Hi, friends! I’m back today and excited to share some of my most successful strategies for guiding student inquiry questions in GID.
In my experience, this phase can be one of the most challenging for students. In traditional research, the inquiry topic is typically provided to the students by the learning team. I have heard over and over again, “Just tell me what question to write!” from students developing inquiry questions for the first time. We can start to move away from this mindset with my first strategy:
Establish a Culture of Inquiry.
Long before beginning a Guided Inquiry unit, the learning team can begin to build a culture of inquiry in the classroom by modeling an inquiry stance and encouraging student questioning.
One of my most successful strategies in developing a culture of inquiry came from my friend and colleague, Paige Holden. In order to encourage student questioning, Paige taught me to never blow off a student question, no matter how random it may seem. Instead, have students write the question in an inquiry journal, online platform, or a communal questioning space to answer at a more appropriate time. With older learners, ask the questioning student to find the answer to their question and report back to the class at a later time. This strategy allows teachers to keep the class on track without quashing students’ natural curiosity.
Modeling Making Mistakes and Revisions
So often, we see students who are afraid to revise because they believe that making improvements to their work means it is incorrect or inadequate. However, mistakes are a critical part of learning, especially in the Guided Inquiry process. Students must often rewrite inquiry questions over and over before defining a question that works. In order to show that constant revision is a part of learning, teachers can talk or write through their own thought processes aloud as a model for students. When students see these practices in action, they not only become better at doing it themselves, but come to see the classroom as a safe place to mess up and learn from it. Again, this strategy works in the classroom at any time, not just when students are engaged in an inquiry unit.
Practice Questioning Along the Way
Developing good inquiry questions can be a huge challenge for students, but it becomes substantially easier when students have had previous practice writing questions! In addition to building in questioning in the first three phases of the GID process, I have learned that building questioning into the daily classroom routine really helps to support students as they take on a GID unit. Consider where you could build questioning into your classroom outside of the GID unit. I think it could be a great fit with class journals, lab notebooks, bell work, literature circles, reading reflections, and more. Where would you build it in?
Stack the Learning Team
You probably noticed that all three strategies above happen before the Guided Inquiry unit even begins! That’s because for many students, GID is a departure from the traditional learning they are used to. And while GID is incredibly beneficial for students, the learning team may need to prepare students for some of the big differences coming with a Guided Inquiry unit.
The final strategy I’m sharing in today’s post is to build the learning team with the educators who can best help students be successful with questioning. During the Identify phase, I like to have “all hands on deck” to work with students on developing quality inquiry questions. This includes the classroom teacher(s), the gifted resource coordinator, appropriate special education teachers, and teachers of other content areas as necessary. Students respond differently to different teachers, and a variety of available adults in the room gives students the ability to work with the teacher of their choice. Gifted and special education teachers are also there to assist with differentiating for their respective students, making sure everyone has the support they need to be successful.
I hope that these strategies will be useful to your own GID journey, and I’ll be back tomorrow to share four more strategies I use with my students during the Identify phase.
See you tomorrow!