Research

Step 4.

Explore & Research:

"When students are given an abundance of resources with which to browse, skim, and interact, they form a clearer direction for their inquiry and a stronger essential question” (MacKenzie, p. 74).

In this step, students will seek and process information that will help answer their essential question using traditional and nontraditional sources. Librarians are wonderful collaborators for all stages of an inquiry! While students may be overwhelmed by the choices, the autonomy, and the lack of clear answers, there are things that can help in this critical stage, but they must be part of the initial proposal and plan:

• Build in time to allow students to actually explore and enjoy the process without focusing totally on products;
• Assign an inquiry journal that helps them process what they are learning;
• Encourage them to relax and reflect on what they are finding; and
• Include frequent reflections and check-ins to address problems (MacKenzie , p. 96).

Step 5.

Collect Learning Evidence:

Decisions about what constitutes evidence that students have met instructional goals for knowledge, understanding, processes, and skills are made during the proposal stage, based this on Understanding by Design principles. If things aren't going as expected, you may find that you need to make changes at this step. The inquiry journal and frequent check-ins will help you determine if plans need rethinking. The inquiry journal can help students stay organized, be part of the exploration, research, and evidence collecting as well as a way for you to get feedback and provide support as needed. MacKenzie found these prompts helpful for his students and himself:

• "What is a source of information you have found valuable in answering your essential question? How has it proved valuable?
• "Reflect on your essential question and how your understanding is changing, becoming more focused, or is perhaps being reaffirmed in your research.
• "Describe the ups and downs you have encountered to date in your inquiry. Specifically, when were you frustrated or struggling in your inquiry, what did you do to address the situation?
• "Take a moment to reflect on your inquiry plan (calendar). Do you need to make any changes to your plan? If so, why? If you haven't made any changes to your plan, why do you feel you have been so successful sticking to it?
• "Related to your learning evidence, what have you done to make retrieving information easier?
• "Knowing what you know now, what advice would you give yourself at the start of your inquiry?" (p. 99).