ISA Definition of Inquiry (NCREST Revision Nov 2005)

ISA Definition of Inquiry

Inquiry Teaching and Learning are demonstrated by instruction, curriculum tasks, and assignments that:

1. Ask open-ended questions that have more than one answer and incorporate other elements of this definition 2. Ask students to examine multiple perspectives in their investigation of meaningful issues 3. Provide opportunities for faculty and students to construct knowledge, i.e. to manipulate information and ideas to produce new meanings and understandings by using higher order thinking skills such as analysis, synthesis, organization, generalization, etc. 4. Provide opportunities for students to engage in disciplined inquiry, i.e. to develop a deep understanding of the central ideas of a discipline which they express by using evidence to support their points of view 5. Enable students to take ownership of their learning 6. Have real life implications 7. Have relevance to students’ lives and other subject areas

The instructional program prepares all students for college admission and completion by focusing on students’ intellectual development and emphasizing the development of higher order thinking skills, organization skills, habits of work such as perseverance and preparedness, and mastery of basic skills in reading, writing, and mathematics. Literacy and numeracy are embedded in content areas across the curriculum and students are taught literacy and mathematics skills explicitly where needed.

Elements of the instructional program include:  An inquiry approach to curriculum and instruction, focusing on the goal of enabling students to use their minds well (i.e., rigorous intellectual development for all as the central feature of the model). Intellectual rigor in curriculum, instruction, assessment, and student work is based on commonly used criteria for identifying rigor, such as construction of knowledge, disciplined inquiry, and value beyond school  Infrastructure for student support includes the organizational and instructional structures that provide the academic and social supports necessary for students to successfully engage in intellectually rigorous, college prep curriculum and produce intellectually rigorous work. Examples include counseling, close and sustained relationships with teachers for the purpose of social and academic development, tutoring, and math and literacy lab classes that provide intensive skills instruction as needed  Development of habits of mind and habits of work such as examining phenomena through multiple perspectives and developing time-management skills  Literacy and numeracy across the curriculum: opportunities for students to develop literacy and numeracy skills are taught across the content areas; for example, students may examine statistics in social studies and science and do extended writing tasks and exhibitions (oral presentations) across subject areas  Multiple forms of assessment: The programs use multiple forms of assessment, including performance and value-added assessments, standardized tests and teacher tests, to ensure accuracy and equity, guide pedagogical decisions, and help teachers monitor and support student learning  Intensive, 9 th –12 th grade post-secondary education preparation including: financial aid guidance, visits to college campuses and other post-secondary institutions, relationships with college admissions officers, parent information, SAT prep, and courses at local colleges  Internships and community service where students can learn about their talents, interests, strengths, and weaknesses in the world of work as well as the demands they will be expected to meet.