Research Synopsis

Due to the recent interest in inquiry, there are multiple sources to be found. However, finding relevant Canadian resources was the challenge. As well, my approach was three fold: (1) student inquiry, (2) how to design inquiry learning experiences, and (3) teacher inquiry. In short, my inquiry into inquiry had layers. Consequently, I required resources that addressed my three prong approach.

How do I design an inquiry learning experience?

Alberta Learning’s (2004) “Focus on inquiry: A teacher’s guide to implementing inquiry-based learning” provided a very detailed inquiry model and specific instructions on how to scaffold an inquiry learning experience. The Galileo Educational Network’s (2014) “Discipline-based inquiry rubric” provided an easy to navigate rubric through which to evaluate whether my inquiry designs are beginning, developing or accomplished. Unsurprisingly, I find myself hovering between beginning and developing.

What is student inquiry?

The British Columbia Teacher-Librarians’ Association’s (2011) “The points of inquiry: A framework for information literacy and the 21^st century learner” provides detailed and grade specific inquiry learning outcomes for students. These are clear, researched and very useable. My only concern are (1) the sheer number of learning outcomes (especially with the opposite move in the new curriculum) and (2) the assumption students will have been scaffolded in the inquiry process throughout their academic career. As inquiry is new to my students and a large number of outcomes would deter engagement, I will need to select and/or condense the outcomes before we use them in the class.

The video “Learning to Inquire: Innovations for Deeper Teaching and Learning” (2012) by the Canadian Education Association was very useful in that it provided an example of what inquiry can look like. Like many teachers, I’m thirsty for ‘seeing’ what these concepts actually look like in the field. However, the video also spoke to the crucial role of leadership in effective implementation of inquiry based learning. A common understanding and language around inquiry at the school and district level would be so helpful!

What is teacher inquiry?

Finally, if a learner is a learner, it would be hypocritical not to consider how my own learning and teaching can be inquiry based. This class (LIBE 477) is proving ideal as, in addition to working towards my diploma, I have not only a vehicle to develop my understanding of inquiry but also the opportunity to engage in inquiry based learning myself.

Halbert & Kaser’s (2013) Spirals of inquiry: For equity and quality also provide an easy to understand inquiry model for teachers that blends what we already know about action research and diagnostic and formative assessment. Their “spirals of inquiry” helped me draw connections between what I know and do as a teacher with the new concept of inquiry. As well, it helped me be more understanding of my own learning process and its recursive nature.

 Key Learnings

The key learning that I have generated through this deeper exploration into my topic is that inquiry requires a great deal of thought, design and scaffolding on the part of the teacher. Learners must have the following in order to engage in effective inquiry:

• basic inquiry concepts and vocabulary
• enough prior knowledge about a topic to develop good questions
• basic inquiry skills and strategies

I have also come to understand that educators’ understanding of inquiry range from a very structured research model (Alberta Learning) to an open exploratory model with guiding criteria (Galileo Educational Network).

As well, I have learned that I need to start inquiry in my classroom and allow for myself to make mistakes and learn as I go. I believe that I will start with a small inquiry opportunity for students so that we can all practice the above prerequisite skills and get a sense for the emotions that accompany inquiry (anticipation, frustration, etc.). After group reflection and revision of our understandings and approaches, I will offer a large inquiry opportunity for students that will allow them to meet a large number of the course’s learning outcomes. My next steps are to develop a mini-inquiry as our practice run.