Introduction to the Inquiry Model ...

1. Inquisitive Minds
Want to Know!

2. SouthTexas EducationalTechnologies, Inc.
Horizon Montessori I
221 North Main
McAllen,Texas 78501
Presenter
Steven E. Hudson
Assistant Principal

4.  A means of introducing learning (student-
centered)
 A means of drawing out student responses
 A paradigm shift from “normal” teaching
methodology
 Introduction of material in dynamic jumps
rather than linear

6.  Students lead the inquiry, not the teacher
 Teacher is relegated to a support role
 Inquiry may be used at any developmental
level
 Inquiry may be used at grade level
 Inquiry is based on the idea that each of us
learns by exploring

7.  Remember when …
Someone said something and that sparked
something in you and led you to another idea
or concept …
You say something and that made you think
about something you thought was unrelated,
but in reality it had a bearing on what you
were doing …

8.  People have been taught to think and “learn”
in a “linear model”.
 Humans, the majority, are not linear thinkers,
rather they make quantum leaps based on …
Prior experiences
Prior learning
Developmental Stage
Maturity
The way they are wired

9.  Learning occurs in knowledge jumps based
on many factors.
 Some of these factors are:
Relevance to the individual
Interest generated by the presenter
Developmental level
Gender and gender expectations
Personal learning styles
Personal interest in the subject

11.  teaches problem-solving, critical thinking
skills, and disciplinary content
 promotes the transfer of concepts to new
problem questions
 teaches students how to learn and builds self-
directed learning skills
 develops student ownership of their inquiry
and enhances student interest in the subject
matter

12. borrowed from JeffreyWilhelm, author of "You Gotta BeThe Book" and
"Hyperlearning")

13.  Start with a guided exploration of a topic as a whole class.
 Proceed to student small group inquiry about an open-ended,
debatable, contended issue.
 Encourage students to ask personally relevant and socially
significant questions.
 Work in groups to achieve diversity of views.
 Predict, set goals, define outcomes.
 Find or create information...look for patterns.
 Instruction serves as a guide to help students meet their goals.
 Create a tangible artifact that addresses the issue, answers
questions, and makes learning visible and accountable.
 Learning is actualized and accountable in the design
accomplishment.
 Arrive at a conclusion...take a stand...take action.
 Document, justify, and share conclusion with larger audience.

14. elements adapted from JeffreyWilhelm's work on inquiry-based
instruction

15.  KWL
what a student knows (K), wants to know
(W), and has learned (L) about a topic
 Opinionaires
 Engaging students in a conversation about
what they already know

16. By bringing the students' own background
and experiences to the learning table,
students will find ways to connect to the
topic and will have activated some basis for
creating meaning with the text they are
reading.The personal connection to learning
increases a student's motivation to explore,
read, and struggle with difficulties as they
arise.

17.  articles
museum exhibits
audio recording
videos
book
primary source material
web site
photograph
art

18. Students need to know something about the
topic to be able to perceive and formulate
meaningful inquiries.

19. For Example …

20.  Technology: conduct research on the web;
create PowerPoint presentations or web
sites; communicate using e-mail; import
photos and clip art for presentations; use
digital camera, digital audio recorder, and
video recorder.
 Reading: identify main idea and authors point
of view; identify key concepts; increase
understanding of vocabulary; extract
meaning between the lines (infer)

21.  Inquiry: define problem question; find and
gather data; analyze, compare, organize, and
synthesize data; create a proposition; support
proposition (facts, stats, examples, expert
authority, logic and reasoning); propose
solutions and action steps

22.  Team: listen, consider others' ideas,
encourage, provide coaching, affirm,
question, cooperate, demonstrate individual
responsibility, avoid put-downs, engage in
dialogue
 Project Management: set goals, agree on
tasks and roles, meet deadlines, prioritize
tasks

24. What is really being asked and what is really being heard – are they not the
same thing?

25. Like theWright Bros plane model or did you mean one out of sugar blocks
likeTikal in Guatemala?

26.  Show students a PowerPoint presentation, a
web site, a proposition-support framework, a
museum exhibit, a choreographed dance
performance, etc.

27.  Students need to see models of what it is
they are being asked to do.They must have
a supporting structure which provides a
grounding for their creations, but doesn't
limit their creativity.

29.  Ex-What happens when the structure around
people breaks down? (unit on the great
depression)
 Ex- How are human beings adversely
impacting our planet? (exploring
environmental issues which impact the
Amazon Rain Forest)

30.  A broad problem question or topic provides
students with a general focus for selecting
more specific inquiries.

31. Student centered and student driven …

32.  Without a knowledge base or some degree of
familiarity with the topic, it will be difficult for
students to develop relevant inquiries within
the broad topic area.
 Students need to be provided with background
material and/or guided to research their own
background material.
 his base will enable them to begin to formulate
a big picture understanding of the broad topic
area, and then to select a specific inquiry
interest which connects to the broader topic.

