Research and Inquiry Framework

Research and Inquiry Framework South Brunswick schools

Crossroads librarians and teachers under the leadership first of Jan Gleim, former LA/SS Supervisor, and then Dr. Maribeth Edmunds, together developed this Research and Inquiry Framework, now being used in grades 3-12 in South Brunswick schools. We created the process, brainstormed topic ideas, and submitted examples of worksheets and lesson plans that would support this work. Materials and lesson ideas are housed in a shared folder:

Crossroads Research and Inquiry Framework Folder

North students engaged in their research.

Note that research is giving way to an inquiry approach. "Inquiry is an approach to learning that involves a process of exploring the ...world, that leads to asking questions and making discoveries in the search for new understandings." (http://www.exploratorium.edu/IFI/resources/inquirydesc.html)

8th grade students explored periods in history and wrote questions that led to first-person historical fiction with embedded historical details.

The first two steps--Explore and Question-- distinguish the Inquiry process from research as usual. Inquiry provides opportunities for students to become more engaged as they develop and answer their own questions. Inquiry lessons are differentiated as teachers work with students to develop questions that best reflect their interests and abilities.

The Inquiry and Research Process

Students begin by reading around a topic of their choice, or of the teacher's choice. They might read an article, watch a video, do a web search or browse books.

Students then develop their own question. Why does Saturn have rings? What was the experience of a Confederate soldier in Antietam during the Civil War?

Allowing students to plan their research inserts an element of self-regulation. What resources would work best? What goals can they set for themselves? Timeline?

Students begin taking notes, but a key element is evaluating the sources they choose. Are they expert? Accurate? Up-to-date?

Students create their product, whether it's a research paper, a slideshow, or a poster. Research does not always need to end in a 5 paragraph essay!

In this step, students share out their work, either in person or by using technology. If the audience is more than their teacher, studies show students are more invested in their work.

Students should reflect throughout the project and at the end, to increase self-awareness and to build upon their learning.

Reflect: Emoji Exit Ticket

7th Grade Students Reflect using an Emoji Exit Ticket

Flipgrid For Reflections

6th Grade Students Used Flipgrid to reflect.

View her reflection

Consider frequent, short research "bursts" with different products to conform to the standards and give students many opportunities to explore, question, plan, investigate and record, construct, express and reflect. A "burst" is a short research activity that (a) uses the inquiry process model, (b) results in a brief expression of the findings, and (c) is impactful despite its brevity. Let your imagination go and develop your own burst! See Kim or Linda for ideas for topics, resources, or products.

Students demonstrate their skills through the Capstone Project, held in the library in the late spring.

Explore Project Possibilities

Research and Inquiry Parent Presentation

Appreciate