Session # 324 9:05 AM A New Model for Inquiry in the School Library Program Please Note: Permission for further use of photos used in this presentation.

Session # 324 9:05 AM

A New Model for Inquiry in the School Library Program

Please Note: Permission for further use of photos used in this presentation by third parties has not been secured.

Part Two Slides 69-81

A) Making the Model Multi-dimensional: Context, Matrix of Strategies/Tasks, and

Assessment

B) The Tao of Inquiry

Matrix for Each Phase

Teaching &Learning Strategies

Inquiry Skills & Knowledge

Assessment Tools

Sample Activities

Sample Strategies

Ontario Achievement Chart Relationship of Each Phase

Sample Task-Specific Rubric for Selecting Information

Assessment

Inquiry Model

Phases and Characteristics

Component Diagram

Project Examples with Expectations

Purposes for Learning

Context

Rationale for Inquiry

Creating Inquiry Culture

Context

Rationale for Inquiry

Creating Inquiry Culture

The Inquiry Process Overall Instructional Approaches

rich tasks

variety of resources

range of ideas classify ideas directly model skills provide instructional scaffolding conference at significant stages safety, responsibility, and

honesty open-ended questions established and innovative

technologies multiple opportunities to test foster metacognition

Inquiry Model

Phases and Characteristics

Component Diagram

Project Examples with Expectations

Purposes for Learning

Initiating inquiry

Choosing the topic

Developing questions

Designing the plan

Selecting information

Formulating the focus

Assessing product & process

Making & presenting

product

Organizing & synthesizing

findings Evaluating ideas

Analyzing information

Knowledge & Understanding

ThinkingCommunication

Application

Knowledge & Understanding

Thinking

CommunicationApplication

INQUIRY

Initiating inquiry

Choosing the topic

Developing questions

Designing the plan

Selecting information

Formulating the focus

Extending & transferring

learning

Extending & transferring

learning

Assessing product & process

Making & presenting

product

Organizing & synthesizing

findings Evaluating ideas

Analyzing information

Knowledge & Understanding

ThinkingCommunication

Application

Knowledge & Understanding

Thinking

CommunicationApplication

INQUIRY

Matrix for Each Phase

Teaching &Learning Strategies

Inquiry Skills & Knowledge

Assessment Tools

Sample Activities

Sample Strategies

print, media, and online resources, including databases, e-books to investigate reliable, safe, rich, and accurate information

uses a variety of strategies to design a plan for, and determine the form of, the presentation

uses a variety of strategies to select relevant information

develops and uses evaluation criteria for formulating an effective focus for inquiry

organizers and templates to plan inquiry and record information and sources

Ontario Achievement Chart Relationship of Each Phase

Sample Task-Specific Rubric for Selecting Information

Assessment

PHASE 2: INVESTIGATING

Categories Designing the Plan

Selecting Information

Formulating the Focus

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding). The student:

Knowledge of content

identifies a variety of strategies to plan inquiry

identifies available sources relevant to inquiry

identifies possible ways to focus the topic of inquiry

Under-standing of content

identifies how to manage time and predict outcomes

identifies how selected sources support investigation of the topic

identifies how the formulated focus supports investigation of the topic

The Tao of Inquiry

• Three great treasures

• True virtue

• Non-action

The Sage as Leader

I have just three things to teach: simplicity, patience, compassion.

These three are your greatest treasures.

Simple in actions and in thoughts,you return to the source of being.

Patient with both friends and enemies,you accord with the way things are.

Compassionate toward yourself,you reconcile all beings in the world.

The Sage as Leader

Encouraging people and cultivating them;Encouraging them without taking over;Working but taking no credit;Leading but taking no control;This is virtue: the mysterious Te.

Sound harmonizes with Silence.And those ahead dance with those behind.

Knowing this, the sage embraces Non-action in her daily life.

Her practice is a teaching without words.She pays attention to thingsAs they come to her.She does not turn away.