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What inquiry can look like
What inquiry can look like
There are a number of discipline-specific, integrated and generic models that help structure inquiry. I’ve found these to be useful tools when planning a unit of inquiry. The practical strategies presented in this toolkit can be used for any of these models. What I've attempted to do is take the common structure of inquiry models and present it in my own model using the language and objectives of the Australian Curriculum.
However, there’s more to planning an inquiry than a generic roadmap for all students. We must consider that each student will be starting from a different point, and might end up in a different location.
These considerations are presented below through:
scaffolding inquiry
information literacy
models of inquiry.
Scaffolding inquiry
Scaffolding inquiry
Scaffolding involves tools, strategies and guides to assess and support students in gaining levels of achievement that would not otherwise be possible (Friesen and Scott, 2013). Scaffolds are a way of focusing the learner's attention and efforts on relevant features of their learning at a point in time. In inquiry learning this can be supported by:
levels of inquiry
questioning.
Levels of inquiry
Levels of inquiry
Seeing teacher guidance as a single, linear trajectory (from more to less guidance over time) can be misleading; the level of guidance required is determined by context, purpose and the needs of the learner (Murdoch, 2018). Instead, the levels of inquiry are presented as a way to consider how you might scaffold different aspects of inquiry for different learners.
Read a more detailed version here.
Confirmation - students find an answer that is known in advance.
Shared - teacher models an inquiry with a group of students.
Guided - students investigate a teacher-presented question or topic using their own procedure.
Open - students determine the question and a procedure to find an answer.
(Adapted from Bell, Smetana & Binns 2005)
Questioning frameworks
Questioning frameworks
Inquiry learning is based on asking a range of different questions at points throughout the inquiry process (Lupton, 2014).
Generative questions help students to formulate questions for inquiry. These can evolve from essential questions formulated by, or negotiated with teachers to address curriculum requirements.
Evaluative questions help students evaluate sources of information. The types of evaluate questions we ask will frame the perspectives on information literacy.
Process questions guide students to reflect on their processes and lead them to consider what's next in their inquiry. Process questions are a way of developing personal and social capability, and critical and creative thinking.
Find practical strategies to implement each questioning framework.
Suggested points of questioning for the three diamonds model of inquiry - image by me.
These suggestions are just a starting point. You'll find more points along the inquiry journey to ask these questions.
These suggestions are just a starting point. You'll find more points along the inquiry journey to ask these questions.
How to use questioning in inquiry
How to use questioning in inquiry
The model of inquiry I present for the Australian Curriculum supports these questioning frameworks:
Generative questions should be explored in the initiate and planning phase.
Evaluative questions help with critiquing sources of information.
Process questioning should be used at the end of each phase of the inquiry, and ideally at the end of each inquiry session.
Find questioning strategies for each phase of inquiry.
Information literacy
Information literacy
Information literacy is the ability to recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information (American Library Association). This set of skills is essential to inquiry as all inquiry requires the learner to use information to answer their question or solve their problem.
The information search process
The information search process
Identify and articulate an information need for a particular purpose
Understand how to find information sources that are appropriate to the information needed
Distinguish appropriate from inappropriate sources for a particular purpose
Critically assess the information gathered. (Grafstein, 2006)
Search for information search strategies.
Information literacy perspectives
Information literacy perspectives
When designing an inquiry we should consider the type of information we value and how to critically evaluate it. The GeSTE windows provide a hierarchical model for viewing information literacy (Lupton 2008; Lupton & Bruce 2010). Each window incorporates the one(s) within (see diagram).
Generic - views information literacy as a generic set of skills and processes across learning areas. Information is evaluated using surface level criteria such as currency, authority and bias.
Situated - views skills and practices as contextualised - typically through the constructs of disciplines. Information is evaluated according to the disciplinary practices.
Transformative - the aim of the transformative window is to empower oneself through challenging the status quo. Information is seen as subjective, internal and transformative.
Expressive - the aim of the expressive window is to build identity, express and understand oneself. Information is evaluated by considering feelings, identify and aesthetics.
The transformative and expressive windows are authentic ways of addressing intercultural understanding and ethical understanding.
GeSTE windows | Many Lupton
Open this Google Doc for more detail on information literacy perspectives, or find strategies for evaluating information.
Models of inquiry learning
Models of inquiry learning
A model for the Australian Curriculum
A model for the Australian Curriculum
The process followed in most inquiry models is to:
Ask an answerable question or identify a researchable problem.
Develop a plan and take some form of action.
Gather resources; analyse and summarise information.
Draw conclusions and report findings.
Reflect on the process. (Audit and Jordan, 2008, in Lupton, 2017)
I've developed a model aligned to the Australian Curriculum that follows this process and, at each step, identifies what outcomes are being addressed from general capabilities.
Learn about this model on the next page.
Other models of inquiry learning
Other models of inquiry learning
Discipline models
Discipline models
The differences between learning areas include:
how knowledge is constructed
how knowledge is evaluated
expectations from the curriculum at each stage.
These nuances outline the importance of teacher pedagogical content knowledge and allowing students to learn their way around a discipline through "playing the whole game", that is, work that reflects the realities of the discipline being taught (Bransford, Brown & Cocking, 2000; Perkins, 2009).
Find more about inquiry models for each learning area.
Integrated models
Integrated models
Integrating learning areas provides opportunities for educators to collaborate and for students to see the contentedness of knowledge. These benefits and considerations are outlined in setting up your learning environment.
Find more about integrated inquiry models.
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