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One Day Every Day: Home

     One Day Every Day     

A Comprehensive Approach to Teaching and Learning

"...demonstrat[es] the connection between the learner, librarian, and library standards" (AASL)

Guided Inquiry - Why Now?

"Guided inquiry responds to the critical need for transforming schools in today's world... A new way of schooling is required that prepares students for living and working in a complex information environment" (Carol C. Kuhlthau et al.)

Goals

OneDayEveryDay: An Inquiry Approach to Teaching and Learning

Collaborative Teaching with ‘Triple M’

Goals:

  • To provide a brief overview of the guided inquiry model using the information search process
  • To become more familiar with Library resources
  • To demonstrate a variety of technology tools to create and share learning

Inquiry Question:

How will implementing an inquiry-based research model enhance student learning?

 

Questions for Learners: 

What is your passion? What intrigues you? What questions do you have?

What is it you want to learn? 

What is your story? How do you connect with this goal?

Where will you find information?

How will you create? How will you share your learning?

Schedule

 

OPEN- Review Assignment. Introduction of the general topic to stimulate curiosity and engage inquiry.  Ideas, themes, questions, problems or concepts related to the subject. 

  • Invitation to Inquiry
  • Open Minds
  • Stimulate curiosity

IMMERSE - Connect with content and discover interesting ideas to explore further. What seems particularly interesting, curious, surprising or troubling?  Reflect on ideas that matter to you and are worth further investigation.

  • Build Background Knowledge
  • Connect to content
  • Discover interesting ideas
  • Reading: Skim & Scan, Close Reading
  • Prewrite: mind maps, lists etc.

EXPLORE - Survey a wide variety of sources, read when you find something interesting, explore ideas. Browse and scan a variety of sources and prepare to develop your inquiry questions.

  • Explore interesting ideas
  • Look around
  • Dip in
  • Reading: Skim & Scan, Close Reading
  • Writing - Prewrite: mind maps, lists etc. continued
  • Collection & Organization of Information - Notecards

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IDENTIFY - Students are ready to identify a question for their inquiry because of the time spent immersing and exploring in order to build enough background knowledge to ask a meaningful question. Construct an inquiry question from the ideas, pressing problems and emerging themes you have explored in various sources of information. Form a focus and draft a question.

  • Identify the inquiry question
  • Pause and ponder
  • Decide Direction
  • In-Depth Research
  • Build background knowledge in order to ask a meaningful question
  • Draft question and thesis statement

GATHER - Review Assignment. Introduction of the general topic to stimulate curiosity and engage inquiry.  Ideas, themes, questions, problems or concepts related to the subject. A question gives direction to collect detailed information from a variety of sources. Locate, evaluate and use information. "Go broad" to find a range of sources that are useful and "dig deep" and choose a core of the most useful sources to read closely as you find connections and gain personal understanding.

  • Gather useful information
  • Go broad
  • Go deep
  • Close Reading
  • Writing: Build note cards
  • Paraphrasing
  • Summarizing
  • Citation

CREATE - By this stage, you have gathered enough information to construct your own understanding, you are now ready to organize your learning. What is important about the subject? Construct your own understanding, summarize, interpret and extend meaning.  Integrate your own ideas more firmly into deep understanding. 

  • Create to communicate
  • Reflect on learning
  • Go Beyond facts - interpret and extend
  • Organize learning
  • Construct own understanding
  • ISB Design Cycle
  • Close Reading
  • Write & Revise

SHARE - Students share the product they have created to show what they have learned.

  • Learn from each other
  • Share learning
  • Tell your story
  • Publish
  • Communicate

EVALUATE - Evaluate achievement of learning goal and REFLECT on content and process

This occurs at the end when evaluation of the achievement of your learning goals takes place. Students' reflect on their content learning and progress through the inquiry process. Self-reflection reinforces content learning and establishes good habits for learning how to learn through the inquiry process.

  • Evaluate achievement of learning goal
  • Reflect on content
  • Reflect on process

FIVE KINDS OF LEARNING

 

Guided Inquiry Design Process

Information Search Process (ISP)

Carol Kuhlthau

ISP

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