Brian+Inquiry+Learning


 * Inquiry learning** is the process of acquiring new knowledge through questioning, investigating and experimenting for the purpose of understanding a topic. They can gather this knowledge through real-life experiences and hands-on activities and eventually apply it to future tasks. There are generally no right answers to inquiry learning, only figuring out a resolution to a question or problem. This is in stark contrast to the traditional teacher-based lectures because there is little time or opportunity for questioning or challenging the material. In fact, inquiry learning is probably more effective when it is done outside the classroom.


 * || ** Not evident **
 * 0 ** || ** Partial **
 * 1 ** || ** Exemplary **
 * 2 ** || ** Score ** ||
 * ** Question to be solved ** || The student chose a question that had already been answered during a previous lesson.  ||  The student chose a thoughtful question that pertained to the lesson.  ||  The student used high-level thinking to formulate a question based on the lesson.  ||   ||
 * ** Sources ** || The student only used one relevant source to answer the question.  ||  The student used 1-2 relevant sources to answer the question.  ||  The student used three or more relevant sources to answer the question.  ||   ||
 * ** Research ** || The student had information relevant to his/her question pertaining to one source.  ||  The student provided information relevant to question using 1-2 sources.  ||  The student has research that is relevant to question from each source.  ||   ||
 * ** Grammar ** || The student had more than 5 mistakes in spelling and grammar.  ||  The student had 3-5 mistakes in spelling and grammar.  ||  The student had 1-2 mistakes on spelling and grammar.  ||   ||
 * ** Product Content ** || The final product did not answer the question and had little information relevant to the topic.  ||  The final product answers the question with minimal information.  ||  The final product accurately answers the question with thoughtful and relevant information.  ||   ||

Your definition is very clear. I especially enjoyed the final sentence where you stating the contrast in strategy compared to other styles of learning. The rubric, however, does not follow the original directions. Although, it is very well organized and clear, it concentrated too much on the students' performance rather than the structure of the assignment. -- Jane Villella
 * COMMENTS:**

Brian- I agree with Jane; your definition is very clear. I strongly agree with your statement that inquiry learning is non-traditional in most aspects. I also second your notion that inquiry based learning should not just take place in the classroom but outside, as well. True learning is exactly that--skills are taught in the classroom and applied in the outside world. As for the rubric, I do not see how it correlates with inquiry based learning. It is a good rubric though in itself for other tasks. JeanMarie Dimitratos

Thanks to the both of you for the fine feedback. I especially appreciate the comments about my rubric definition. I was hoping that it would be understood. I completely understand the criticisms about the rubric. I definitely misunderstood what we had to do. Back to the drawing board! Brian