Get Engaged: Reflect

As students finish making decisions and creating communications, it's time to think about the entire inquiry process and plan for future investigations.

Try It!
Choose one phrase from the Common Core standards related to reflection.
How do you address this idea when teaching about questioning in inquiry?

At this point in the investigation, students become involved in assessing, evaluating, and reflecting on the process and product of inquiry. Was the project a success? What will I do next?

Carol Kuhlthau found students may possess feelings of relief and a sense of satisfaction at the closure of an inquiry. However they may also be disappointed in their lack of a concrete answer.

Before students finish their investigation, ask them to go back and see if there are unfinished questions or other loose ends. This is also a chance for students to think about future topics for exploration.

• Did I go back and redefine my questions as needed?
• Did I go back and find additional resources when needed?
• Did I use evidence to support my conclusions?
• Did I ask for help when I needed it?
• What did I learn about my topic?
• What did I learn about the inquiry process?
• What questions do I still have?

Let’s explore four elements of the reflection phase of inquiry. We'll start with metacognition and inquiry.

Metacognition in Inquiry

In Key Word Reflection (PDF), Danny Callison stresses that reflection occurs throughout the inquiry process. As students evaluate the credibility of a documents, they are reflecting on the quality of the content. As they weigh the pros and cons of two perspectives, they are reflecting on what they've found in the literature.

An essential element of reflection is the metacognitive activity of thinking about the process. Throughout inquiry, encourage learners to think about their thinking. Keeping a digital journal is way promote reflection throughout the process.

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? For instance, lots of people are concerned about mosquito control and pesticides.

Beyond discussing their thoughts or writing in a journal, ask students to create products that share their thinking about the process. Students might create a reflection collage.

Provide questions to stimulate thinking:

• Did my question(s) reflect my need or problem?
  
• Have I been successful in answering my question(s)?
  
• Did I answer my questions, complete the task, or solve the original problem?
• Were my search strategies flawed?
  
• Could my information be biased or incorrect?
  
• Is this the best information to address this question?
  
• Could I have made incorrect connections?
  
• Could the inferences identified be flawed?
  
• Did I cite evidence to support my conclusions?
• Did I include original ideas to support my conclusions?
• Did I give credit to all the sources I used?
• Did the format of my communication match the needs of my audience?
• Is my product effective, efficient, and appealing?
• Have I addressed the needs of my audience?
  
• What new questions have arisen from the evidence?
  
• Have I chosen the best conclusion or decision?
  
• Am I satisfied with my progress?
  
• What are my strengths?

For instance,

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

Use technology to help students visualize their reflection:

• Comic Tools
• Journal Tools
• Polls and Surveys
• Posters
• Presentations

Ask students to include examples from their investigation. As a class, take photos throughout the inquiry process. Photograph that stack of books or desk filled with sticky notes. Assign different students to take photos of activities in the classroom. Keep these in a class folder that everyone can access. Images might include classroom photos, science experiments, or field trips. Go to Gettysburg (PDF) for an example.

Use Wordle or another word cloud tool to create a text visual of reflections.

A fun activity involves students in creating their own search story. The Google Search Stories Creator allows students to build a short video reflecting their inquiry journey. Students simply enter a series of search terms and whether they want to search text, images, maps, or news. Then, a short video is generated showing the experience of a search.

 

Assessment

Assessment is the process of gathering, measuring, analyzing, and reporting data on a students' learning. It helps teachers determine how much children learned and how well they learned it.

Interacting with students about their performance can become an integral part of the learning process.

Assessment Tools

Checklists and rubrics work well for grading inquiry-based projects.

Reflections

• I-Search Process Reflection

Rubrics

• Essay Rubric
• Informational Graphic Novel
• Narrative Writing
• Persuasion Rubric
• Slide Show

Explore Leslie Preddy's Rubric (All on One Page PDF) (Final Product PDF).

Rubricmakers such as RubiStar make the process of creating rubrics easy. Go to SimilarSearch for other examples of rubricmakers.

Checklists

Explore Leslie Preddy's Checklist (Final Product PDF) (Research Journal PDF) (4x6 Card Book PDF) (Scrapbook PDF). Also, check out the folllowing checklists (Research Journal PDF) (Checklist Starter PDF).

Examine the Endangered Species Conservation Project checklist.