33. Example: Proposition-Support Framework

34. a) State problem question
b) Develop proposition which can be argued
c) Provide background information

35. d) support proposition with:
facts
statistics
examples
expert authority
logic and reasoning
e) propose solutions and action ideas

36. Whoa there Nellie … Jet back a bit, Pard …

37.  Refer students back to expected outcomes and inquiry
framework to create alignment between their presentations and
intended outcomes.
 Ask students a lot of questions to help them refine their thinking
and guide their research.
 Support technology (PowerPoint, Web Site, Hyperstudio) and art
design product creation.
 Empower students to coach and train one another within their
teams.
 Provide a forum for student presentations which includes
students, teachers, parents, and community members.
 Provide vehicles for student participation in action projects
which connect their learning to specific action.
 Incorporate ongoing, meaningful peer and teacher assessment.
 Reflect on what worked and what didn't, and try it again.

38. Corny, but oh, so true!

39. Reflect on what
worked and what
didn't, and try it again.

41.  Is it personally relevant and socially
significant? Is the student truly interested in
the question?
 Is it researchable?
 Is it big enough and small enough?

42.  Lower level questioning
Questioning for clarification
Questioning for understanding
Questioning for application
 Higher level questioning
Critical questioning
Questioning for evaluation
 Open-ended questioning
 Socratic method

44.  Who
 What
 Where
 When
 Why
 How Come
 What do you think/believe
 What will happen

46.  Explain how you arrived at that answer.
 If you could change something, what would it
be and be specific?
 What would you have done differently?
 Do you agree with the result/ending/findings
– why or why not. Please be specific in your
answer.
 Do you believe the answer is a reasonable
answer, what would make it unreasonable.

48.  DAILY PRACTICE
 Practice using Open-Ended Questions throughout
your day. Remember you want a broad-based
response, so your questions should be phrased in such
a way that the other person can be expressive, sharing
background information, feelings, and intentions.
Begin your questions with the words WHAT, HOW,
andWHY. Although it takes longer to listen to the
responses to Open-Ended Questions, in the long-run
you will gain valuable knowledge, which leads to
establishing greater trust in your relationships.

49.  'Know the difference.' An open-ended
question requires an answer greater than a
single word or two. A closed-ended question
can be answered with a simple "Yes," "No," or
other very simple answer.

50.  'Know the difference.' An open-ended
question requires an answer greater than a
single word or two. A closed-ended question
can be answered with a simple "Yes," "No," or
other very simple answer.

51.  Follow up with "Why?" or "How?" Another
technique that can help you get specific
information and a lengthier answer is to ask a
closed-ended question followed up with
"Why?" or "How?"

52.  For example, if I want to know whether I
might find a class useful, I can ask someone
who took it.
Me: "Did you like that Sociology class?"
Him: "Nope."
Me: "Why not?"
Him: "Oh, well, it was a lot of reading and
theory without much practical application,
for one thing."

53.  Listen! Sometimes we are guilty of
formulating the next question without paying
attention to the answer to the first.You miss
great opportunities for follow-up questions if
you do this! Make an effort to listen to the
answer you asked for!

54.  What are your strengths as a teacher?
 How would you know if your lesson was successful?
 What have you considered as areas of growth for
the year?
 How do you think coaching will benefit your
teaching?
 If you were a student, what kind of teacher would
you like to have?
 What do you feel contributed to your success
today?
 Imagine it is the end of the school year. What would
you want to say about the year?

55.  By asking Open-EndedQuestions you can
stimulate students to think, find out their
agendas, and develop greater understanding
about how to work with them.

56.  What does that mean to you?
 What do you think will happen next in the
story?
 How did you go about solving that
problem?
 How did you make that choice?
 What information do you have about that?
 What would you do differently next time?
 Why do you feel that way?

57.  If you do not already know the answer it is very
difficult to try to guess.
 If you ramble you write too much and can get off
topic
 if you write too little you will not be given full
credit
 pints can be taken off for vocabulary words
being used incorrectly
 they are time consuming
 there is basically no way to completely please
picky teachers with these types of answers
 you do not give enough evidence or examples

58. A chilled glass of Hemlock anyone?

59.  Socrates was one of the greatest educators who
taught by asking questions and thus drawing out
answers from his pupils ('ex duco', means to
'lead out', which is the root of
'education'). Sadly, he martyred himself by
drinking hemlock rather than compromise his
principles. Bold, but not a good survival strategy.
But then he lived very frugally and was known
for his eccentricity. One of his pupils was Plato,
who wrote up much what we know of him.

60.  Here are the six types of questions that
Socrates asked his pupils. Probably often to
their initial annoyance but more often to their
ultimate delight. He was a man of remarkable
integrity and his story makes for marvelous
reading.
 The overall purpose of Socratic questioning,
is to challenge accuracy and completeness of
thinking in a way that acts to move people
towards their ultimate goal.

61.  Get them to think more about what exactly they are
asking or thinking about. Prove the concepts behind their
argument. Use basic 'tell me more' questions that get
them to go deeper.
Why are you saying that?
What exactly does this mean?
How does this relate to what we have been talking about?
What is the nature of ...?
What do we already know about this?
Can you give me an example?
Are you saying ... or ... ?
Can you rephrase that, please?

