The inquiry lesson that I selected for study focuses on the Battle at Thermopylae (the focus of the film 300). The lesson was provided by EDSITEment and can be viewed here. Overall, the lesson provides a great deal of information, but makes it incumbent upon the students to discover and learn the information. I believe that this is largely the point of inquiry-based learning.
My InfoLit model moves through seven stages. I will discuss the inquiry lesson by working through each of these stages.
Perspective—The lesson addresses this by asking the guiding question, “Why was the Battle at Thermopylae important?” This question is quite open-ended and provides little in the way of grabbing the students’ attentions. Perhaps telling the story about how 300 men held off tens of thousands of invaders would be a good way of teaching about how one person can make a difference under the direst of circumstances. A better question might be, “How can the Battle at Thermopylae be applied to the modern world?” Defining the Task—The lesson offers up three clear activities that look at the background, lead up to the battle, and the battle itself, including questions for students to think about. Dependent upon the academic level of your students, you may ask them to construct a product that answers one or more of these questions. Webstorming—The activities have largely taken care of this step by providing a number of interactive resources throughout the EDSITEment LaunchPads. The site provides a great primary resource in Herodotus’ translated account of the battle. The site also saves students quite a bit of time searching for resources, but does not really teach them how to find resources. That would be a wonderful extension to this lesson. Planning—This step is where students plan their responses to the questions offered. This could take up a great deal of time for them if you expect a large final product. Specific Research—Again, the lesson has done well bringing other sites and information together. This step would be where you ask them to support their conclusions, whether they are in a reflection, a discussion, or a final project. Final Product—The lesson offers several final discussion questions that would be excellent fodder for a final essay about the topic. The students here should try to develop a new take on the topics discussed. Assessment—The lesson does not give much opportunity for this, but the teacher should ask the students the look back on the lesson and give their opinions of the topic, the lesson, and their performances on both. This is where we really begin to address those meta-cognitive skills.
Based on the “Four Levels of Inquiry”, I would place this between levels 1 and 2. The lesson offers up three activities and a process is suggested, but additional links are offered up for students to decide how in-depth they wish to proceed. The opportunity for a more open search of the topic would lend it more to the Level 2. The lesson provides a number of “foundation questions” to guide the students thinking and searching (http://www.biopoint.com/inquiry/ibr.html).
To use this lesson at level 0, I might ask students to find answers to specific questions (developed by me) and have them tell me where they found the answers. This would make the lesson very rigid and would limit the students’ freedom to think, but it would direct them to specific facts that they would need to know for future testing. If we were pressed for time, this might be an appropriate way to use this lesson, but it would likely result in less long-term recall.
To use this lesson at level 1, I would use the questions provided by the inquiry lesson, but would limit the students to specific sites rather than allowing freedom to search. This would allow the students to think freely and would rein in their, sometimes, aimless searching, but it would not teach them how to search for the information. I would expect that they would still go off searching on tangent topics and would get sidetracked. I would just have to keep an eye on that. They would recall much more than at level 0, but would likely feel a bit hamstringed.
To use this lesson at level 2, I would largely keep the lesson as it stands but would allow them more freedom is searching for information using a search engine. This would allow them some control over the process but still leave them free to search by their own devices. Lessons in analyzing and evaluating information would also fit well at this level.
To use this lesson at level 3, I would give the students some background information on the topic and ask them to develop a series of questions. Afterwards, I would provide them the opportunity to complete the activities using their own questions. They may further decide to search for information on their own. This would allow them a great deal of freedom, but would not necessarily ensure a well-rounded knowledge of the subject. The danger is that they may skip over important information that they are not interested in in lieu of questions that c an “lead to complexity that they are not equipped to handle” (http://hea-www.harvard.edu/ECT/Inquiry/inquiry1.html). At this level, I would have to pay a great deal of attention to guiding their questions so that they are not too complex but still cover the ground that we need to cover.
