Investigation Tasks

Investigation tasks teach students how to investigate a concept, past event, or future hypothetical event. Students identify what is already known about the subject or investigation, identify confusions or contradictions, and develop a resolution to the confusions or contradictions. Types of investigation tasks include historical, definitional, and projective. 

ASOT Elements: E22

Questions teachers may ask to engage students in investigation tasks include:

• Am I focusing on something that has to be defined better, something that happened in the past, or something that might possibly happen?

• What do I think I will find out?

• What is known about my subject?

• What confusions or contradictions exist about my subject?

• What do I think is the resolution to these confusions and contradictions?

• Did my findings fit with my original prediction?

• If not, how should my thinking change?

• What are my conclusions? 

• Why did . . .?

• How were . . .?

• What would happen if . . . ?

Research & References:  

Marzano, R. J., Boogren, T., Heflebower, T., Kanold-McIntyre, J., & Pickering, D. (2012). Becoming a reflective teacher. Bloomington, IN: Marzano Research Laboratory.

Marzano, R. J. (n.d.). The art and science of teaching: A comprehensive framework for effective instruction.