Guided Inquiry - a 'NetSplore™ page about 'NetSplore™ pages
A 2Learn 'NetSplore™ Activity Page
Level:10-12, 4-6, 7-9, K-3, Post Secondary, Professional
Category:PD - Theory and Practice
Prepared By:secured secured from Education Society
Print ResourcesOnline Resources 'NetSplore Activity Pages
Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (2000)
Learner-Centered Psychological Principles
Teaching the Art of Inquiry
The Keys to Inquiry (Everyday Classroom Tools Project, Harvard University)
Web Activity
"An Information Age school has a different look and feel than a traditional school. Classroom methods link information retrieval, analysis, and application with strategies such as cooperative learning, guided inquiry, and thematic teaching. ... Most important, the most probing questions come from the learners, who are curious about a variety of issues and intent on communicating what they discover." (Hancock, V. (1997).  Creating the Information Age School. Educational Leadership. 55(3), November, 1997. 60-63)

What is a 'NetSplore™ guided inquiry activity?  What kinds of assignments can be considered guided inquiry activities?  How can we create 'NetSplore™ guided inquiry activities that challenge our students to engage themselves in worthwhile learning experiences?  It is our hope that your exploration of/from this 'NetSplore™ Activity Page will help you refine your understanding of
  • what 'NetSplore™ guided inquiry activities are,
  • why they are important, and
  • how they can be constructed.

I hear and I forget
I see and I remember
I do and I understand

~ Chinese Proverb ~

We invite you to join us in this guided inquiry activity on three levels—foundational, explorational, and empowerment.

  1. Part 1: Activity: Complete readings.
    Purpose: to develop a sense of what’s out there (foundation level).
    Process: Read on the web.
  2. Part 2: Activity: Create and evaluate a 'NetSplore™ activity on a topic of your choice.
    Purpose:  to experiment with variations on the format, internalizing and evaluating the medium (exploration and empowerment levels).
    Process: Create and evaluate a 'NetSplore™ activity by using the 'NetSplore™ activity page authoring tool.
  3. Part 3: Activity: Test your 'NetSplore™ activity with groups of students.
    Purpose:  to follow through and formalize understanding of this process by carrying it out within a real classroom setting, and to provide your students with the opportunity to interact with resources and each other in new ways. (empowerment level).
    Process: Involve students in work shaped through interactions designed and presented on the 'NetSplore™ activity page.


Part 1:  Readings – individual work, about 2 hours.

Part 2:
  1. Create a 'NetSplore™ guided inquiry activity – work either as an individual, with a partner, or in a small group.
  2. Evaluate a 'NetSplore™ guided inquiry activity – continue to work with your partner or group, evaluating the guided inquiry activity created by another group.
Part 3:  Test a guided inquiry activity by involving your students in this innovative activity – as determined in your 'NetSplore™ activity page.

Part 1: Readings on the subject of guided inquiry activities, to develop a sense of what’s out there and strengths/weaknesses (foundation level).
Allow yourself at least two hours to explore the ideas, resources, and processes presented in this activity.  They provide you with background and support for your activity development in Part II. 
The links below provide a concise definition of guided inquiry and pedagogical framework within which we can consider guided inquiry. Please take a few moments to dip into these resources—mostly short pages, compiled here to provide you with some quick information "bytes"—while considering how you might want to structure a guided inquiry activity developed using online resources you have compiled as a resource base.

i.e. How might you create a worthwhile and challenging guided inquiry activity in your area of interest? Keep in mind that in the Post-Web Activity of this assignment (Part 2), your task will be to create and evaluate a guided inquiry activity.

Please don't feel pressured to visit all of these pages: they have been chosen to reflect varying levels of depth, to appeal to people with varying degrees of background in this area.

What is Inquiry? (from Teaching the Art of Inquiry)
What Inquiry is Not (from Teaching the Art of Inquiry)
Pros and Cons of Guided Inquiry
Indirect Instruction
Teaching for Understanding
Inquiry Learning
The Keys to Inquiry (Everyday Classroom Tools, Harvard University)

Interpretation as Action: The Risk of Inquiry