IBL+definition+and+rubric

Ann Marie Paraszczuk 10/26/2009 EDU7666 Dr. Signer 3. Inquiry-based Learning Definition Inquiry-based Learning is an intellectual activity that engages learners and promotes active involvement in the process of exploring topics, issues and concepts so they can transform information into useful knowledge. This method of learning promotes individuals to develop creative solutions by posing questions that do not have one single predetermined answer so that an unlimited number of correct responses and creative solutions can be identified. With Inquiry-based learning, the task requires that learners not only utilize multiple resources but also seek information that is broad in scope. In this way learners can examine the various aspects and/or viewpoints on the topic in order to develop answers/solutions to the questions that are comprehensive. Although Inquiry-based Learning requires that learners research and explore available information on topics and /or issues, the task also requires the learner to analyze and synthesize the available information to generate new ideas that are supported by their interpretation of the information. It is in this way that Inquiry-based learning differs from research. In research, an individual collects available information on a topic or, with experimentation, manipulates variables to discover the effect this has. But with inquiry-based learning, learners do more than just collect information; they interpret it and thereby develop a deeper understanding of the concepts which, once integrated, further expands their knowledge. In addition, by challenging individuals to apply this knowledge to answer questions and solve problems, they can then learn how to use their knowledge effectively. This ability can lead to enhanced problem-solving ability in new and different situations. Lastly, inquiry-based learning is not finite; it is self-perpetuating. As new ideas are generated and knowledge is expanded, more questions are raised requiring further analysis and interpretation. 4. Inquiry-based Learning Rubric The task engages learners and promotes active involvement in the process of exploring topics, issues and concepts to transform information into useful knowledge. Score 1 – Learners do not explore topics, issues and concepts and use only information that has been provided by the teacher to acquire knowledge Score 2 – Learners do engage in some exploration of topics, issues and concepts, but at least half of the information has been provided by the teacher to acquire knowledge Score 3 –Learners are actively engaged in exploring topics, issues and concepts in order to transform information into useful knowledge. One single correct answer or solution to the question or problem posed by the task is not predetermined so that an unlimited number of correct responses and creative solutions can be identified. Score 1 – Only one correct answer or solution to the question or problem can be identified with no opportunity provided to develop creative solutions. Score 2 – Two or three correct answers or solutions to the question or problem can be identified providing limited opportunity for learners to develop creative solutions. Score 3 – An unlimited number or correct answers or solutions to the question or problem can be identified providing extensive opportunity for learners to develop creative solutions.
 * Criteria #1-Degree of learner involvement **
 * Criteria #2 - Depth and creativity of answers/solutions **

The information needed for the task is obtained from multiple resources that incorporate varied aspects and/or viewpoints on the topic in question. Score 1 – Resources needed for the task only include one aspect or viewpoint on the topic in question. Score 2 - Resources needed for the task only include two or three aspects and/or viewpoints on the topic in question. Score 3 - Resources needed for the task incorporate most of the aspects and/or viewpoint available for the topic in question.
 * Criteria #3 – Scope of information and resources **

The task requires the learner to analyze, interpret and synthesize the available information to generate new ideas to answer the question or solve a problem. Score 1 - The task does not require that the learner analyze, interpret or synthesize information, but rather to recall/retell certain details. Score 2 - The task requires that the learner engage in some analysis, interpretation and synthesis of information, but the ideas do not reflect full integration of their research Score 3 - The task requires that the learner analyze, interpret and synthesize information so that the new ideas generated reflect integration of their research.
 * Criteria #4 – Degree of knowledge integration **

The task requires that learners demonstrate the ability to utilize the knowledge gained for creative problem-solving in new and different situations. Score 1- The task requires that the learners use only problem-solving approaches identified in the resources. Score 2 – The task promotes some creativity in problem-solving, but similarity to problem-solving approaches identified in the resources is required. Score 3- The task promotes knowledge utilization and creativity by requiring the learner to develop a unique approach to problem solving in new and different situations.
 * Criteria # 5 – Degree of knowledge application **

The ideas generated through the task raise additional questions that require further research, analysis and interpretation. Score 1 – The task is a self-limiting activity that once complete does not raise additional questions. Score 2 –Once the task is complete, one or two additional questions are raised that will require a limited amount of further research, analysis and interpretation. Score 3 –Once the task is complete, several additional questions are raised that will require a significant amount of further research, analysis and interpretation.
 * Criteria # 6 – Scope further questioning **