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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

Grade 7

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