Unit Plan
I recently updated my WebQuest to reflect a move to more of a level 3 inquiry model. While keeping a well-defined process in place for those students who need the structure, I have also added the option for students to develop their own research questions and for groups to develop their own group projects, all subject to my approval, of course. I have added a "request" to use the model that I have developed for this class. I still need to provide a link for that model. I have also increased the number of deliverables for students to include an outline, rough draft, resource evaluation forms, and a reflective assessments. At a later date, I will add templates that the students may use when preparing these deliverables. Should I create a template for the use of my model and require that as a deliverable as well? Does the number of deliverables begin to detract from the overall inquiry model? Let me know what you think about these questions and please feel free to provide other comments about the unit as a whole. I will create a discussion board for this page so you can comment freely.
For my unit plan for ITEC 521, I am adding to a unit that I developed for ITEC 501 about Ancient Rome. You can find that WebQuest here. Overall, I feel that inquiry is at the heart of this assignment. As it stands, the lesson is probably sitting around a level 1 or 2. I have specific questions that could have a range of solutions and a process that is largely spelled out. As I did above, I will assess this unit using my seven phase model.
Perspective—I think that the introduction provides a small amount of perspective, but I would likely do an overview of the period before springing the assignment on the students.
Defining the Task—I think that the task and the process by which they will complete the task are well-defined. In an effort to move towards a level 3 inquiry model, though, I think that I will add the option for students to develop their own research topics (subject to my approval). Further, I will allow groups to develop a different product from the newspaper and presentation (again, subject to approval by me).
Webstorming—A large portion of the broad research is available through the resources provided, but I encourage students to seek out other sites as well. Some time will be allotted for this search in class.
Planning—This step is vital for this project. They will have to plan individually and then again as a group. I will allow some time for this in class, but much of this will be on their own time. I will also require some sort of deliverable (an outline, concept map, etc.) at this stage to ensure that the students are on track.
Specific Research—This is the meat and potatoes of this project. At this stage, I will require the students to submit a questionnaire about each of their resources so that they, and I, can determine if they are using appropriate sources. Again, the students will have opportunities to work on this in class, but most of this should be done on their own time.
Final Product—This is what the students will turn in, both individually and as a group. I feel that the topics given lend themselves to the development of new ideas and allow for students to express their opinions, but also allow students to complete the task in a primarily informative manner. The students are provided with a rubric at the outset so should have little excuse for not scoring well.
Assessment—The only mechanism I have for student assessment is in allowing students to score other members of their own group and providing comments for the same. I would like to add a self-assessment form to the end of the project and, in addition, have them respond to the Conclusion section of the WebQuest.
Here are the SOLs that are addressed with this lesson:
World History
WHI.6
The student will demonstrate knowledge of ancient Rome from about 700 b.c. to 500 a.d. in terms of its impact on Western civilization by
a) assessing the influence of geography on Roman economic, social, and political development;
b) describing Roman mythology and religion;
c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic;
d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas;
e) assessing the impact of military conquests on the army, economy, and social structure of Rome;
f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs;
g) explaining the economic, social, and political impact of the Pax Romana;
h) describing the origin, beliefs, traditions, customs, and spread of Christianity;
i) explaining the development and significance of the Church in the late Roman Empire;
j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law;
k) citing the reasons for the decline and fall of the Western Roman Empire.
Technology
C/T 9-12.4
The student will practice responsible use of technology systems, information, and software. Adhere to fair use and copyright guidelines. Adhere to the school division’s Acceptable Use Policy as well as other state and federal laws. Model respect for intellectual property.
C/T 9-12.5
The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity. Respectfully collaborate with peers, experts, and others to contribute to an electronic community of learning. Model responsible use and respect for equipment, resources, and facilities.
C/T 9-12.6 The student will use technology to locate, evaluate, and collect information from a variety of sources. Integrate databases, spreadsheets, charts, and tables to create reports. Use available technological tools to expand and enhance understanding of ideas and concepts.
C/T 9-12.7
The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. Analyze and draw conclusions about the comprehensiveness and bias of electronic information sources. Design and implement a variety of search strategies to retrieve electronic information.
