Deeper Learning through Inquiry

Inquiry invites students into complex, authentic, and engaging experiences in the school library, from pondering questions posed in a read-aloud, to learning to switch gears or reframe a question upon finding unexpected information, to problem solving real-life scenarios with a team. Inquiry is about learning more, digging deeper, and cultivating thinking skills that last well beyond a particular project or topic. Through teaching and modeling skills and dispositions of inquiry, librarians guide learners to seek out and develop conceptual understandings by asking, and responding to, challenging, even provocative questions.

Embedded into the idea of inquiry in the school library is that inquiry can, and should be, relevant, exciting, and motivating for learners. Inquiry is not a lockstep, check-the-box sequence of prescribed segments, even when applying a model, such as the Kuhlthau Guided Inquiry Model or the Stripling Model of Inquiry. Rather, inquiry is more a constellation of skills and dispositions for students to develop and build upon throughout their years in school, and beyond. In this workshop, based on the video course, "Inquiry for Deep Learning" by Jean Donham, participants will work toward infusing an inquiry approach throughout their teaching, particularly in the areas of generating curiosity, building students' conceptual knowledge, and working with good questions. The workshop does not follow one specific inquiry or research model; a few are provided for discussion and illustration of examples.

"Deeper Learning through Inquiry" encompasses five components:

• Part I: Introduction to Inquiry for Deep Learning, guided prework to be completed by participants in advance of the first synchronous session, approximately 60 minutes
• Part II: Guiding Students' Dispositions of Inquiry, an interactive synchronous session of 60-90 minutes
• Part III: Leveling Up to Conceptual Understandings, a self-study segment comprising 4-6 hours over the course of a month or more
• Part IV: Developing Good Questions and Authentic Inquiry, a second synchronous session of 60-90 minutes
• Part V: Teaching and Growing in Inquiry, ideas for continuing professional development in inquiry throughout the year

Each school district or system has its own priorities, needs, and circumstances, so we hope you'll consider these resources as pliable, remixable activities and ideas, ready for you to use and adapt. Exercises described as "synchronous" can be implemented with the facilitator and participants together in an on-site location, via virtual spaces through video conference, breakout rooms, and collaborative digital tools, or with some tweaking, even in a blended format. All materials are linked or provided in this kit.

Workshop Goals:

Objectives for each session accompany the Sample Curriculum.

• Participants will provide a rationale for teaching inquiry for deep learning.
• Participants will plan for strategies for modeling dispositions of inquiry.
• Participants will construct questions to motivate students' curiosity, and discuss how to teach students to construct good questions.
• Participants will revise lesson plans and components of lesson plans to shift from an emphasis on "content" to an emphasis on "concept."
• Participants will develop an inquiry lesson, or series of lessons, with authentic application or real-world context.
• Participants will discuss integration of technology in a substantive way into an inquiry lesson or learning experience.