JOL>Collections>INQuiry based Learning>Using the Internet to Promote inquiry based Learning>Scenario, Task and resources

 

The Scenario:

The project scenario frames the essential question in an authentic, real-world context. Properly written, it places the student(s) in a real-world situation where they engage the problem in a real-world role. Typically, students are given an adult role, regardless of grade level, age or academic experience. The scenario may also help to define the product that students will develop to represent their answer. For example, if the scenario places students on a committee (something adults, and especially teachers, do frequently) that is charged with developing a set of recommendations as a result of answering the essential question, then the product will be that set of recommendations. Scenarios can be of any length, but are typically 1-2 paragraphs in length. Excellent examples of scenarios are found in The American Dream and the Digital Divide: "Death of a Salesman" Reconsidered , Equality in the Justice System? Fiction and Reality, The Greatest 20th Century Inventor, and Pythagoras' and His Influences in Mathmatics, Music, and Astronomy.

The Task:

The task includes the essential question and the set of foundation questions, as well as any specific instructions required to complete the lesson. Typically, the essential question is directly stated so that there is no confusion as to what question students are required to answer. The foundation questions are directly listed below the essential question and serve to structure research. By having a complete set of foundation questions listed, students know exactly what to answer. Their answers will provide discrete information "pieces" that can be ultimately into the answer to the essential question. Excellent examples of task descriptions are found in Christmas in Germany, Pride and Prejudice, and Design a Wild Ride.

The Resources:

The resource section of the Project Page includes links to the World Wide Web sites required to provide the factual information necessary to answer the foundation questions. By providing Web sites, teachers can ensure that students use appropriate Web resources for the inquiry-based research process. This is especially necessary for students in the elementary and middle/junior high grades where searching for just the right resource is limited by the lack of search skills (or in the case of some districts, a mandate that students not be permitted to search under any circumstance). By providing sites, teachers eliminate the time required for students to locate sites of high-quality which can often be a frustrating and lengthy process for students. An added benefit of providing Web sites is that the amount of computer lab time required to complete the lesson is greatly reduced; access to a lab with Internet access is still a concern for many teachers.

Providing sites for students working through this process is a time intensive process for teachers. Locating sites also mandates that teachers understand how to search for and evaluate Web sites for content authority, applicability, and reliability. Generally, it is our perception after working with numerous teachers that these skills are at a low level of performance. Staff development initiatives need to address these needs as soon as possible.

In the resource section, a hyperlink is provided to each Web site. Associated with each resource, and below the hyperlink, the Web address is listed. This permits the student to assess where the information is originating from (if they have been taught to read World Wide Web URL's). Listing the address also ensures that if the Project Page is printed, the address of the Web resource will be included in the printed document. Finally, a description of the types of information present at the site is included, so that students can discriminate which Web site will be useful for answering a specific foundation question, further streamlining the amount on time spent online.

As previously mentioned, the ultimate goal of this process is to empower students with independent research skills. If a teacher requires students to locate valuable and useful Web resources, students must be instructed on the proper methodology of searching. This methodology requires that students understand various search tools, search strategies, and how to critically evaluate Web information.
Excellent examples of resource descriptions are found in Design a Wild Ride, Staying Healthy , and Developing Elementary Online Projects.

 

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