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Copy of Harry V. Keefe Library, Boston Latin School: Standard 1: Inquiry

Copy during editing.

The Stripling Cycle of Inquiry and Learning

Stages of Inquiry

 CONNECT

A student may ask:

  • What interests me about this idea or topic?
  • What do I already know or think I know about this topic?
  • What background information would help me get an overview of my topic?
  • Do I know enough about the idea or topic to ask good questions?
  • Am I interested enough in the idea or topic to investigate it? 

WONDER

A student may ask:

  • What intriguing questions do I have about the topic or idea?
  • Why am I doing this research?
  • What do I expect to find?
  • Can my question(s) be answered through investigation?
  • Will my question(s) lead me to answers that will fulfill my assignment or purpose for research? 

INVESTIGATE

A student may ask:

  • What are all of the sources that might be used?
  • Which sources will be most useful and valuable?
  • How do I locate these sources?
  • How do I find the information within each source?
  • How do I evaluate the information that I find?
  • Have I located sources with diverse perspectives?
  • Have I found enough accurate information to answer all my questions?
  • Have I discovered information gaps and filled them with more research?
  • Have I begun to identify relationships and patterns and thoughtfully reacted to the information I found? 

CONSTRUCT

A student may ask:

  • Have any main ideas emerged from the research?
  • Did I find enough evidence to form an opinion or support my thesis?
  • What organizational patterns or tools will help me make sense of my information?
  • Have I drawn conclusions that are supported by the evidence?
  • Have I organized my conclusions and evidence to present them effectively? 

EXPRESS

A student may ask:

  • What type of product or presentation will allow me to present my conclusions and evidence effectively to the intended audience?
  • What technology will help me create a product or presentation?
  • How will I get help to revise and edit my product?
  • Have I organized the product/presentation to make my major points and present convincing evidence?
  • Does my product/presentation fulfill all the requirements of the assignment? 

REFLECT

A student may ask:

  • Is my product/presentation as effective as I can make it?
  • How well did my inquiry process go?
  • How can I get feedback on my final product to use in my next inquiry project?
  • What new understandings did I develop about the topic or idea?
  • What did I learn about inquiry?
  • What new questions do I now want to answer about the topic or idea? 

Priority Benchmark Skills and Assessments by Grade Level

From Empire State Information Skills Benchmarks: Information Fluency: Priority Benchmark Skills and Assessments. Licensed under Creative Common.

Standard 1 Inquiry:  Benchmark Skills and Assessments by Grade Level