Think about the criteria you'll use for for evaluating inquiry-based activities:

• What is the "big idea" being explored? Is it important?
• Why is this skill being taught and assessed? Does it help me solve a problem?
• Is the situation, prompt, question compelling?
• Will students be engaged in solving the problem?
• Is it authentic?

Assessment Checklists

Use the following list to help you form your own assessment tool.

Checklist Items for Elements of Inquiry

• Questioning
  • Identifies a meaningful topic
  • Clearly explains topic interest
  • Clearly defines question or problem
  • Categorizes ideas and topics
  • Uses reference resources for background information
  • Explores pathfinders and subject guides for background information
  • Keeps an open mind in exploring possibilities
  • Identifies a meaningful context for inquiry
  • Uses catalysts to spark ideas
  • Identifies possible strategies
  • Generates deep rather than surface level questions
  • Uses reflect questions to assist in question generation
  • Categorizes questions
  • Evaluates the quality of questions
  • Formulates research questions
  • Narrows and broadens a topic
  • Explains criteria and constraints of study
• Exploration
  • Describes the role of a digital citizen
  • Exhibits appropriate behavior in online social interactions
  • Carefully evaluates media and advertising messages
  • Defines and gives examples of stereotyping in the media.
  • Describes harmful media messages.
  • Exhibits appropriate behavior related to online privacy
  • Identifies common media misconceptions
  • Describes the variety of information available through traditional and online resources
  • Uses search engines to effectively locate information
  • Uses databases to effectively locate information
  • Develops effective plans for information exploration
  • Uses the best search tools for the particular information need
  • Identifies needed data
  • Describes procedures and approaches
  • Selects useful search strategies
  • Uses a variety of resources
  • Evaluates information based on criteria
  • Uses strategies to locate the accuracy of information found online
  • Differentiates fact, fiction, and fake websites
  • Differentiates between primary and secondary sources of information
  • Applies effective interview techniques
  • Applies effective data gathering techniques such as use of surveys.
• Assimilation
  • Applies reading strategies to location information
  • Uses skimming and scanning techniques effectively
  • Matches prior knowledge to new information
  • Uses strategies for reading during research
  • Eliminates unnecessary data
  • Identifies and records useful information
  • Records and cites sources used
  • Applies note-taking techniques
  • Paraphrases and summarizes useful information
  • Uses online tools for note-taking and citation creation
  • Describes the copyright law and reasons for citing sources
  • Defines and gives examples of plagiarism
  • Seeks additional information as needed
  • Applies the Ds of evidence
  • Builds associations among data
  • Organizes data
  • Uses online tools for organizing and calculating
  • Analyzes and interprets data
  • Finds patterns and relationships
  • Applies models and examples
  • Makes estimates
  • Makes accurate calculations
  • Reasons logically
  • Demonstrates insightful thinking
• Inference
  • Uses evidence and logic in arguments
  • Identifies valid and practical solutions
  • Identifies patterns of evidence
  • Creates arguments
  • Describes possible solutions
  • Gives reasons for evidence choices
  • Clearly describes logical solutions
  • Considers creative solutions
  • Identifies an audience for communications
  • Identifies the needs for a communication
  • Applies the writing process
  • Incorporates data and statistics in writing
  • Creates products that match information needs
  • Uses outlines or storyboards for planning
  • Describes the rights and responsibilities of creators
  • Creates a comprehensive bibliography
  • Creates effective presentations
  • Explains process and results orally and/or in writing
  • Justifies and defends conclusions
  • Presents well-organized results
  • Provide clear explanations
  • Provide concise, descriptive visuals
  • Uses original media in communications
  • Uses found media (i.e., existing text, audio, video, graphics) in communications
  • Uses production stand-alone and/or online production tools
• Reflection
  • Identifies personal strengths and weaknesses
  • Is persistent and remains on task
  • Takes risks
  • Demonstrates confidence
  • In group work,
    • listens to team members
    • supports team members
    • contributes to team activities
    • shares ideas with others

Checklists for Thinking

We often focus our attention on products rather than thinking. Instead of counting the number of slides or mispelled words, why not concentrate on the thinking that went behind the production? Explore the following rubrics for ideas:

• Deductive Thinking
• Creative Thinking
• Goal Setting
• Higher Order Thinking
• Divergent Thinking

Evaluation

Evaluation involves judging the quality of student work or instruction. For example, it may include a final score or grade.