Assessing an Inquiry Lesson
The inquiry lesson that I selected for study focuses on the Battle at Thermopylae (the focus of the film 300). The lesson was provided by EDSITEment and can be viewed here. Overall, the lesson provides a great deal of information, but makes it incumbent upon the students to discover and learn the information. I believe that this is largely the point of inquiry-based learning.
My InfoLit model moves through seven stages. I will discuss the inquiry lesson by working through each of these stages.
Perspective—The lesson addresses this by asking the guiding question, “Why was the Battle at Thermopylae important?” This question is quite open-ended and provides little in the way of grabbing the students’ attentions. Perhaps telling the story about how 300 men held off tens of thousands of invaders would be a good way of teaching about how one person can make a difference under the direst of circumstances. A better question might be, “How can the Battle at Thermopylae be applied to the modern world?”
Defining the Task—The lesson offers up three clear activities that look at the background, lead up to the battle, and the battle itself, including questions for students to think about. Dependent upon the academic level of your students, you may ask them to construct a product that answers one or more of these questions.
Webstorming—The activities have largely taken care of this step by providing a number of interactive resources throughout the EDSITEment LaunchPads. The site provides a great primary resource in Herodotus’ translated account of the battle. The site also saves students quite a bit of time searching for resources, but does not really teach them how to find resources. That would be a wonderful extension to this lesson.
Planning—This step is where students plan their responses to the questions offered. This could take up a great deal of time for them if you expect a large final product.
Specific Research—Again, the lesson has done well bringing other sites and information together. This step would be where you ask them to support their conclusions, whether they are in a reflection, a discussion, or a final project.
Final Product—The lesson offers several final discussion questions that would be excellent fodder for a final essay about the topic. The students here should try to develop a new take on the topics discussed.
Assessment—The lesson does not give much opportunity for this, but the teacher should ask the students the look back on the lesson and give their opinions of the topic, the lesson, and their performances on both. This is where we really begin to address those meta-cognitive skills.
Based on the “Four Levels of Inquiry”, I would place this between levels 1 and 2. The lesson offers up three activities and a process is suggested, but additional links are offered up for students to decide how in-depth they wish to proceed. The opportunity for a more open search of the topic would lend it more to the Level 2. The lesson provides a number of “foundation questions” to guide the students thinking and searching (http://www.biopoint.com/inquiry/ibr.html).
To use this lesson at level 0, I might ask students to find answers to specific questions (developed by me) and have them tell me where they found the answers. This would make the lesson very rigid and would limit the students’ freedom to think, but it would direct them to specific facts that they would need to know for future testing. If we were pressed for time, this might be an appropriate way to use this lesson, but it would likely result in less long-term recall.
To use this lesson at level 1, I would use the questions provided by the inquiry lesson, but would limit the students to specific sites rather than allowing freedom to search. This would allow the students to think freely and would rein in their, sometimes, aimless searching, but it would not teach them how to search for the information. I would expect that they would still go off searching on tangent topics and would get sidetracked. I would just have to keep an eye on that. They would recall much more than at level 0, but would likely feel a bit hamstringed.
To use this lesson at level 2, I would largely keep the lesson as it stands but would allow them more freedom is searching for information using a search engine. This would allow them some control over the process but still leave them free to search by their own devices. Lessons in analyzing and evaluating information would also fit well at this level.
To use this lesson at level 3, I would give the students some background information on the topic and ask them to develop a series of questions. Afterwards, I would provide them the opportunity to complete the activities using their own questions. They may further decide to search for information on their own. This would allow them a great deal of freedom, but would not necessarily ensure a well-rounded knowledge of the subject. The danger is that they may skip over important information that they are not interested in in lieu of questions that c an “lead to complexity that they are not equipped to handle” (http://hea-www.harvard.edu/ECT/Inquiry/inquiry1.html). At this level, I would have to pay a great deal of attention to guiding their questions so that they are not too complex but still cover the ground that we need to cover.
