What is Inquiry?

Authenticity

• The inquiry study emanates from a question, problem or exploration that has meaning to the students.
• An adult at work or in the community might actually tackle the question, problem, issue or exploration posed by the task/s.
• The inquiry study originates with an issue, problem, question, exploration or topic that provides opportunities to create or produce something that contributes to the world’s knowledge.
• The task/s require/s a variety of roles or perspectives.

Academic Rigour

• The inquiry study leads students to build knowledge that leads to deep understanding.
• Students are provided with multiple, flexible ways to approach the problem, issue or question under study that use methods of inquiry central to the disciplines that underpin the problem, issue or question.
• The inquiry study encourages students to develop habits of mind that encourage them to ask questions of
  • evidence (how do we know what we know?)
  • viewpoint (who is speaking?)
  • pattern and connection (what causes what?)
  • supposition (how might things have been different?)
  • why it matters (who cares)

Assessment

• On-going assessment is woven into the design of the inquiry study providing timely descriptive feedback and utilizes a range of methods, including peer and self evaluation. Assessment guides student learning and teacher’s instructional planning.
• The study provides opportunities for students to reflect on their learning using clear criteria that they helped to set. The students use these reflections to set learning goals, establish next steps and develop effective learning strategies.
• Teachers, peers, adults from outside the classroom and the student are involved in the assessment of the work.

Beyond The School

• The study requires students to address a semi-structured question, issue or problem, relevant to curriculum outcomes, but grounded in the life and work beyond the school.
• The study requires students to develop organizational and self management skills in order to complete the study.
• The study leads students to acquire and use competencies expected in high performance work organizations (eg. team work, problem solving, communications, decision making and project management).

Use of Digital Technologies

• Technology is used in a purposeful manner that demonstrates an appreciation of new ways of thinking and doing. The technology is essential in accomplishing the task.
• The study requires students to determine which technologies are most appropriate to the task.
• The study requires students to conduct research, share information, make decisions, solve problems, create meaning and communicate with various audiences inside and outside the classroom.
• The study makes excellent use digital resources.
• Students and parents have on-going, online access to the study as it develops.
• The study requires sophisticated use of multimedia/hypermedia software, video, conferencing, simulation, databases, programming, etc.

Active Exploration

• The study requires students to spend significant amounts of time doing field work, design work, labs, interviews, studio work, construction, etc.
• The study requires students to engage in real, authentic investigations using a variety of media, methods and sources.
• The study requires students to communicate what they are learning with a variety of audiences through presentation, exhibition, website, wiki, blog, etc.

Connecting With Expertise

• The study requires students to observe and interact with adults with relevant expertise and experience in a variety of situations.
• The study requires students to work closely with and get to know at least one adult other than their teacher.
• The tasks are designed in collaboration with expertise, either directly or indirectly. The inquiry requires adults to collaborate with one another and with students on the design and assessment of the inquiry work.

Elaborated Communication

• Students have extended opportunities to support, challenge, and respond to each other’s ideas as they negotiate a collective understanding of relevant concepts. Students have opportunities to negotiate the flow of conversation within small and large group discussions.
• Students have opportunities to choose forms of expression to express their understanding.
• The inquiry provides opportunities for students to communicate what they are learning with a variety of audiences.

These are taken from the Inquiry Rubric