Inquiry+Learning

Rose DeInnocentiis EDU 7666 Definition of Inquiry


 * //Inquiry//** is a higher-order form of thinking and learning in which the student can research information on a topic using a variety of sources, can formulate an educated opinion, gives students a creative license in the presentation of their information, have the opportunity to participate in a variety of roles, and present the information in a manner that is relevant and timeless. It is more that just the regurgitation of information. Inquiry shows how a student can master high-level thinking through the analysis and synthesis of information.

Rose - I had trouble finding a way to measure "critical thinking" on my rubric. But you seem to measure it very well. I think we should use this on our final Group Inquiry Learning Rubric. -Anika


 * || ** Standard Not Achieved **
 * 0 ** || ** Standard Achieved **
 * 1 ** || ** Superior Standard Achieved **
 * 2 ** || ** Score ** ||
 * Students researched the information on the topic using critical thinking analysis of a variety of sources. || Task requires the mere regurgitation of researched material from one to three resources, presented in a simple format (list, chart). || Students assigned a task in which critical analysis occurs of the information gathered, but still encompasses some aspect of lower-level thinking through the use of four to eight resources of various natures. || Students assigned a task in which organization and synthesis of information occurs in the context that can be used to solve problems through critical thinking and reasoning of more than eight resources of various natures. ||  ||
 * Students can formulate an educated opinion on the topic. || Students formulate an opinion based on assumption rather than analysis of the situation. Direct quotes are given out of context. || Students formulate a more educated opinion to a problem, but may fail to support all aspects. Some direct quotes are matched with follow-up analysis. || Students form an educated opinion on the task based on analyzing actual information and sorting out the strongest arguments for debate. ||  ||
 * Task is creative in nature, allowing students the latitude to create their own work freely. || Task assigned to students shows a lack of creativity and effort in regards to how the students will present the information. || Task assigned to students shows some creativity but may control each aspect of the task that the students must follow. || Task assigned to students is creative in and of itself. However, the task also allows the students much leeway in design and implementation of the project. ||  ||
 * Task mandates that all students are involved with the activity through a variety of roles. || Task assigned to students mention how students should work together, but fails to specify the different types of roles in a clear definition. || Students are assigned a task that names the different roles each student may choose from for the activity, but fails to give a fully descriptive account of responsibilities. || Students are able to clearly understand the various roles associated with the task and can follow specific standards for each role. ||  ||
 * Students solve the problem and can present the information in a manner that is relevant and entertaining. || Students are given a task that fails to show how the topic is timeless. It does not allow for relevance to today’s society. || Students are given a task that shows a topic that may be important. However, the manner in which it is presented fails to show how it can be relevant to today. || Students are given a task in which the topic is both important and timeless. A relevant and entertaining connection is achieved. ||  ||