Unit Plan
I recently updated my WebQuest to reflect a move to more of a level 3 inquiry model. While keeping a well-defined process in place for those students who need the structure, I have also added the option for students to develop their own research questions and for groups to develop their own group projects, all subject to my approval, of course. I have added a "request" to use the model that I have developed for this class. I still need to provide a link for that model. I have also increased the number of deliverables for students to include an outline, rough draft, resource evaluation forms, and a reflective assessments. At a later date, I will add templates that the students may use when preparing these deliverables. Should I create a template for the use of my model and require that as a deliverable as well? Does the number of deliverables begin to detract from the overall inquiry model? Let me know what you think about these questions and please feel free to provide other comments about the unit as a whole. I will create a discussion board for this page so you can comment freely.
For my unit plan for ITEC 521, I am adding to a unit that I developed for ITEC 501 about Ancient Rome. You can find that WebQuest here. Overall, I feel that inquiry is at the heart of this assignment. As it stands, the lesson is probably sitting around a level 1 or 2. I have specific questions that could have a range of solutions and a process that is largely spelled out. As I did above, I will assess this unit using my seven phase model.
Perspective—I think that the introduction provides a small amount of perspective, but I would likely do an overview of the period before springing the assignment on the students.
Defining the Task—I think that the task and the process by which they will complete the task are well-defined. In an effort to move towards a level 3 inquiry model, though, I think that I will add the option for students to develop their own research topics (subject to my approval). Further, I will allow groups to develop a different product from the newspaper and presentation (again, subject to approval by me).
Webstorming—A large portion of the broad research is available through the resources provided, but I encourage students to seek out other sites as well. Some time will be allotted for this search in class.
Planning—This step is vital for this project. They will have to plan individually and then again as a group. I will allow some time for this in class, but much of this will be on their own time. I will also require some sort of deliverable (an outline, concept map, etc.) at this stage to ensure that the students are on track.
Specific Research—This is the meat and potatoes of this project. At this stage, I will require the students to submit a questionnaire about each of their resources so that they, and I, can determine if they are using appropriate sources. Again, the students will have opportunities to work on this in class, but most of this should be done on their own time.
Final Product—This is what the students will turn in, both individually and as a group. I feel that the topics given lend themselves to the development of new ideas and allow for students to express their opinions, but also allow students to complete the task in a primarily informative manner. The students are provided with a rubric at the outset so should have little excuse for not scoring well.
Assessment—The only mechanism I have for student assessment is in allowing students to score other members of their own group and providing comments for the same. I would like to add a self-assessment form to the end of the project and, in addition, have them respond to the Conclusion section of the WebQuest.
Here are the SOLs that are addressed with this lesson:
World History
WHI.6
The student will demonstrate knowledge of ancient Rome from about 700 b.c. to 500 a.d. in terms of its impact on Western civilization by
a) assessing the influence of geography on Roman economic, social, and political development;
b) describing Roman mythology and religion;
c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic;
d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas;
e) assessing the impact of military conquests on the army, economy, and social structure of Rome;
f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs;
g) explaining the economic, social, and political impact of the Pax Romana;
h) describing the origin, beliefs, traditions, customs, and spread of Christianity;
i) explaining the development and significance of the Church in the late Roman Empire;
j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law;
k) citing the reasons for the decline and fall of the Western Roman Empire.
Technology
C/T 9-12.4
The student will practice responsible use of technology systems, information, and software.
Adhere to fair use and copyright guidelines.
Adhere to the school division’s Acceptable Use Policy as well as other state and federal laws.
Model respect for intellectual property.
C/T 9-12.5
The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
Respectfully collaborate with peers, experts, and others to contribute to an electronic community of learning.
Model responsible use and respect for equipment, resources, and facilities.
C/T 9-12.6
The student will use technology to locate, evaluate, and collect information from a variety of sources.
Integrate databases, spreadsheets, charts, and tables to create reports.
Use available technological tools to expand and enhance understanding of ideas and concepts.
C/T 9-12.7
The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Analyze and draw conclusions about the comprehensiveness and bias of electronic information sources.
Design and implement a variety of search strategies to retrieve electronic information.