Planning and Assessment
Purpose
It is essential students and teachers understand the purpose of an inquiry. Planning shouldn't start until this is known. As I wrote in my blog post on Play, Passion and Purpose:
"The purpose of everything we do in the classroom needs to be really clear to both us and our students. If we know the purpose it will make choices surrounding the lesson/activity/inquiry much clearer for the teacher and the student. The purpose of the inquiry will provide guidance on what we do as a result of an activity or inquiry. This also means that often we may not know at the start of an inquiry exactly what we will do as a result as our findings and our purpose will guide that action."
Contexts and Provocations
Where possible there should be an authentic context for the inquiry. Alternatively prompts and provocations can be used to start students questioning which can then be developed into a rich inquiry question.
Planning
Students should be involved as much as possible in all stages of inquiry - including planning. It is not unusual for an inquiry plan to have only a small part competed at the beginning. You will have a purpose and an idea of where it fits with your school's local curriculum, some of the achievement objectives and/or progress outcomes and some possible resources. You may know the problem/task or provocations that will be used. You may know some possible desired outcomes and will know some of the skills, strategies and competencies you want to focus on. You may have much more, but be prepared to alter things as the inquiry progresses. After every session the planning will need to be reviewed - where to next? What still needs to be done to achieve the purpose?
It is essential students and teachers understand the purpose of an inquiry. Planning shouldn't start until this is known. As I wrote in my blog post on Play, Passion and Purpose:
"The purpose of everything we do in the classroom needs to be really clear to both us and our students. If we know the purpose it will make choices surrounding the lesson/activity/inquiry much clearer for the teacher and the student. The purpose of the inquiry will provide guidance on what we do as a result of an activity or inquiry. This also means that often we may not know at the start of an inquiry exactly what we will do as a result as our findings and our purpose will guide that action."
Contexts and Provocations
Where possible there should be an authentic context for the inquiry. Alternatively prompts and provocations can be used to start students questioning which can then be developed into a rich inquiry question.
Planning
Students should be involved as much as possible in all stages of inquiry - including planning. It is not unusual for an inquiry plan to have only a small part competed at the beginning. You will have a purpose and an idea of where it fits with your school's local curriculum, some of the achievement objectives and/or progress outcomes and some possible resources. You may know the problem/task or provocations that will be used. You may know some possible desired outcomes and will know some of the skills, strategies and competencies you want to focus on. You may have much more, but be prepared to alter things as the inquiry progresses. After every session the planning will need to be reviewed - where to next? What still needs to be done to achieve the purpose?
Inquiry Planning Sheet developed by me with inspiration from Sharon Friesen and Vaughan van Rensburg. Preview - click Use Template to make your own copy.
Inquiry-based unit plans - intended as a guide only
Sample Questions - Kath Murdoch
Designing Learning - Galileo Institute
Inquiry Rubric - Galileo Institute - Evaluates 8 areas: Authenticity, Deep Understanding, Assessment, Appropriate Use of technology, Connecting with Experts, Student Success and Ethical Citizenship
Dimensions of Discipline-based Inquiry - Galileo Institute
Interactive planners from Social Studies Online
Inquiry-based unit plans - intended as a guide only
Sample Questions - Kath Murdoch
Designing Learning - Galileo Institute
Inquiry Rubric - Galileo Institute - Evaluates 8 areas: Authenticity, Deep Understanding, Assessment, Appropriate Use of technology, Connecting with Experts, Student Success and Ethical Citizenship
Dimensions of Discipline-based Inquiry - Galileo Institute
Interactive planners from Social Studies Online
Assessment
The whole class, guided by the teacher, develops specific criteria for assessing their effectiveness and efficiency. N.B. This should be done early in the inquiry. These criteria will vary according to the exact focus of the inquiry. The specific learning outcomes for each curriculum area from the initial planning overview will be a useful starting point.
Possible self-assessment questions (could be modified to use as peer assessment):
Effectiveness DId I achieve the purpose?
Efficiency - How well did I use my time and resources?
Did I:
Possible reflective questions:
NB. These could be used at any stage during the inquiry and there is benefit from frequent reflection. The wording could be adapted to suit the learners. Reflection does not need to be written.
While I prefer authentic assessment tasks, you may decide you want to assess a particular aspect of knowledge or understanding. The Assessment Resource Bank provides a large pool of resources which can be selected and adapted to meet the needs of the learners.
Possible self-assessment questions (could be modified to use as peer assessment):
Effectiveness DId I achieve the purpose?
Efficiency - How well did I use my time and resources?
Did I:
- Contribute my fair share to the group work?
- Work well with others in my group?
- Complete the task to a high standard (as per criteria), in the allotted time?
- Make efficient use of my time?
- Use the available resources effectively and efficiently?
Possible reflective questions:
NB. These could be used at any stage during the inquiry and there is benefit from frequent reflection. The wording could be adapted to suit the learners. Reflection does not need to be written.
- What have I done?
- What have I learnt?
- How does this help me with the task/problem?
- What questions do I still have?
- What do I still need to do to complete the task/solve the problem?
- What are my feelings about the work I have done?
- What could I have done to be more effective and/or efficient?
While I prefer authentic assessment tasks, you may decide you want to assess a particular aspect of knowledge or understanding. The Assessment Resource Bank provides a large pool of resources which can be selected and adapted to meet the needs of the learners.
Other Assessment Resources
Taryn Bond-Clegg on Assessment
Taryn Bond-Clegg on Assessment
2021
