Teacher Tap


After rounds of questioning and exploring, assimilating and inferring, ask students to revisit the questions and goals of their inquiry. How did the project evolve? What did I learn?

Encourage products that build in metacognitive aspects and opportunities for reflection. Examples:

Rather than just copying from Wikipedia, I thought about what a patient would really want to know about cancer.
I've explored the Spanish Influenza pandemic and wonder about future pandemics.
I photographed the process of building my catapult.
I used Glogster to share my thoughts about Darwin and evolution.
Glogster: Darwin, Wordle: Natural Selection

The Process of Inquiry

dog reflectionInquiries may go in different directions depending on the questions. While some inquiries look for answers, others seek solutions. The goal may not be apparent in the first round of the cycle. By encouraging inquirers to reflect throughout the process, inquiry becomes a cycle building deep understandings. Ask:

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How can I encourage products that build in metacognitive aspects and opportunities for reflection?

Facilitate Inquiry

Use guiding questions to facilitate inquiry:

  1. How did I move through the process?
  2. How does this inquiry connect to possible future inquiries?
  3. What are my new questions?
  4. Do I see patterns in my work?
  5. What if things were changed? How would the solution be different?
  6. What have I learned? How could I apply this to a future situation?
  7. What are the biggest ideas from the inquiry?

Reflecting and Technology

Use technology to reflect.

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What elements do you think are important in the reflective aspect of inquiry?

For a more in-depth exploration, read the graphic book Graphic Inquiry by Annette Lamb and Danny Callison available from Libraries Unlimited, 2011.

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