Guided Inquiry

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Guided Inquiry

• The following charts and diagrams have been
  sourced from and should be viewed in conjunction
  with
• Dr Carol Kuhlthaus text Guided Inquiry
  Learning in the 21st century
• See also the Guided Inquiry website

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Inquiry vs Guided Inquiry
Guided Inquiry is not.. Guided Inquiry is.
Preparation solely for the test Preparation for lifelong learning
An add-on subject Integrated into content areas
Isolated information skills Transferable information concepts
Relying on one textbook Using a variety of sources
Finding answers to a prescribed question Student involvement from planning to final product
Curriculum without connection to students Curriculum connected to students world
Individual students working exclusively on solitary tasks A community of learners working together
Solely teacher directed Students and teachers collaborating
Overemphasis on the end product Emphasis on the process and product
Source Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut. p.6.
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The 6 principles of Guided Inquiry

1. Children learn by being actively engaged in and
   reflecting on an experience
2. Children learn by building on what they already
   know
3. Children develop higher order thinking through
   guidance at critical points in the learning
   process (interventions)
4. Children have different ways and modes of
   learning
5. Children learn through social interaction with
   others
6. Children learn through instruction and experience
   in accord with their cognitive development

Source Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut. p.25
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Questions for the Guided Inquiry process
Source Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut. p.4.
5
5 kinds of learning in the Inquiry Process 5 kinds of learning in the Inquiry Process 5 kinds of learning in the Inquiry Process
Curriculum content Thinking Fact finding, interpreting, synthesising
Information literacy Thinking Concepts for locating evaluating and using
Learning how to learn Thinking Initiating, selecting, exploring, focusing, collecting presenting
Literacy Thinking Reading, writing, speaking, listening
Social skills Thinking Interacting, cooperating, collaborating
Adapted from Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut. p.9.
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Reflecting on the research process
Deweys phases of reflective thinking Facts, data information arouse ideas that enable learner to make inferences which lead to deeper understanding Process of Creating understanding
Suggestion Doubt due to incomplete situation doubt uncertainty joy confidence
Intellectualisation Conceptualising the problem doubt uncertainty joy confidence
Guiding idea (hypothesis) Tentative interpretation doubt uncertainty joy confidence
Reasoning Interpretation with more precise facts doubt uncertainty joy confidence
Action Idea tested by overt or imaginative action doubt uncertainty joy confidence
Adapted from Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut. p.15.

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Information Search Process (Kuhlthau)
  Initiation Selection Exploration Formulation Collection Presentation Assessment
  FEELINGS (Affective)   Uncertainty   Optimism   Confusion Frustration Doubt   Clarity   Sense of Direction Confidence   Satisfaction or Disappointment   Sense of accomplishment  
  THOUGHTS (Cognitive)   vague       focused                         increased     interest Increased self- awareness 
  ACTIONS (Physical)        seeking   relevant Exploring   information   seeking   pertinent Documenting   information    
 
 
Source http//www.scils.rutgers.edu/kuhlthau/in
formation_search_process.htm
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Intervention strategies
Converse Talk about ideas for clarity and
further questions
Collaborate Work jointly with others
Continue Develop understanding over a period of
time
The 6 Cs
Compose Write all along the way, not just at
end keep journals
Chart Visualise ideas using pictures, timelines
graphic organisers
Choose Select what is interesting and pertinent
Adapted from Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut.
p.141.
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Intervention Questions for Basic Inquiry
Abilities
Recall Remember what stands out in your mind What surprises you? What did you find interesting?
Summarise Select ideas and place them in meaningful sequence What do you think is important? What comes at the beginning, middle and end?
Paraphrase Tell it in your own words What is interesting and new? Tell about what you have learnt.
Extend Form new understandings and raise new questions How does it relate to something else you have read, seen or done? What else would you like to know?
Adapted from Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut.
p.136.
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Guided Inquiry Implementation

• Inhibitors
• Lack of time
• Confusion about roles
• Poorly designed assignments

• Enablers
• Constructivist view of learning
• Team approach to teaching
• Competence in designing process assignments
• Commitment to developing information literacy

Adapted from Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut.
p.51-2.
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The Guided Inquiry Team

• Understands the constructivist approach
• Embraces the team approach to teaching
• Includes administrators
• Considers inquiry central to curricular learning
• Commits to developing information literacy
• Allocates time for team planning
• Defines clear roles for each team member
• Designs assignments that enable and enhance
  inquiry learning
• Allocates time for extended learning
• Commits to guiding students through learning
• Adopts a flexible approach

Source Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut. p.60.
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Roles of the teacher librarian
Resource specialist Develops school library resources Provides Internet resources Provides contact with community resources
Information literacy teacher Teaches concepts for information access, evaluation and use Maintains long-term relationship with students as they progress through year levels Fosters constructivist learning environment
Collaboration gatekeeper Coordinates Guided Inquiry team Keeps communication open Uses flexible managerial skills Communicates with community
Adapted from Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut. p.57.
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Types of portfolio evidence for Guided Inquiry
KINDS OF LEARNING EVIDENCE EVIDENCE
Information Literacy Flowchart Search log Journal Observation notes Conference records Survey results (SLIM)
Understanding learning process Timeline Journal Conference records Survey results (SLIM)
Content area learning Journal Conference records Excerpt from final product Short pieces of writing Survey results (SLIM)
Literacy skills Conference records Journal Short pieces of writing Final product/presentation Survey results (SLIM)
Social skills Observation notes Journal Self-report from student Report from peer
Source Kuhlthau, Maniotes, Caspari (2007).
Guided Inquiry learning in the 21st century.
Libraries Unlimited. Westport, Connecticut.
p.122-123.