Kimmarie+Cespedes+inquiry+learning

Inquiry based learning is the kind of learning that allows students to questions issues without the concern of having a right or wrong answer. Inquiry learning explores higher level thinking with unlimited potential for intellectual growth and development with the mindset of innovation, creativity and flexibility (these three can be separated into two). Inquiry based learning incorporates critical thinking and the desire to know more about interdisciplinary areas especially subject matters of interest. This allows student to become more engaged with the desire to learn more based on the awareness that inquiry based is not a close-ended question but the awareness of unlimited tasks that can be accomplished through inquiry based.

Kimmarie - Your definition of inquiry seems to contain the five criteria that Dr. Signer said we needed to include, but it did not translate to your rubric. I highlighted five criteria that you could rewrite into your rubric. Let me know if I can be of further assistance. Rose

Kimmarie - I think your definition of inquiry learning is very well done but I do have a question about your rubric. Are graphics and illustrations really a way to grade whether a student has succeeded in thier task of inquiry based learning? -Anika


 * || ** Beginning **
 * 1 ** || ** Needs Improvement **
 * 2 ** || ** Accomplished **


 * 3 ** || ** Score ** ||
 * ** Introduction ** || No introduction or very little introduction was provided which was very vague and dull. || Introduction needed to be worked on ; not appealing enough to its audience || The reasons for designing the webquest was clearly introduced in the beginning with a capturing appeal to its audience. ||  ||
 * ** Organization ** || There was little or no organization in the webquest tasks. || Webquest provided a good indication of tasks to be accomplished but needed to be more organized. || Webquest clearly indicated tasks to be accomplished and the information provided in webquest was relevant to the subject matter discussed. ||  ||
 * ** Content ** || Non-relevant information provided in the webquest with little or no correlation to the webquest tasks. || Relevant information was provided to the webquest tasks but missing a few areas important points relating to the webquest topic || There was relevant and the accuracy of the information provided in regards to the webquest subject matter and its effectiveness ||   ||
 * ** Clarity ** || Webquest did not show much clarity as how tasks will be accomplished or what are || Tasks were listed but needed to be more specific with better instructions. || Clear understanding of the specific tasks to the accomplished in the webquest. The words used were appropriate and comprehendible for both students and teachers. ||  ||
 * ** Graphics and Illustrations ** || No graphic; poor illustration relating to webquest topic || There were some graphics but not relating to topic or clearly understood || Good graphics and illustration were used to design webquest and relevant to topic. ||  ||

Comments: I believe this rubric was supposed to evaluate a student's inquiry based "task" and not a webquest specifically. I would double check with Dr. Signer if your rubric is too specific to a student's work (webquest) and should be more focused on general criteria for inquiry based learning :)