Marianne's+Page

Marianne Sonner-Whitfield October 26th, 2009 Inquiry Based Learning Activity, Definition of Inquiry, and Rubric

[]. The activity requires you to read a story however it takes you through several steps before you read the entire short story. You must read one line at a time and the activity requires you to click on the word that you are reading. You can not move on to the next word if you do not click on the word in correct sequence and this teaches directionality when you are reading. If you get stuck and cannot decipher the word it cues for you to sound the word out and after about one minute if you do not click on the word it will say the word for you and then you must start reading the sentence again from the beginning. Once you have completed each sentence on the page you are then required to choose which pictures corresponds with what you read and that is how the comprehension is assessed. What I found beneficial about this activity is that if you choose the incorrect answer you have the opportunity to choose another picture however it automatically moves the picture around so you cannot do a process of elimination and it therefore forces one to correctly choose the right response. After reading a sentence and choosing the correct picture the sentence is then read to you therefore if you mispronounced a word it is correctly stated for you. Once you have chosen the correct picture you are given praise for your efforts and congratulated for reading the story. At the end of the story you are told to find someone in your home and read the story to them. Be more specific. Once this task is completed then you are able to watch the story being animated by the characters.
 * 1) The online activity that I chose was an early childhood activity from the Headsprout sample lessons which can be found at this link:

The Learning Standards for English Language Arts (elementary level) that are met by Headsprout are the following:
 * 2a. New York State Standards **

-**Standard 1:** Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

-**Standard 2:** Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

-**Standard 4:** Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. St
 * 2b. National Education Technology Standards **

The National Education Technology Standards for Students 2007 that are met by Headsprout are:

- **Standard 1: Creativity and innovation:** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. c. use models and simulations to explore complex systems and issues.

- **Standard 6: Technology Operations and Concepts:** Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. (3) Attach or enter your definition and new improved inquiry based rubric you created based on your definition.

Inquiry learning is similar to researching and investigating because inquiry learning is a process just as research and investigating are. First, there must be a need or desire to acquire new knowledge and just like the scientific process where one must begin with a question then attempt to solve the question/problem while explaining what method was utilized then reflecting on their results. There is more than one right solution in obtaining new information.
 * 1) Inquiry learning occurs when one takes information and transforms it into new knowledge and obtains new information by a process of asking questions, gathering information through various sources such as the web, periodicals, or additional resources and analyzes what is discovered after completing the teachers’ task. The student uses prior knowledge and is actively engaged in learning and participating. DELETED HANDS ON. The student reflects on their results and shares their understanding of what they learned with others and puts it to use in their life.

Inquiry learning differs from research and investigation because when one investigates or conducts research there normally is a set goal however inquiry learning is a process of exploring and making discoveries based on one’s own questions. The inquiry learning will differ based on the individuals self inquires and their interpretations of the data collected as well as how they incorporate the knowledge into their personal lives.

Inquiry Learning Rubric


 * || ** Beginning **
 * 1 ** || ** Developing **
 * 2 ** || ** Accomplished **
 * 3 ** || ** Score ** ||
 * Asking Question || A close-ended question is asked and there is only one clear answer. || An open-ended question is posed. || An open-ended converged question is posed and leads to the discovery of new knowledge. ||  ||
 * Gather Information || The information is already provided. || One uses either a dictionary and or an encyclopedia to obtain information. || Uses a three or more search engines (web, periodicals, or additional resources) to gather information. ||  ||
 * Analyze new information || No information is gathered. || Information is gathered however it is not properly utilized or analyzed. || Information is obtained, organized, analyzed and related to ones life. ||  ||
 * Shares what is learned || Reciprocates some newly attained information. || States new information however there is no clear understanding || Shares the new information with others in ones own words. ||  ||
 * Reflection || No new information obtained therefore no change in ones knowledge. || Acknowledges new information was learned however it is not understood how it was developed or how it relates to ones life or reality. || Reflects on the new information and how it was obtained by briefly describing how the information was reached to others and putting it to use in their own life. ||  ||