Dear 2016 Spring Class,
On this page, I have pasted a draft of a figure I am working on for Chapter 3: Inquiry Learning from Future-ready Students for my book. (The title of the book is Building a Culture of Collaboration: School Librarian Leadership and Advocacy.)

If you would like to contribute to this page, please request membership to our course wiki. Also please put your name beside your addition so I can contact you to ask questions if I have them.

If students do contribute, your class will get credit in the book for this crowd-sourced figure.

Thank you.

Best,
Dr. M.

Fig. 3-3. Inquiry Learning Subskills (*Tested on Standardized Tests)
Inquiry Process Phase(s)
Description of Phase
Subskills (*tested on standardized tests)
Open, Immerse, Explore
Educators Open:
Setting up inquiry problem/concept/context

Students:
Immersing
Exploring
Brainstorming

Webbing – included in writing tests (?)

*Identifying main ideas while recording brief notes
Identify
Students:
Developing, revisiting, and refining questions at this phase and throughout the process

Educators:
Coaching for deeper, meaningful, doable questions
Determining questions

Questioning examples:
*math word problems
*question/answer relationships (QAR – on the line, between the lines, or not answered)
Gather (Resources and Information)
Students:
Collecting and responding to ideas and information to answer questions

Accessing, selecting, evaluating resources that meet their purposes

Making notes

Organizing information so it is useful

Educators:
Providing mini-lessons, monitoring, supporting
*Using text features

*Identifying main ideas (while using notemaking graphic organizers that show relative importance)

*Making inferences

*Interpreting information

Composing summary notes and paragraphs
Create
Students:
Selecting tools
Fine-tuning audience(s)


Educators:
Providing mini-lessons, monitoring, supporting
Drafting

Storyboarding

Creating
Share
Students:
Presenting


Educators:
Monitoring
Presentation Skills including speaking and listening
Evaluate
Students:
Conducting self-assessment
Providing peer review

Educators:
Assessing
Using exit slips, and other self-assessment instruments to reflect on process and product

Peer Review
Reflect
Students:
Reflecting

Educators:
Reflecting
*Practicing metacognition

Oral or written reflections throughout the process for both students and educators