Vincent+Inquiry+Learning

Inquiry-based learning is a process through one’s senses. This process is unique and complex process, one that demands time, resources and the ability to consider alternatives to perceived truths. It requires the ability to explore new or existing intelligence, use critical and higher-level thinking, ask questions, collect opinions and evaluate information.
 * ​Definition:**


 * Rubric:**

|| ** Partial ** || ** Exemplary ** || ** Score ** || || Task requires students to find information through sources. A low use of resources that involves copying information. (ie. Definition from textbook) || Tasks requires some higher-level thinking, asking students to compare and contrast information supplied in a classroom by different authors on the same subject. (ie. a controversial topic with two different opinions. ie. book vs. magazine, etc.) || Task requires students to explore and seek information on a particular topic from multiple sources. The students will be asked to analyze the information, both recent and past, applying information to personal experiences and making connections from all sources used. (ie. research project via the internet, comparing sources, analyzing sources) ||  || || Task requires gathering information. The students are given a task that requires only lower level thinking to come to a solution (ie. fill in the blanks, matching). || Students are given a task that requires some higher level thinking (ie. analyzing and synthesizing information) but still contains some tasks that require only lower level thinking (ie. memorization as a proof of comprehension). || Task requires synthesis of information and application to real-life situation. Students solve problems using critical thinking and higher level thinking (ie, making observations, considering evidence, using reasoning skills, etc.) ||  || || Task requires students to ask a question about information found. This requires students to use a low-level questioning process. (ie. ask a question on a reading) || Students are given the task of critically thinking about information found. They should generate thoughtful questions about the topic and why this information is valid. (ie. asking questions about a controversial topic) || Task requires the full understanding of in-depth question asking through critical and higher-level thinking. They will question the validity of a perceived truth in their lives. The students will be asked to oppose or defend information through multi-question responses. (ie. preparing questions for a debate, conversation, etc., questions perceived truths, applying their knowledge to questioning) ||  || || The task requires students to find opinions about a topic provided in a classroom. (ie. a magazine article with opinions that follow) || The task requires the students to find opinions that support their thoughts on a topic. The task will allow students to view both sides of an argument or topic, valuing both opinions. (ie. viewing a political debate, Democratic vs. Republican views) || The task requires students to think critically, ask questions, and seek opinions about a particular topic. The opinions should hold value and be of a significant matter. The findings should be analyzed and applied to their own thoughts and personal experiences. The research of these views should be discussed and valued. They will be able to compare and contrast their opinions with those they find. (ie. internet research coupled with blogs and discussion board websites) ||  || || The task requires students to answer their questions using the information they seek and discovered. This requires a lower-level of thinking. (answering an exam question) || The task requires students to evaluate information, opinions, answering their questions. This requires some level of higher thinking, with a lower-level task completion. (ie. summarizing facts and opinions in a reflection essay) || The task requires a full level of higher-thinking. Students will be asked to draw personal conclusions about their research and inquiry on a subject. They will be asked to value all opinions and present any unanswered questions they may have. (ie. creating a presentation about their opinion on a topic. They use critical analysis and reflection on their personal thoughts and values.) ||  ||
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 * ** Students solve problems by exploring new and existing intelligence **
 * ** Students solve problems using critical and higher level thinking. **
 * ** Students solve problems through asking questions about acquired information **
 * ** Students solve problems by collecting opinions of others on a topic **
 * ** Students solve problems through the evaluation and conclusions of information **