt or imaginative action



Information Search Process (Kuhlthau)

Source: http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm

Initiation Selection Exploration Formulation Collection Presentation Assessment

FEELINGS(Affective)

Uncertainty

Optimism

ConfusionFrustration

Doubt

Clarity

Sense of Direction

Confidence

Satisfaction or

Disappointment

Sense ofaccomplishment

THOUGHTS(Cognitive)

vague

focused

increased

interest

Increased self- awareness

ACTIONS(Physical)

seeking

relevant

Exploring

information

seeking

pertinent

Documenting

information


Intervention strategies

Collaborate

Work jointly with others

Converse

Talk about ideas for clarity and

further questions Continue

Develop understanding over a period of time

Choose

Select what is interesting

and pertinent

Chart

Visualise ideas using pictures, timelines & graphic organisers

Compose

Write all along the way, not just at end;

keep journals

Adapted from: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century.

Libraries Unlimited. Westport, Connecticut. p.141.

The 6 Cs


Intervention Questions for Basic Inquiry AbilitiesRecall Remember what stands out in your mind

•What surprises you?•What did you find interesting?

Summarise Select ideas and place them in meaningful sequence•What do you think is important?•What comes at the beginning, middle and end?

Paraphrase Tell it in your own words•What is interesting and new?•Tell about what you have learnt.

Extend Form new understandings and raise new questions•How does it relate to something else you have read, seen or done?•What else would you like to know?



Guided Inquiry ImplementationInhibitors

Lack of time

Confusion about roles

Poorly designed assignments

Enablers

Constructivist view of learning

Team approach to teaching

Competence in designing process assignments

Commitment to developing information literacy

Adapted from: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century. Libraries Unlimited. Westport, Connecticut. p.51-2.


The Guided Inquiry Team

Understands the constructivist approach Embraces the team approach to teaching Includes administrators Considers inquiry central to curricular learning Commits to developing information literacy Allocates time for team planning Defines clear roles for each team member Designs assignments that enable and enhance

inquiry learning Allocates time for extended learning Commits to guiding students through learning Adopts a flexible approach Source: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century.

Libraries Unlimited. Westport, Connecticut. p.60.


Roles of the teacher librarian

Resource specialist Develops school library resources Provides Internet resources Provides contact with community resources

Information literacy teacher

Teaches concepts for information access, evaluation and use

Maintains long-term relationship with students as they progress through year levels

Fosters constructivist learning environment

Collaboration gatekeeper

Coordinates Guided Inquiry team Keeps communication open Uses flexible managerial skills Communicates with community



Types of portfolio evidence for Guided Inquiry

KINDS OF LEARNING

EVIDENCE

Information LiteracyFlowchart

Search log

Journal

Observation notes

Conference records

Survey results (SLIM)

Understanding learning process

Timeline

Journal

Conference records


Content area learning

Journal

Conference records

Excerpt from final

product

Short pieces of writing


Literacy skillsConference records

Journal

Short pieces of writing

Final product/presentation


Social skills Observation notes

Journal

Self-report from student

Report from peer

Source: Kuhlthau, Maniotes, Caspari (2007). Guided Inquiry – learning in the 21st century. Libraries Unlimited. Westport, Connecticut. p.122-123.

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