More specifically, I intend to cover the following:
Inquiry as a process and a stance
Overview of FOSIL and Stripling Model of Inquiry
Relation of FOSIL to Six steps to discovery
Overview of REACTS Taxonomy and how to use
Importance of collaboration between librarians and classroom teachers to blend an inquiry stance with curriculum content
The article that we will be basing our workshop around is A fable in search of a great humane vision (see below for excerpt in old format).
Barbara will discuss use of the article in two teaching scenarios – one in which severe time constraints limit inquiry to the article under discussion, and one in which more generous time constraints extend inquiry well beyond the article under discussion. This discussion will include:
Multi-disciplinary examples (English, Science, Technology, Social Studies, Arts)
Suggestions for inquiry skills that might be taught in both scenarios
Student products at different REACTS levels
It is essential to establish a conceptual frame at the beginning of a learning experience in order to focus on the core ideas that will drive the instructional design. An inquiry frame introduces the major concept(s) to the students and, at the same time, opens the possibilities for student-driven inquiry guided by that frame or lens.