The following checklist may be useful for teachers who are implementing inquiry-based learning
For students new to inquiry (usually Kindergarten to Grade 3)
❑ Students choose from teacher-selected, concrete topics.
❑ Students begin work on the project by relating it to their personal experiences.
❑ Teacher provides carefully selected resources, including Internet sites, for students.
❑ Students talk to others, using appropriate protocol, to gather information about their topic.
❑ Students are specifically taught skills for reading simple informational texts.
❑ Students are specifically taught note-taking skills to record their information, using a graphic organizer that is provided by the teacher.
❑ Students begin to use technology to locate, organize and create presentations.
❑ Students create a basic report or presentation based on specific guidelines.
❑ Students share their final report/project with small groups within the classroom and with family.
❑ Students talk about their feelings and progress each class.
❑ 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.
❑ 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 choose from teacher-selected, concrete topics.
❑ Students begin work on the project by relating it to their personal experiences.
❑ Teacher provides carefully selected resources, including Internet sites, for students.
❑ Students talk to others, using appropriate protocol, to gather information about their topic.
❑ Students are specifically taught skills for reading simple informational texts.
❑ Students are specifically taught note-taking skills to record their information, using a graphic organizer that is provided by the teacher.
❑ Students begin to use technology to locate, organize and create presentations.
❑ Students create a basic report or presentation based on specific guidelines.
❑ Students share their final report/project with small groups within the classroom and with family.
❑ Students talk about their feelings and progress each class.
❑ 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.
❑ Teacher monitors progress at the end of each class.
❑ Students talk about what went well and what was challenging.
(taken from Focus on Inquiry)