3-2-1 Tool

Reflecting on the literature about Inquiry-based learning and assessment using the 3-2-1 tool. For each of the three articles I pulled for research, I have three things I learned, two curiosities or questions, and one final take-away. All articles were electronic versions from scholarly journals, and I list the citation first.

Photo of class mock trial from: http://north.csd99.org/academic/social-studies/

Saunders-Stewart, K.S., Gyles, P.D.T., & Shore, B.M. (2012). Student Outcomes in Inquiry Instruction: A Literature-Derived Inventory [Electronic version]. Journal of Advanced Academics 23(1), 5-31.

This is a general critique of the literature and evaluations of inquiry-based learning, and is a good article to start from.

3 Things Learned:

·      In-depth learning facilitates lasting knowledge transfer more than a traditional approach. By focusing on the learning process, students will still gain the content-base knowledge they need.

·      Inquiry-based problems are inherently interesting to students because they are real-world with multiple solutions – with an appropriate level of challenge, students will cultivate task commitment within themselves. Today, when instant answers and gratification is the norm, getting students follow-through on a task is an invaluable life skill.

·      Collaborative student groups are usually the most successful when there are four or fewer members. Social dialog allows the exchange and refinement of ideas, and facilitates creativity. Within a group, self and peer-evaluation pushes students to become “self-regulated, independent learners” (23).

2 Curiosities or Questions:

·      The authors noted in their review that nontraditional, inquiry forms of instruction benefit underprivileged students most, without explaining why that would be? Why wouldn’t it help all students achieve?

·      One of the important features of inquiry-based learning and assessment, is that the teacher becomes one of the collaborators, and “research director.” I would really like to see this play out in a classroom, as I think it is a really fine line to walk (that would take practice) because you still need to be able to assess your students’ work as a teacher (or research director, depending on how you view the role).

1 Final take-away:

·      While the authors did not find evidence that students’ critical thinking skills improved with inquiry-based learning, which is often touted as one of the benefits, they did find this method of learning and assessment increased many other skills: task-commitment, social skills, content knowledge, interest in life-long learning because the process is applied to their life, and a higher level of self-confidence and self-efficacy among students.

Kohlmeier, J., Saye, J., Mitchell, L., & Brush, T. (2011). Using Mentoring to Support a Novice Teacher Using Problem Based Historical Inquiry with “Low Achieving” Students [Electronic version]. Journal of Social Studies Research 35(1), 56-79.

This is an interesting article on the application of an inquiry-based social studies lesson and assessment done with a middle school age, "low achieving" students. Most literature written about inquiry-based assessment and learning is based on science curriculum, so it was great to read about a social studies class!

3 Things Learned:

·      Five competencies critical to higher order reasoning in social studies: (1) empathize with multiple points of view; (2) apply abstract concepts to specific situations; (3) infer beyond limited facts to draw logical conclusions; (4) engage in discourse to clarify understanding of the nuances of the issue; and (5) apply evaluative criteria in developing a defensible decision about a social problem.

·      Using a “grabber” to introduce the unit that was relevant to students’ lives helped make it authentic (a decision by authorities to do breathalyzer tests their prom, compares to central historical question of when do authorities have right to limit rights?). This helped motivate students normally lacking in interest in public issues and school. Continued to remind students of similarities between the two issues throughout unit.

·      Find balance of scaffolding for “low achieving” students and not making it seem like a regular, non-inquiry-based unit. Requiring drafts of speeches and other small assignments to give incremental feedback on progress. Inserted comprehension questions every few paragraphs of primary source reading for groups to discuss to help everyone understand text.

2 Curiosities or Questions:

·      In addition to reading and discussing reading comprehension questions, in what other ways can literacy skills be strategically placed into an inquiry-based unit?

·      While the final product of speeches in mock Senate hearings was the final inquiry-based assessment, how can smaller, formative assessments be placed in this unit?

1 Final Take-Away:

·      Inquiry-based assessment works in social studies classrooms because students need to “learn the knowledge, skills, and dispositions necessary for democratic citizens,” (Kohlmeier et al., 73). Getting students, even low-achieving students, to be involved in-depth with historical characters means they will remember those issues, characters, and stories on standardized tests.

 

Chung, H. & Behan, K.J. (2010). Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning [Electronic version]. The American Biology Teacher 72(1), 24-29.

Interesting read about using peer-evaluations as part of inquiry-based assessement. This is about a science class, but the model could be easily adapted to a social studies classroom.

 

3 Things Learned:

·      Peer sharing and review helps develop active communication and management skills, and increases feedback. It helps student prepare for their future roles as informed citizens (or scientists, in this case-study). Community members and experts in related fields also evaluated their projects, making the process seem more real.

·      Both students and instructors reported that students’ critical-thinking and communication skills improved (27).

·      Instructors provided students with detailed guidelines and clear expectations at the beginning, then giving feedback on different aspects of the project as it was coming together. This helps steer, or scaffold, students who might be struggling or heading in a direction that doesn’t meet the objectives of the standards.

2 Curiosities or Questions:

·      Does providing students with too much detail (like a rubric) at the beginning stifle the inquiry process or does it depend on age level (eg: seventh graders need more direction at the beginning and high school seniors or undergraduate students)?

·      Do peer-evaluations hold enough weight, or do students go too easy on each other’s projects? Or do they base their evaluations on how much they like another student? (This would be a concern for me doing this in a middle school.)

1 Final take-away:

·      I really like the idea of having a project that peers and community members evaluate, because I think it motivates students to be focused and put effort into making their project relevant, as these instructors found.