Our October discussion is the start of a 4-month journey where we will be reading and discussing Focus on Inquiry - A teachers guide to implementing inquiry-based learning. It is FREE to download here
This month we will focus on chapters 1- 4 only.
If you want to know more about this forum check out my blog here
If you want to be reminded about these sessions please add yourself to the reminder group here
Once you have finished here head over to part 2 here starting in November
Reflection on the foreword and something to think about before we start.
Inquiry within Alberta has been evolving since 1985 and had gone through 2 updates since then, the last one being in 2004. This journey does not stop here and we are now part of the next cycle. Adding our understanding and thoughts to this process. Page X for the foreword poses 9 questions. Please read these carefully and make some notes on your answers and keep them safe. This needs to be your focus as we move through this publication. We intend to re-visit these at the end of our journey to see if anything has changed.
Please click reply to answer each question. Once you have clicked reply scroll down to the bottom of the other replies to find space waiting for your reply withing that section. If you want to tag a person you are specifically replying to use @ and their name should come up when you start typing.
If you have any questions please just ask here
Chapter 1: Building a Culture of Inquiry
1. What is inquiry and why does it matter?
Inquiry allows students to explore subjects in a way that interests them. It puts the student at the heart of learning and encourages them to explain what they have learnt with others. It matters because the evidence shows that students who use inquiry as a tool to learning become critical thinkers and more independent. I have often heard teachers talk about the need for these skills and inquiry gives the school librarian an opportunity to demonstrate to teachers that working together can support students in their journey to become independent critical thinkers.
I should also add that inquiry is more than research... Often the two terms get muddled... Inquiry is the whole process and why an inquiry cycle is important.
@Elizabeth I agree that the inquiry cycle is so important as it helps to show students that it is more than being able to find information but puts the focus on how you use and evaluate the information, it forces students to move beyond the simple and obvious steps and think more creatively about what they are doing and more critically abou the information that they are using.
Chapter 1: Building a Culture of Inquiry
2. Metacognition (p. 3), which is a further requirement for building a culture of inquiry, involves both thoughts (cognitive domain) and feelings (affective domain). Why is this important to bear in mind?
Metacognition means learning to learn and not just within the school setting. Much of school these days is being taught information that you can regurgitate in an exam setting. This is not a skill that is often very useful within a normal life setting. However, within inquiry if students are encouraged to think and understand that their feelings come into the decisions they are making this is definitely a useful, transferable skill. I like the idea that within inquiry we can encourage students to discover how they feel about the subject. It links nicely back to the idea that they are open to 'wonder and puzzlement' (Galileo, 2004).
@Elizabeth Considering pupils' feelings in the inquiry process is not something I have conciously considered but I can now see why it is important. Maybe this is a skill that is becoming more important if you look at things such as alorigthms on Facebook and Twitter and how we are sticking to our own confirmation bubbles. We can often feel discomfort or unsure when finding new information and maybe we should let pupils explore this more in our inquiry process?
@Katie Lane I had not thought about feeling either until reading this publication. You are certainly right about social media working on feelings. The most often shared is something that has triggered a feeling rather than a thought through argument.... Yes I agree students should explore this more within the inquiry process.
Chapter 2: A Model for Inquiry
3. Do you have a model of the inquiry process? If so, can you relate all 5 of Donham's uses of an instructional model (pp. 7-9) to your inquiry model?
• Scaffold for instruction
• Gauge for feelings
• Common language for teachers and students
• Guide for students
• Guide for monitoring
I use FOSIL (Framework Of Skills for Inquiry Learning) which can be found here.
I can clearly link it with a scaffold for instruction as it certainly outlines the skills and strategies needed to be taught in each stage. The FOSIL cycle gives clear guidance to both teachers and students what skills they need at the level they are currently at.
I had not really thought about a students feelings in this process much before I read this publication and have understood that this is more than just how you feel about a topic and your understanding of it. We are talking about the feeling within the process that can worry or upset student who feel they are not getting anywhere. The FOSIL framework does allow guidance and support throughout the process through the worksheets and activities suggested.
In all my years working with teachers, I have often been frustrated that I could not get them to understand how my expertise could help them support their students. FOSIL has given me a voice within education that teachers understand. It helps me to show and explain what I can do in a way that was not possible before.
FOSIL is clearly a guide for students. Especially when we use the ready made workbooks that can be found on the website.
FOSIL also provides an opportunity for assessment throughout the process. The worksheets created, offer an opportunity to clearly see where a student is at and whether they are understanding the process or not. The whole cycle does not need to be done every time so if a specific skill needs to be assessed it is easy to take the worksheet that is needed and only use that one.
@Elizabeth We seem to borrow bits from here and there! We use CRAVEN (which is similar to CRAAP), some PLUS method, but we currently do not have a uniformed model.
I can see how FOSIL works in this way. I like that it is not linear - we are encouraging students and acknowledging the need to go back and forth.
This is not surprising as FOSIL has evolved from extensive research and previous models of inquiry.
Up until recently the library has not had the opportunity to become involved directly with the independent learning undertaken. However, the EPQ has been adopted this year which allows us to follow a fairly similar scheme of work as the FOSIL plan. Students have to plan, research, write, present and evaluate their work. All of which is very alien to them as very little independent research is undertaken. I think in particular the reflective evaluation is not considered
Chapter 2: A Model for Inquiry
4. How similar/ different is the [Alberta] Inquiry Model (pp. 10-13) to your model? What do you consider to be its relative strengths and/ or weaknesses?
The Alberta Inquiry Model and FOSIL have many similarities. They both have a cycle that encourages students to think through the process. Understand their needs, encourages them to find resources, answer a question, create something then share it and then reflect.
The biggest difference for me is the Wonder stage of FOSIL is equal to the Processing stage of the Alberta Inquiry Model. Whereas FOSIL wants the student to begin to think to questions before looking for information the Alberta Inquiry Model wants the student to start looking for information first. I find this really interesting because I often say that without the students actually knowing what information is out there how can they create their questions? The Alberta Model does seem to have this right at first glance. However, going back to FOSIL, I do agree that students need to have a focus to begin a search otherwise they may get 'lost down a rabbit hole'. FOSIL encourages questions to be added throughout the process of investigate too so I think for me this does make more sense.
The strengths of both is that there is a process which helps students and teachers to work through a research project in a structured way. This guidance keeps them focused and moving forward towards a refined finished product that they can demonstrate a level of understanding and learning. Otherwise students are at risk of just putting everything they find into their end product learning very little.
@Elizabeth You raise a good point about students needing to know what information is out there, before they can create their questions and this is definitely something we say during EPQ sessions; but in terms of narrowing their research question. They still need to think about questions before this stage, and this links into the non-linear approach of FOSIL - it's a back and forth journey.
"This guidance keeps them focused and moving forward towards a refined finished product that they can demonstrate a level of understanding and learning. Otherwise students are at risk of just putting everything they find into their end product learning very little. " @Elizabeth This again ties in really well with EPQ - the mark scheme for planning, using resources & evaluation is higher than the marks for the discussion (which many view as the end product.
Chapter 3: Curriculum Connections
5. What practical considerations emerge from the observation that "the most successful curriculum inquiry projects emerge from topics that are of personal interest to students" (p. 15)?
I think students who are allowed to engage in following what interest them is an important part of inquiry, however, it does pose problems for school librarians. It is important that students can find resources in the school library and unfortunately when allowed to 'run free' we can guarantee that they will want to find information on the most obscure topic that the school library will not have any information on. This will lead to frustration and an idea that the school library is worthless.
Within an inquiry project in school, it is therefore important to plan and guide so that students feel like they have a choice but they are also guaranteed to find what they need within the library setting.
@Elizabeth I think those are all fair points and I agree, completely running free without any framework or pre-planning at all pretty much guarantees that the library won't have everything they want or need. To be fair to the Alberta system though, I note in chapter 4 that there is a lot more insistence on the teachers providing guidance. Even for grades 10 to 12 (UK grades 11 to 13), it states within parameters set by the teacher, whilst for younger grades there's even more of a sense of a teacher picking an appropriate selection and then the students choosing from within that. That to me seems sensible as it allows the teacher a) to make the topics relevant to the curriculum and b) allow coordination with the library beforehand to make sure the resources are available.
