“Any situation in
which some men prevent others from engaging in the process of inquiry is one of
violence…” –Paulo Freire
Inquiry Based Instruction (The Torch)
Inquiry based instruction is infused throughout all of our content areas. Each discipline will have individualized content area curricula that incorporate circles of inquiry as the driving force behind content delivery. Through Circles of Inquiry, our Instructional Managers weave together discipline, knowledge and schemata, with student interests and those of society.
A basic outline of the Circle of Inquiry process includes*:
Ask
Meaningful questions are developed that are
inspired by genuine curiosity about real-world experiences. A question or a
problem comes into focus, and the learner begins to define or describe what it
is. Questions are redefined throughout the learning process, and these
questions naturally lead to the next stage in the process: investigation.
Investigation
At this stage of study, the learner begins to
gather information by researching, studying, developing an experiment,
observing, interviewing, etc. The learner may refine the question, or line of
query, or investigate a new path that the original question did not, or could
not, anticipate.
Create
As the information gathered in the investigation
stage begins to coalesce, the learner begins to make connections. New knowledge
is formed through the ability to synthesize meaning at this stage of the
inquiry process. The learner now shapes significant new thoughts, ideas, and
theories outside of his/her prior experience.
Discuss
At this point of inquiry, learners share their
new ideas with others. The learner begins to ask others about their own
experiences and investigations. Shared knowledge is a community-building
process, and the meaning of their investigation begins to take on greater
relevance in the context of the learner's society. Comparing notes, discussing
conclusions, and sharing experiences are all examples of this process in
action.
Reflection
Reflection is just that: taking the time to look
back at the question, the research path, and the conclusions made. The learner
steps back, takes inventory, makes observations, and possibly makes new
decisions. Has a solution been found? Do new questions come into light? What
might those questions be?
Action
At this stage of the process, the learner takes
the insights gained and knowledge learned through the course of study and
applies it to real-world applications. Through our Service-Learning projects,
learners connect and apply content to local, national, and global issues in an
attempt to become “change agents” in the resolution of these issues.
*Adopted from the Inquiry Page Project (Community Informatics Initiative, University of Illinois Urbana-Champaign)
