Focusing on Process (not just product)

This post is part of my series of posts that chronicle a two and half week inquiry project from start to finish.  Here are some other posts in this series.

Explore More: Explaining what it is and the background of the project.

Going Deeper with Questioning: Sparking students’  curiosity using images.

Collaboration: Supporting students’ work in small groups.

Explore More is a big event that coincides with grandparents day at our school.  It’s easy to feel pressured to focus on the product when you know there will be a live audience.  We really wanted students to think about their process this year and be really thoughtful about the journey they took with their topic.  So, I invented something I’m calling an Inquiry Story.  Yup, that’s right I just went ahead and invented it.  At least I’m pretty sure I did, I haven’t seen any other ones out there.

Anyway, in preparation to create this inquiry story students spend the last 5 minutes of class filling out a reflection form and gathering their artifacts for the day.  These artifacts can be a wide range of things.  Here are some suggestions we gave students.

Next week students will work as a team to put together and narrate their inquiry story in iMovie.  This will be shared on our presentation day so that our visitors can see the process of learning as well as the final product.  I can’t wait to see what they come up with!

photo credit: markchadwickart via photopin cc

This entry was posted in Active Literacy, Classroom Management, Collaboration, Inquiry, iPad, Research Workshop, Technology and tagged , . Bookmark the permalink.

2 Responses to Focusing on Process (not just product)

  1. Pingback: Inquiry Live in the Classroom

  2. Chic Foote says:

    Thank you for sharing the deliberate scaffolding that you have provided to guide your learners on their inquiry journey. The notion of “inquiry” is something that we see and hear across educations sectors today but I have been suggesting to teachers that we need to be thinking of “learning as inquiry” rather than the isolated and sometimes disconnected notion that we are going to “do an inquiry”. You have provided some wonderful examples of learning as inquiry. Learning is a process and you are ensuring that your students are embedding the skills and strategies needed to apply this process to their lives and the world they live in. Your examples and reflections are an excellent resource for teachers who are seeking to shift their practice to become centered on facilitating and guiding student led learning as inquiry.

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