It is totally relevant to HPQ/EPQ students. Level of engagement is higher if the student is passionate about their project process.
In lessons, giving options on themes so there is that element of ownership and choice - and I agree @stephanie, the book does encourage teachers to do this by checking the library resources first.
I heard Andrew McCallum (English & Media Centre) speak about the importance of student choice at the reading for Pleasure conference a couple of years ago.
The Librarian can help assist the teacher in ensuring relevant resources are available, and there are the online resources and public libraries too that can be directed to.
Chapter 3: Curriculum Connections
6. Inquiry is an approach to learning, which means that inquiry skills are learning skills, and these learning skills must enable learning across the curriculum (pp. 16-21). What particular challenges does this present?
The biggest challenge I see for this is co-ordinating teachers. They have to be prepared to 'buy-in' to this process. They need to be aware of what others are teaching and reinforce learning from other subjects. The school librarian however does/should have an overview of all subjects and could use this to their advantage by reinforcing skills learnt when working with specific teachers.
@Elizabeth I agree on both counts. My impression is that the Alberta systems assumes a whole-school commitment to the process, thus enabling cross-curricular activities.
The biggest challenge will be time and staff resistance to change; it really needs whole school buy in, as you say @Elizabeth .
Since lockdown, teaching staff are facing an uphill task in ensuring students have 'caught up' on any work missed; trying to teach a busy curriculum, sometimes twice with a blended curriculum, when some students are having to isolate.
Currently, as a school, we are adopting a new behaviour policy with multiple changes and new instructions, and that's without the ever changing Covid guidelines. Their workload is already threatening to topple!
Trying to introduce a whole-school learning system now would be a big challenge. The key will be to start small, target one class and see how it evolves over time.
I'm thrilled to be able to get more involved this way with our year 12 cohort and EPQ, but it is very early days still!
Chapter 4: Designing Inquiry Activities
7. Focus on Inquiry "is intended for teachers working on their own or in teams, with or without the support of a teacher-librarian or other library personnel" (p. ix). Having said this, what specialist support might the librarian contribute to facilitating inquiry-based learning (pp. 23-24)?
The most obvious contribution and starting point is to help students 'work through the inquiry process' especially in helping them locate, analyse and use information. However, understanding the whole model allows school librarians to work very closely with teachers, who can become involved at the planning stages if accepted as a specialist. Skills such as creating good questions, note taking, referencing and presenting are just a few to mention but there are many skills that the librarian can bring to the process. All of which will enhance student learning.
@Elizabeth Yes, I would agree and directing students to resources available in school and externally, use of synonyms etc when formulating questions, plagiarism, referencing and everything else we normally do!
Any progress that can be made to get away from the librarian means "books and shushing" is helpful. As @micwag comments, as professionals we know so much more than this stereotype. By indicating to teachers that we can lighten the load - prepare materials in advance as well as leading lessons, which will only be to there advantage. I often feel that by not being a 'teacher' in the academic sense that as librarians we are more approachable to students who might therefore be less afraid to admit confusion/the need for help. Similarly by not being attached to one specific department the library presence encourages the inquiry skills to be seen as bigger than a small sector of the curriculum
Chapter 4: Designing Inquiry Activities
8. A major focus in the FOSIL Group Forum is Inquiry and resource design, with a growing collection of Resources to support inquiry and develop inquiry skills, which includes assessment. With the Planning Cycle for Teachers (pp. 24-29) in mind, have a look at the Topics in Inquiry and resource design and related Resources, and share a helpful example of the planning cycle in action, either in full or in part.
I am currently working with Blanchelande College students who are doing the EPQ for the first time. I discussed it on the FOSIL forum here https://fosil.org.uk/forums/topic/supporting-epq/ and have now shared these document with them.
https://fosil.org.uk/wp-content/uploads/2019/06/Supporting-EPQs-at-Oakham.pdf
https://oakham-rutland.libguides.com/ib-extended-essay
I have already done one lesson on primary and secondary sources where I demonstrated how this fits into the inquiry part of the FOSIL cycle. It has been difficult at the start of the year to talk this through with them but I hope to visit the school soon to engage more.
