KristinInquirylearning

Kristin 2/16/2010
 * Inquiry Definition:** To discover information and knowledge by questioning and investigating tangible materials and/or resources through a collaborative learning environment . Information is not to be taken at face value but to be looked at critically and analyzed so to bring about higher level thinking and essestial questions.

Kristin - You may want to check on the wording. I added in through a collaborative learning environment in your definition, since it matches one of your criteria. I would also think about fixing the wording in the definition to include the final criteria, in which you mentioned how students will demonstrate their understanding of the task. Rose

Kristin - I really liked your rubric and definition of inquiry. The two parts of your definition that really stood out to me was where you stated that its "investigating tangible materials" and that it's done "through a collaborative learning environment." I was missing these two parts in my definition. Your definition of inquiry actually helped me understand what inquiry is better. -Anika


 * ** Criteria ** || ** Not Evident **
 * 0 ** || ** Partial **
 * 1 ** || ** Exemplary **
 * 2 ** || ** Score ** ||
 * Students solve problems using critical and higher level thinking || Task requires gathering information. The students are given a task that requires only lower level thinking to come to a solution (ie, fill in the blanks, matching). || Students are given a task that requires some higher level thinking (ie, analyzing and synthesizing information) but still contains some tasks that require only lower level thinking (ie, memorization as a proof of comprehension). || Task requires synthesis of information and application to real-life situation. Students solve problems using critical thinking and higher level thinking (ie, making observations, considering evidence, using reasoning skills etc.) ||  ||
 * Students investigate materials in a collaborative learning environment || Task requires students to complete activity in isolation with no collaboration between classmates. || Task requires students to observe materials in groups, but students complete assignment on their own and do not share information. || Task requires students to work in collaborative groups in which each student has an active and equal role in completing the task. (ie, each student having an assigned role). ||  ||
 * Students examine tangible materials/resources relevant to task || Students are given non-relevant materials/resources to observe. Materials are not tangible and not hands on (ie, low quality, outdated pictures from a textbook). || Students are given relevant tangible materials to observe but materials are limited and outdated. || Students are given real-life relevant tangible materials to observe (ie, real artifacts that they can see, hold, smell, and interact with). ||  ||
 * Students document their observations and/or raise more questions about task || Students document their observations by filling out teacher generated and/or textbook generated worksheets. No questions or higher level ideas are encouraged. || Students document their observations in their own words. No teacher/textbook generated follow up questions are supplied. Questions and higher level thinking is suggested but not encouraged. || Students document their observations in journals or lab notes. There are no pre-assigned prompts for students to fill out (ie, fill in the blanks, teacher generated questions). Students use observations to build and raise more high level thinking questions about task. ||  ||
 * Students demonstrate their understanding of task || Students demonstrate understanding by completing lower level assignments (ie, homework fill in the blanks, multiple choice questions from their textbooks, or unit exam). || Students demonstrate understanding by completing further research about task. Topics pre-assigned by teacher and are not driven by student interest. || Students demonstrate understanding by using information they have learned to build on task and complete hands on project extension (ie, poster, newsletter, TV commercial etc.) Projects are decided by students and driven by student interest. ||  ||