62.  Probing their assumptions makes them think about
the presuppositions and unquestioned beliefs on
which they are founding their argument.This is
shaking the bedrock and should get them really
going!
What else could we assume?
You seem to be assuming ... ?
How did you choose those assumptions?
Please explain why/how ... ?
How can you verify or disprove that assumption?
What would happen if ... ?
Do you agree or disagree with ... ?

63.  When they give a rationale for their arguments, dig
into that reasoning rather than assuming it is a given.
People often use un-thought-through or weakly-
understood supports for their arguments.
Why is that happening?
How do you know this?
Show me ... ?
Can you give me an example of that?
What do you think causes ... ?
What is the nature of this?
Are these reasons good enough?

64. Would it stand up in court?
How might it be refuted?
How can I be sure of what you are saying?
Why is ... happening?
Why? (keep asking it -- you'll never get past a few
times)
What evidence is there to support what you are
saying?
On what authority are you basing your
argument?

65.  Most arguments are given from a particular
position. So attack the position. Show that there
are other, equally valid, viewpoints.
Another way of looking at this is ..., does this
seem reasonable?
What alternative ways of looking at this are
there?
Why it is ... necessary?
Who benefits from this?
What is the difference between... and...?
Why is it better than ...?

66. What are the strengths and weaknesses of...?
How are ... and ... similar?
What would ... say about it?
What if you compared ... and ... ?
How could you look another way at this?

67.  The argument that they give may have logical
implications that can be forecast. Do these make
sense? Are they desirable?
Then what would happen?
What are the consequences of that assumption?
How could ... be used to ... ?
What are the implications of ... ?
How does ... affect ... ?
How does ... fit with what we learned before?
Why is ... important?
What is the best ... ?Why?

68.  And you can also get reflexive about the
whole thing, turning the question in on itself.
Use their attack against themselves. Bounce
the ball back into their court, etc.
What was the point of asking that question?
Why do you think I asked this question?
Am I making sense?Why not?
What else might I ask?
What does that mean?

70.  Which types of questions are you most
comfortable with using?
 How comfortable are you with giving up
some control of learning over to students?
 Which type of questioning do you use the
most in your classes?
 Have you spoken with a colleague to evaluate
your questioning technique?
 How, specifically, can you improve your
questioning technique?

71.  Write 3 lower level questions …
Knowledge
Comprehension
Application
 Write 3 higher level questions …
Analysis
Synthesis
Evaluation

72.  What is hard about writing questions …
 What you do concerning “writing questions”
that you can share with a colleague …
 How you would teach a colleague to write
lower level questions …
 How you would teach a colleague to write
higher level questions …
 How would you teach a student in your class
to write lower and higher level questions …

74.  Did you learn today …
 What will you take with you from today’s
presentation …
 What would you like to know that was not
presented …
 What would you have changed …
 How would you have changed the part(s) that
need changing …
 How often will you use the information
given?

75. What did you really think about the Workshop
Inquiring MindsWant to Know …

76.  On a closed “Leiter Scale” from 1 – 5 with 1
being the lowest and 5 being the highest
please assess the following items.

77.  The information was presented in a manner
that was easy to understand.
 Please note, separately, if you would have
preferred more audio, less audio, more visual,
less visual, more kinetic, less kinetic, more
excitement or less excitement.
 If it was perfect – please do not write
anything.

78.  The information presented was presented in
a logical, sequential manner and as such was
easy to follow.

79.  Please rate the length of the presentation…
 Please rate the presentation area as to …
Sufficient
Lighting
Temperature
Comfort

80.  Please rate the speaker as to …
Knowledge of material
Voice was easy to understand
Sought to respond quickly to questions
Treated each participant with respect

81.  Jones, Beau Fly. 1987 StrategicTeaching and Learning:
Cognitive Instruction in the Content Areas. Assn for
Supervision & Curriculum, 167 pp.
 Jones, Beau Fly. Dimensions ofThinking and Cognitive
Instruction. Lawrence Erlbaum Associates Inc. 555 pp.
 Hudson, Steven E. Critical thinking: An application for all
disciplines - elementary and secondary. Texas Student
Educator’s Association Bi-annual conference,Texas
Southern University, Houston,TX, March 1, 1994.
 Hudson, Steven E. Using critical thinking techniques in the
classroom - elementary and secondary. Katy Independent
School, 1990Teachers’ Fall In-service, August 14, 1990
 http://www.neiu.edu/~middle/Modules/science%20mods/
amazon%20components/AmazonComponents2.html

82.  http://www.neiu.edu/~middle/Modules/scienc
e%20mods/amazon%20components/Amazo
nComponents2.html#benefits
 http://www.ncrel.org/sdrs/areas/issues/stude
nts/learning/lr2kwl.htm
 http://changingminds.org/techniques/questio
ning/socratic_questions.htm