In my quest to motivate students to drive their own learning, I find inquiry-based learning essential. Moving further towards successful inquiry-based learning and attempting to internalize this personal need in students, I’m very glad I found Guided Inquiry Design. Since the beginning phases of implementation of the GID model, I already can see many students maintaining excitement throughout the research stages. I’m seeing less unsuccessful searches for information and less frustration. I’m have students continuing to ask to work on their project, seek information on their own using district online resources, and hear them discussing with excitement life on the moon and the information they discover with peers. I feel more successful as a facilitator of inquiry units!
My biggest challenge moving forward is continuing the unit after the initial four class periods. Like most educators, the days are packed with curriculum that must be covered. Time limits are placed on daily instruction in reading and math, RTI requirements must be met, district goals also are essential. All of these things could of course be rolled into a unit of inquiry, which my campus has done with our International Baccalaureate Primary Years Programme Units of Inquiry. However, I started this unit based on the Texas Bluebonnet book, and it is not one of those units of inquiry already in place. Not to fear, several of my fourth grade teachers have told me that they will place the unit in a center for students to work on at various times throughout the week! Therefore, my unit will continue as a collaboration with the fourth grade teachers, and will continue into the next four day rotation as well. My plan is to continue into the identify and gather phases with activities that can be included in the classroom technology centers and also by having passes to the library as a center.
During the next four day rotation, I will finalize these two stages and move into the create phase. The last day of their rotation will be spent sharing what they learned with other fourth grade classes. I plan on students reflecting all along the unit. It will be interesting in a month seeing where my own reflections on this unit take me. Perhaps, with Leslie’s permission, I will add an update towards the end of the year as to the successes and areas for improvement.
I eventually have aspirations of creating videos of students in each phase of GID as well as meaningful mini-lessons that guide the process. I still feel like I need to grow myself more as the guide prior to this endeavor, but it will remain on my “in the near future to-do list” until it’s an accomplished task to check off.
Greetings from the Lone Star State!
My name is Tara Rollins and I am the Information Literacy Specialist (aka Librarian) in a large urban district in Houston, Texas. I am proud to work at Aldine ISD’s International Baccalaureate (IB) Primary Years Programme campus, Kujawa Elementary. Inquiry plays a large part of the IB curriculum, so I have been pleased to gather new ideas from so many Guided Inquiry teachers around the world.
I still feel like a novice, even after working in an inquiry based programme for several years. Over the past few years, I have struggled as the “librarian” in finding a process that taught students and teachers how to complete research projects. I seemed to lack a road map, a guide of steps and stages. I watched students, teachers and parents struggle with research projects. That’s why I was overjoyed to find Leslie and the Guided Inquiry Design Model. The model brought me the road map that helps me plan my unit. I am better able to plan for each stage of the research process, and complete each stage in a student centered method.
I first learned about inquiry when I transferred to the IB campus. There were so many components of the IB programme I learned that first year that it all is a blur. I enjoyed everything I learned, and found all of it very beneficial in educating the “whole child.” However, I was still in search of that perfect “how to” as far as teaching research skills and implementing units of inquiry. So, I went in search of the missing components. I went to IB training for librarians and got their recommendation for Guided Inquiry and Guided Inquiry Design by Carol Kuhlthau, Leslie Maniotes & Ann Caspari. I bought both books and devoured them cover to cover. Several webinars about Guided Inquiry gave me additional ideas. I applied and was accepted to the CiSSL Summer Institute 2016, where a selected team and I learned even more about Guided Inquiry Design.
Planning for Guided Inquiry “Open”
I have provided staff development sessions about inquiry and specifically guided inquiry several times in the past couple of years. The picture I’m sharing is from a Guided Inquiry Design Staff Development in which the teachers searched for artifacts to “Open” their first unit of inquiry this school year.
I also have designed and taught portions of units following the Guided Inquiry model both independently and in collaboration with classroom teachers. However, I continue to learn from other GID leader’s and fellow educators. Each year I feel that my experiences with Guided Inquiry in the classroom setting as well as collaboration with staff members grow stronger.
Guided Inquiry as a teaching/learning model thrills me! I enjoy that inquiry is student centered, that it promotes an intrinsic motivation to learn. It excites me to see students engaged and enthusiastic about learning. I love seeing students take ownership of their own learning, and delving into specific portions of topics that interest them. I enjoy seeing them eagerly sharing details they learn with friends, classmates and other teachers throughout the building. It’s equally exciting when they share with community members, parents, other IB schools and school board members during a yearly fourth grade exhibition. Finding the Guided Inquiry Design Model was the icing on the cake and has brought closure to my search for “how to” with Guided Inquiry.