Process Peer Evaluation

Involve students in exploring the work of their peers.

Explore Leslie Preddy's Peer Evaluation (Part 1 PDF) and (Part 2 PDF).

Explore Leslie Preddy's Peer Conference (Option A PDF) (Option A2 PDF) (Option B PDF) (Option B2 PDF) (Option C PDF).

One advantage of using technology is the ability to share with the world through websites such as Flickr for images and YouTube or Vimeo for video. This is a great way to gather comments and suggestions from the public.

Self Evaluation

It's important that students have an opportunity for self-evaluation.

Explore Leslie Preddy's Self Evaluation (2 page version PDF) (3 page version PDF).

Inquiry Evaluation

Young people need to feel a part of the instructional process. Part of that process involves evaluating the entire inquiry experience and providing suggestions for future units of instruction.

Explore Leslie Preddy's Teacher Evaluation (PDF).

Educator Self Evaluation

At the end of your unit, consider doing an educator self-evaluation. What did you learn from the unit? What will you change the next time? What areas would benefit from mini-lessons or additional scaffolding?

Explore Leslie Preddy's Checklist (Educator Self Evaluation PDF) for ideas.

Inquiry Logistics

Inquiry-based learning can be integrated into single session activities or semester long investigations.

Orientation

When completing long term projects, provide students with resources that help guide them through the process. Use mini-lessons to introduce, reinforce, or review key idea and information skills. For instance use interactives such as It's a Fact to review fact and opinion.

Create a bookmark that students can follow as they work through the inquiry process. Use Thinking the Road to Success (PDF) for ideas.

Focus

It's important that students concentrate on addressing their inquiry questions rather than focusing on a final product. As such, don't share the options and requirements for products until students have analyzed and synthesized information. For instance, you might photograph the process and have the images ready for a final project. Later students can concentrate on selecting images that represent their thoughts about the experiment.

Timelines

It's useful for students to have a project timeline that they follow throughout the inquiry process. This timeline may include a checklist of requirements as well as suggestions for journal entries. Explore Leslie Preddy's examples" 3 Week, 3 Week Calendar, 5 Week, 7 Week, China,Civil War, Free Inquiry, Guided Inquiry, Middle Ages. Consider using Google Calendar so students can access the information electronically.

Parent Involvement

It's helpful for parents to be involved with an inquiry project. Explore a couple letters to parents created by Leslie Preddy (PDF 1) (PDF 2). Send letters or email home outlining the inquiry. Consider a culminating experience that involves parents.

Contracts

Many teachers use contracts for inquiry projects. Explore a examples by Leslie Preddy (PDF 1) (PDF 2) (PDF 3).

Models

This workshop used Danny Callison's framework for thinking about the inquiry process. However you may wish to use different model such as The Big 6 or my New Ws model. Let's explore an example of the inquiry process from beginning to end. Think about the types of investigations you might facilitate with your students.

Go to the World Without Fish for an example.

Resources

• A+ Research and Writing
• Purdue Online Writing Lab
• Research for Teens
• Research Helper
• Research Process

Facilitate Inquiry

Inquiries 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.

It's useful to provide questions as part of the reflection process.

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?

Inquiry is tough. Students who are accustomed to “copying and pasting” their way through a project may resist the idea of deep thinking.

Keep in mind that our ultimate goal is for students to become passionate about learning. When they leave school, we want them to choose to read, choose to do research before making a purchase, and choose to be life-long learners.

Key Standards

 

Standards

As you develop assignments related to inquiry, consider the information standards that can be addressed.

(Common Core Standards for Literacy Across the Curriculum Grades 6-8)

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(Standards for the 21st Century Learner)

Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

Reflect on systematic process, and assess for completeness of investigation.

Develop directions for future investigations.

Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.

Assess the quality and effectiveness of the learning product.

Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

Develop personal criteria for gauging how effectively own ideas are expressed.

(National Educational Technology Standards for Students)

Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Demonstrate personal responsibility for lifelong learning.

Transfer current knowledge to learning of new technologies.

Websites to Explore

Explore the following online resources to learn more.

• Reflecting/Extending. Baltimore Public Schools.

References

Kuhlthau, Carol (2004). Seeking Meaning: A Process Approach to Library and Information Services. 2nd Edition. Available through Libraries Unlimited.

 

 

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