The following checklist may be useful for teachers who are implementing inquiry-based learning:
For students with more inquiry experience (usually Grade 7 to Grade 9)
❑ Students, with guidance, select issues-based topics (arguing for or against or both for and against) within a general curriculum theme selected by the teacher.
❑ Students build on their general background understandings of the theme.
❑ Students carefully select and evaluate a variety of resources.
❑ Students develop in-depth understanding of the topic based on an information retrieval plan.
❑ Students work with others to monitor understandings of the topic and sensitivities to the topic.
❑ Students are specifically taught skills for reading and evaluating complex informational texts.
❑ Students use finding guides appropriately.
❑ Students use the Internet, with guidance and instruction from the teacher.
❑ Students are specifically taught interviewing skills that consider the appropriate protocol for each situation.
❑ Teacher provides a choice of notes or graphic organizers for students to record information.
❑ Students are specifically taught note-taking skills, including highlighting techniques.
❑ Teacher assists students in modifying and adapting their topics.
❑ Students create a report or presentation based on guidelines provided in the planning phase and in response to the needs and interests of the intended audience.
❑ Students use technology appropriately to enhance their presentations and reports.
❑ Students share the final report/project with larger groups, with other classes, in the community and/or with family.
❑ Teacher identifies and shares evaluation criteria for the process and the product.
❑ Students can play a role in setting evaluation criteria for the process and the product.
❑ Students understand evaluation criteria for the process and the product.
❑ Students learn and apply appropriate peer-evaluation skills.
❑ Students share their feelings and progress each class.
❑ Teacher monitors progress at the end of each class.
❑ Students talk about what went well and what was challenging.
(Taken from Focus on Inquiry)
❑ Students, with guidance, select issues-based topics (arguing for or against or both for and against) within a general curriculum theme selected by the teacher.
❑ Students build on their general background understandings of the theme.
❑ Students carefully select and evaluate a variety of resources.
❑ Students develop in-depth understanding of the topic based on an information retrieval plan.
❑ Students work with others to monitor understandings of the topic and sensitivities to the topic.
❑ Students are specifically taught skills for reading and evaluating complex informational texts.
❑ Students use finding guides appropriately.
❑ Students use the Internet, with guidance and instruction from the teacher.
❑ Students are specifically taught interviewing skills that consider the appropriate protocol for each situation.
❑ Teacher provides a choice of notes or graphic organizers for students to record information.
❑ Students are specifically taught note-taking skills, including highlighting techniques.
❑ Teacher assists students in modifying and adapting their topics.
❑ Students create a report or presentation based on guidelines provided in the planning phase and in response to the needs and interests of the intended audience.
❑ Students use technology appropriately to enhance their presentations and reports.
❑ Students share the final report/project with larger groups, with other classes, in the community and/or with family.
❑ Teacher identifies and shares evaluation criteria for the process and the product.
❑ Students can play a role in setting evaluation criteria for the process and the product.
❑ Students understand evaluation criteria for the process and the product.
❑ Students learn and apply appropriate peer-evaluation skills.
❑ Students share their feelings and progress each class.
❑ Teacher monitors progress at the end of each class.
❑ Students talk about what went well and what was challenging.
(Taken from Focus on Inquiry)