1. Inquiry Road Map A Guidance System for 21 st Century Learning By Mary Ratzer

11. Connect Activate thinking Tap prior Knowledge Build background knowledge Elicit personal attitude, interest Connect to personal meaning Frame Big Ideas Generate curiosity Develop vocabulary Grow questions

12. CONNECT What do I already know about this topic? What prior experiences have I had related to this? How do I feel about this? Do I have any misconceptions? What is the vocabulary of this topic? How can I build my background knowledge? Am I interested and curious?

13. Discussion, sharing feelings Questioning eliciting prior knowledge Anticipation guides for attitudes, assumptions Envisionment building guides What’s the topic? How does this connect to what I know? How do ideas help me understand? Webbing, concept mapping of questions, ideas Reflection activity Background building, framing content questions CONNECT

15. Focus/Wonder Questioning Engagement Student centered Student negotiated Choices Expectations Meaning Audience WONDER

16. What interests me? What is exciting to me? What is my research question? Does my question have meaning to me? What resources will help me learn about this? Will this question help me understand the topic? Will this question require analysis and synthesis at the highest level? Who is my audience? What is my assignment? FOCUS

17. Coach students in forming research questions Use a rubric for quality research questions Use a checklist for quality research Question stems Use questions to encourage brainstorming K-W-L Charts Prompt goal setting with questions Prompt backwards planning and action plan steps with questions FOCUS

18. Rubric for generating questions Exceeds standards Questions help answer the essential question Questions target important facts and basic information Some questions ask WHY and HOW All questions are clear and to the point Questions call for comparisons and connections At least one question leads to visual information Meet standards Questions target important facts and basic information, but connection to essential question not clear At least one HOW or WHY question Question is clear but too general None of the questions call for comparisons or connections One question leads to visual information Approaches Standards The question asks who, what, when, where None of the questions ask HOW or WHY The point of some questions is not clear The questions leads to a list of facts, not understanding None of the questions leads to visual information

20. Investigate Access, use, evaluate information Social interaction Construct meaning Active learner Strategic planning Collaboration

21. Investigate Draw original conclusions Self-assess Reflect Ongoing assessment to improve performance Validate, analyze, persist Revise Make connections

22. What are all of the sources that might be used? Which sources will be most useful and valuable? How do I locate these sources? How do I find the information within each source? How do I evaluate the information that I find? INVESTIGATE

23. Have I located sources with diverse perspectives? Have I found enough accurate information to answer all my questions? Have I discovered information gaps and filled them with more research? Have I begun to identify relationships and patterns and thoughtfully reacted to the information I found? INVESTIGATE

24. Rubrics, learning logs, checklists for evaluation of information, progress logs Conferencing and questioning to improve performance Questions to ask students to consider alternative solutions, strategies, perspectives, points of view, issues, opinions Checking for meaning through journaling, one minute writing activities, graphic organizers Peer evaluation Peer conferencing Question relevance, accuracy, assumptions INVESTIGATE

25. Confer regarding roadblocks, conflicts, gaps, new strategies using questions Yes I Can Do It, No I Can’t Do It Surveys Peer review of criteria for information choices Employ self-assessment strategies regarding instructional targets, inference Use questions in rating scale for targeted aspects of investigation- “Does the student access and evaluate a variety of sources to find information? INVESTIGATE

27. Create/Construct Create a KNOWLEDGE product Synthesize Share original conclusions Demonstrate understanding Negotiate formats Effectively communicate Be ethical

28. What does the information mean? How can I organize the information? Is all of the information useful? What is the main idea? What is the evidence that supports the main idea? What are the similarities and differences among the sources? Is there contradictory information? How can I resolve the differences? How does the new information compare to my earlier knowledge? How do my ideas connect with each other? How have my ideas changed as a result of my investigation? Does the new information agree with my thesis? Do I need more information? Do I need to revise my thesis? What conclusions can I draw from my evidence? What examples show that my evidence supports my conclusions? Which parts of my problem solving process were successful? Which resources gave me valuable information? CREATE/CONSTRUCT

29. Does my draft/ product meet all requirements? Have I drawn conclusions that are supported by the evidence? Have I organized my information to present it effectively? Have I checked for problems and/or gaps? CREATE/CONSTRUCT

30. Synthesis organizers What are your main ideas? Arguments? What is your supporting evidence? Are all relevant points explored? Do you see patterns, trends? What is important? How can you share it with others? Rubrics Conferencing, peer consults Check for understanding Use wikis/blogs for peer questions, response Visualization, Concept mapping CREATE/CONSTRUCT

32. Express Share knowledge product Critical engagement Substantive conversation Authentic process Original ideas Active listening Effective communication

33. What type of product or presentation will allow me to present my evidence and conclusions effectively to the intended audience? What technology will help me create a product or presentation? Have I included everything I need to fulfill the requirements of the assignment? Have I practiced enough to be confident in communicating my ideas? EXPRESS

34. Have I organized the product / presentation to make my major points and present convincing evidence? Did my product / presentation fulfill all the requirements of the assignment? Have I practiced enough to be confident in communicating my ideas? EXPRESS

35. Guide and support active listening and critical engagement Model questioning related to presentations Provide a question based rating scale for critical areas of the presentation or sharing of products Use index cards with prepared questions as tickets into or out of class Employ wikis or web space for peer questions and responses to research products Thinkaloud, reciprocal teaching EXPRESS

37. Reflect Evaluate product and process What worked? What didn’t? What do I know? New questions Transparent thinking Peer review

38. Can I summarize the steps that I followed in researching my theme or issue? Which steps were most difficult for me? Why? What did I do best? What criteria did I use to be sure I had a quality presentation? If I had it to do over again, what would I do differently? REFLECT

39. What did learners know before this experience? What do they know now? Is the learning deep, relevant, formative? How were your students knowledge users and creators? What evidence of genuine understanding has been demonstrated? What worked? What didn’t work? REFLECT

40. Encouraging INQUIRY Move beyond content coverage Move beyond right answers Unify with essential questions Start with COMPELLING CONTENT DESIGN KNOWLEDGE PRODUCTS Be STUDENT CENTERED BE KNOWLEDGE CENTERED BE QUESTION CENTERED Organize with BIG IDEAS ENGAGE, WAIT, ASSESS, COACH