There are two definitions of "Inquiry"

Scientific Inquiry: refers to the means scientists use to study nature and formulate explanations of what they observe. It deals with how science proceeds and can be considered independently of educational processes.

Stage 1 – Inquire

· introduce topic, essential question, and goals of the project
· recall and determine prior knowledge
· create subsidiary questions and keywords, and an outline to plan research to answer the essential question (s)

Stage 2 – Investigate

· research topic and collect data using a variety of resources
· organize, cite, and analyze findings

Stage 3 – Synthesize

· formulate a conclusion based on evidence
· create a product that validates and translates findings

Stage 4 – Understand

· answer essential question, present, and defend findings
· reflect on learning
· engage in activities to extend thinking to further understanding

Inquiry Based Learning: refers to the active processes in which students are engaged as they pursue increased understanding; the essence of learning. This is a current trend in education today and a good topic for discussion. This project will examine the different inquiries undertaken by these classes to see if there is a commonality of "normal" investigative learning.

Inquiry is an activity we engage in every day. We ask questions of ourselves
and others in our quest for understanding. We seek understanding by engaging in daily activities, working on projects, or performing tasks. These are some of the ways we are constantly learning.

In curriculum design, teachers can make use of the many forms of inquiry to promote understanding for our students. One way to begin is to honor questions. What questions really engage students? What questions will help frame a course of study? What questions do students want to explore? What content is worth learning?

We use the word inquiry when discussing curriculum design to make a slight distinction from other forms of instructional planning. We wish to simply emphasize the importance of questions in the design of learning. When questions are used strategically, they help frame ideas, lead to new ideas, and promote learning.

Jay McTighe and Grant Wiggins, in their book, Understanding By Design, look at Inquiry as an explicit process. They recommend planning for learning by knowing the desired learning first; this is called backward planning design. The steps in this process include:

Stage 1 - outcomes & results

1. Identify the issue or problem to be addressed by the project.
2. Determine the enduring understanding you want the students to learn.

Stage 2 - assessment

3. Identify the content standards to be met by the project.
4. Establish acceptable evidence or assessment and evaluation criteria. 

Stage 3 - instructional strategies and learning activities

5. Develop potential essential questions that students might pose.
6. Brainstorm possible activities that students might choose.
7. Create the project plan including time line or calendar.

Stage 1. Identify Desired Results

In other instructional design models this is known as defining goals and objectives. Wiggins and McTighe ask instructors to consider not only the course goals and objectives, but the learning that should endure over the long term. It includes the following elements:

• Enduring value beyond the classroom

• Resides at the heart of the discipline

• Required uncoverage of abstract or often misunderstood ideas

• Offer potential for engaging students

“Backward design” uses a question format rather than measurable objectives. By answering key questions, students deepen their learning about content and experience an enduring understanding. The instructor sets the evidence that will be used to determine that the students have understood the content.

These questions focus on the following:

• To what extent does the idea, topic, or process reside at the heart of the discipline?

• What questions point toward the big ideas and understandings?

• What arguable questions deepen inquiry and discussion?

• What questions provide a broader intellectual focus, hence purpose, to the work?

Six Facets of Understanding: (McTighe & Wiggins)

• explain provide thorough and justifiable accounts of phenomena, facts, and data

• interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models

• apply — effectively use and adapt what they know in diverse contexts

• have perspective — see and hear points of view through critical eyes and ears; see the big picture

• empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience

• have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard