by Barbara K. Stripling, January 2022

INQUIRY PHASE: CONNECT

At the beginning of the Connect phase, 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?

Before moving to the Wonder phase, a student may ask:

• 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?

INQUIRY PHASE: WONDER

At the beginning of the Wonder phase, 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?

Before moving to the Investigate phase, a student may ask:

• 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?6

INQUIRY PHASE: INVESTIGATE

At the beginning of the Investigate phase, 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?

Before moving to the Construct phase, a student may ask:

• 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?

INQUIRY PHASE: CONSTRUCT

At the beginning of the Construct phase, 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?

Before moving to the Express phase, a student may ask:

• Have I drawn conclusions that are supported by the evidence?
• Have I organized my conclusions and evidence to present them effectively?

INQUIRY PHASE: EXPRESS

At the beginning of the Express phase, 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?

Before moving to the Reflect phase, a student may ask:

• 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?

INQUIRY PHASE: REFLECT

At the beginning of the Reflect phase, 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?

Before moving to another assignment or personal inquiry, a student may ask:

• 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?