I have to thank you @Elizabeth , because it was while looking at the questions posted I checked out the Resource page on the FOSIL website and the very EPQ document you've listed! Although it's more AQA relevant (and we do Edexcel), there were still apsects I thought were useful, so forwarded to our EPQ co-ordinator. We have since had a conversation about FOSIL and it's potential introduction in school and have agreed that I will be introducing aspects of it to our current Year 12 cohort. So watch this space!
Good luck with your EPQ @micwag I look forward to hearing about your progress :)
It does seem that we are way behind in the UK with this, but I think you’re right; we’ve been teaching the skills, just not to a model like these. Also, with most research we adapt ideas & suggestions to suit our own school & students. I think it makes our job easier to have a model to refer to , even if we don’t follow it strictly to the letter.
@micwag I think I just said the same thing to @dawnwoods2000 further up when I replied to her. I do think a model helps to guide and gives enough flexibility for it to work however a school needs it to.
@Elizabeth apologies, this appears to have posted in the wrong place! The app on my phone was glitching and jumping all over the place!
@micwag no worries! Sorry to hear app is playing up but glad you are using it too :)
It’s a tricky one, because like most things in life, it’s when they’ve finished,students look back and can appreciate the effort and work involved. With HPQ & EPQ, we have invited previous cohorts to speak with current students so they can share that frustrations are a normal part of the inquiry and learning process. This has worked well and the 13s also give tips to the 12s who are starting their journey. Perhaps they can relate more to their peers who have successfully completed the process, than to us as educators. Or at least it enforces what we are saying!
I’ve borrowed the phrase from a colleague. It could be all of those things you mention! It’s when they (or you) have been struggling over something and you overcome whatever the problem was, feel that sense of achievement, but nobody is there to applaud you or say well done at that exact moment! It could be finishing the Literature Review or even just completing the planning bit or finding a source that either supports or argues against another source. It literally could be anything, and apply to all aspects of life - not just inquiry or research! I quite like the term!
@micwagMe too :)
I am so late to this that I don’t think I can add much. I think the crucial idea is that the word describes a process rather than a fixed idea; it is a journey, an exploration - a dynamic concept rather than a finished entity. I often draw analogies in the classroom with detectives or policemen to help them understand the need for interrogation and a healthy dose of skepticism when they start researching a subject. Harnessing and encouraging children’s natural curiosity matters more and more; as we all become bombarded with fake news, information overload and conspiracies, it is crucial that they learn how to navigate their way through it all and remain critical thinkers, questioning everything and able to form opinions based on what they have read. It also starts me thinking about curriculum design and the pedagogical debates around inquiry vs direct instruction, but perhaps that’s best left for another time..!
@Mary-Rose Grieve Thanks for joining in. It is never too late and important that you say you agree or not with others. Inquiry is certainly a process and helping students understand that they are not just finding answers is important. I think that it is important for our students to learn to be sceptical and critical about the information they find but also think that they need to find a balance. Not everyone is tying to con them, not everyone is trying to make them believe the wrong thing and it is therefore a school librarians job to find the balance between ensuring they are critical without taking the joy of finding out away.
It's wonderful to have examples but I don't feel like I'm informed enough and I'm definitely not confident enough to share yet anything, Sorry. I will work on it and hopefully I'll be able to share something soon.
@Connie Koorevaar-Goecks I am sure we will see something from you soon 😊. Glad you could join in this months discussion. Make sure you continue and join us again in November when you have had chance to digest the next few chapters.
Part 2 is now well underway. Please join us in this next session here https://www.elizabethahutchinson.com/schoollibrariescpd/online-chat/focus-on-inquiry-part-2
Thanks for your contribution so far! Don't forget contribution to all 3 discussions gets you an invite to the webinar with the authors.
@Connie Koorevaar-Goecks @Mary-Rose Grieve @micwag @Helen Precious @Katie Lane @Stephanie @Kimberly Pericles @dawnwoods2000 @Tom Neilson @WENDY WALKER @Jenny Toerien
Yes @Elizabeth I find 'buy-in' from some subject departments non-existent; such as maths. Without whole-school engagement it is difficult to convince some teachers that spending time on building learning skills is not at the expense of direct learning of a subject.