1. The document discusses several summer inquiry projects conducted by a family, including planning a lobster dinner and building a shed at their campground.
2. It provides an example of a student's inquiry process around planning and participating in a sandcastle building contest over the summer.
3. The document outlines the key phases of an inquiry process - planning, retrieving, processing, creating, sharing, and evaluating - and discusses how long the student spent in each phase of planning for the sandcastle contest.
2. My Summer Inquiry Project Dinner We have always loved the lobster dinners, and never had one of our own. We decided to plan a lobster feast and needed to figure out where we could purchase them from, who we would involve, and how to cook them.
3. More summer inquiry Building a Shed We needed a shed where we camp. We needed to plan what we were building, how to build it, materials needed, how to meet the requirements of the campground regulations, and who would be involved.
4. Inquiry in our lives How was inquiry part of your life this summer?
5. Your Inquiry Process Planning Retrieving Processing Creating Sharing Evaluating How long did you spend in each phase? What skills did you use?
6. Planning Topic: Sandcastle Building Contest Area for inquiry: What to build Possible Information Sources: Peers, parents, stores, flyers Criteria: Past experiences Time frame: Since last summer
7. Retrieving Planned to get the brochure about the event Decided on a theme Gathered sand toys and decorations Decided who was going to do what Time frame: 1 week
8. Processing Focus was to win Checked out the competition to make sure their plan was superior Judged the competition for advantages/ disadvantages Tweaked plan Time frame: 2 hours
9. Creating Organized tools Began creating their sand castle Made revisions for things that were not working to plan (i.e. Moat) Improvised to enhance Time frame: 45 minutes
10. Sharing Presented their sand castle to the judges Walked around and looked at other sand castles Were respectful of all participants Learned new ways of building sand castles Time frame: 15 minutes
11. Evaluating Did not win, but got a lollipop instead Evaluated the possible reasons they did not win Planned what they were going to do differently next year Time frame: Until next summer’s competition
13. Classroom Culture of Inquiry Passion, curiosity, and fun Engaging Environment Take action Great Resources Differentiated Instruction Teaching Language Authenticity and Relevance Purpose Big Ideas Harvey, S., & Daniels, H. (2009)
15. Resources Alberta Learning. (2004). Focus on inquiry: A teacher's guide to implementing inquiry-based learning. Edmonton, Alberta, Canada: Retrieved from http://www.education.alberta.ca/media/313361/focusoninquiry.pdf Harvey, S., & Daniels, H. (2009). Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann. Parker, D. (2007). In Graham B. (Ed.), Planning for inquiry: It's not an oxymoron!. Urbana, Illinois: National Council of Teachers of English.
Notas del editor
Sharing
Discuss how their inquiry followed this process. Give them a chance to explore.
An example
Discuss what tools/skills are present in everyday life for inquiry. Possible features could include:Parker, Appendix 2: Questions Interest A way of Being Listening/guiding Resources Thinking/learning
Discuss what this looks like. Ten principles of inquiry-based classrooms taken from Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels (2009).
