Consider
- Not telling students what their product will be until after the Construct phase. This isn’t always appropriate but can be effective in moving the emphasis from product to understanding.
- Giving students a scaffolding tool appropriate for your assessment criteria to help them to integrate all the information their have found to build a new understanding (see resources to the right)
For more in-depth articles into the educational
theory underlying inquiry, visit our
Epistemology and Learning Memos