What makes a Great Inquiry?

Authentic

• The task originates from a problem or question that is worthy of a student’s attention
• The problem, or question or issue is one that experts are grappling with
• The task provides opportunities for students to produce or create something of personal or social value
• The task requires students to examine a variety of roles and perspectives related to the problem or investigation

Academic Rigor

• Students are required to acquire and apply knowledge related to one or more discipline or content area
• Students are challenged to use methods of inquiry central to one or more discipline(s)
• The task cultivates habits of mind where students begin to ask questions of
• Evidence (how do we know what we know?)
• Viewpoint (from whose perspective are we seeing this issue?)
• What patterns, connections and relationships can we see that help deepen our understanding?
• Supposition (How might things have been different?)
• Why does this work matter? (Who cares about this work, and why do they care?

Learning in Relationship to the World

• The task reflects curriculum objectives, but is also grounded in the life and work beyond the school
• The task requires students to utilize their developing organizational and self management skills
• The task requires students to acquire and use competencies expected in high performance work organizations (Team work, responsibility, problem-solving, communications, decision making and project management)

Appropriate Use of Technology

• The inquiry requires students to determine which technologies are most appropriate to the task
• The inquiry requires students to conduct research, share information, make decisions, solve problems, create meaning, document learning and communicate with various audiences inside and outside the classroom
• Technology is utilized to provide parents and other educational stakeholders with timely and on-going access to the task and associated expectations

Active Exploration

• The task requires students to do field work, conduct experiments, interviews, construct things, do studio work etc.
• The task requires students to engage in authentic investigations using media, methods and resources in the same way that a professional would use them

Connecting with Experts

• The task requires students to communicate what they are learning to a variety of audiences including through presentation or exhibition
• The task requires students to observe and interact with adults who have relevant expertise in the field of study
• Adults are required to collaborate with one another and with students on the design and assessment of the inquiry

Assessment/Rubric

• Assessment is incorporated into the task as a way that provides students with opportunities for personal growth
• Assessment is used to support continuous learning and development
• Assessment is designed to allow students to set goals, and determine next steps or strategies for improvement
• The task is designed to provide students with opportunities to reflect on their learning using clear criteria that they helped set
• Assessment identifies and clearly defines the critical aspects for demonstrating student learning
• The task provides opportunities for adults and experts outside the classroom to be involved in and informed of student learning