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Critical Questions
What is inquiry? Why is inquiry essential to the new NYS
Social Studies Framework?
• Connect to self, previous knowledge• Gain background and context• Observe, experience
• Develop questions• Make predictions, hypothesis
• Find & evaluate information to answer questions, test hypotheses
• Think about information to illuminate new questions
• Construct new understanding connected to previous knowledge
• Draw conclusions about questions and hypotheses
• Reflect on own learning• Ask new questions
• Apply understanding to new content. New situations
• Express new ideas to share learning with others
Stripling Inquiry Process
• Connect to self, previous knowledge• Gain background and context• Observe, experience
Stripling Inquiry Process
What skills are required at each phase of inquiry?
• Connect to self, previous knowledge• Gain background and context• Observe, experience
Stripling Inquiry Process
Make observations
Activate previous knowledge
Ask questionsPredict
EvaluateTake notes
Categorize
Find patterns
Differentiate
Draw conclusionsSynthesize
Design
Communicate
Deconstruct
Critique
Constructivism
Learners construct own meaning Learners build new understanding
on prior knowledge Learning is social and formed
through social interaction Most meaningful learning emerges
from authentic tasks
Characteristics of Inquiry Learning
• Intellectually active• Question-based• Personalized• Authentic• Open-ended• Divergent and convergent• Transformative
Barbara Stripling, “Inquiry in the Digital Age.” Inquiry and the Common Core, Libraries Unlimited, CO, 2014
Inquiry Learning
Intellectually active – Students are making conscious and deliberative decisions and engaging with ideas and text using a critical eye.
Question-based – Good questions lead to explorations of the unknown, where the answers cannot be copied from one source.
Personalized – Inquiry depends on an individual pursuing ideas that connect to his own interests or his own prior knowledge
Authentic – The result of an inquiry exploration should be the application of the learning to a new situation or a connection to the real world.
Barbara Stripling, “Inquiry in the Digital Age.” Inquiry and the Common Core, Libraries Unlimited, CO, 2014
Compelling Questions
1. Intellectually Meaty
Reflects an enduring issue, concern, or debate in the field.
Demands the use of multiple disciplinary lenses and perspectives.
2. Kid Friendly
Reflects a quality or condition that we know children care about.
Honors and respects children’s intellectual efforts.
Compelling…or not so compelling?
Where are we?
What were the causes of the Industrial Revolution?
Why is Albany the capital of New York?
Can Canada and the US be friends forever?
Who won the Cold War?
Who are our community helpers?
What’s the deal with hair?
Inquiry Learning
Intellectually active – Students are making conscious and deliberative decisions and engaging with ideas and text using a critical eye.
Question-based – Good questions lead to explorations of the unknown, where the answers cannot be copied from one source.
Personalized – Inquiry depends on an individual pursuing ideas that connect to his own interests or his own prior knowledge
Authentic – The result of an inquiry exploration should be the application of the learning to a new situation or a connection to the real world.
Barbara Stripling, “Inquiry in the Digital Age.” Inquiry and the Common Core, Libraries Unlimited, CO, 2014
Inquiry Learning
Open-ended – The answers or solutions are discovered and formed by the inquirer during his investigation. It is not a process of the inquirer’s looking for the one right answer that the teacher already knows.
Divergent and convergent – Inquiry investigations push against the accepted frames by asking why, what else, why not. They also bring together disparate points of view to lead to new ideas and understandings.
Transformative – During inquiry, mental models are brought to the surface, examined, compared to new evidence, and rejected or revised based on new understandings.
Barbara Stripling, “Inquiry in the Digital Age.” Inquiry and the Common Core, Libraries Unlimited, CO, 2014
“a set of interlocking and mutually reinforcing ideas that feature the four Dimensions of informed inquiry in social studies:
Developing questions and planning inquiries
Applying disciplinary concepts and tools
Evaluating sources and using evidence
Communicating conclusions and taking informed action”
Inquiry Arc
Instructional Shift #1:Focus on Conceptual Understanding
Transfer and Connections
Facts
Breadth of Topics Depth within Topics
From
Recall
Concepts and Content Knowledge
To
• Connect to self, previous knowledge• Gain background and context• Observe, experience
• Develop questions• Make predictions, hypothesis
• Find & evaluate information to answer questions, test hypotheses
• Think about information to illuminate new questions
• Construct new understanding connected to previous knowledge
• Draw conclusions about questions and hypotheses
• Reflect on own learning• Ask new questions
• Apply understanding to new content. New situations
• Express new ideas to share learning with others
Stripling Inquiry Process