5+-+Inquiry+Learning

 **Inquiry and Transliteracy** media type="custom" key="12804000" align="right"

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=**What is Inquiry?** =

// "Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings. Inquiry is "cyclical in nature because the result of inquiry is simply not answers but deep understandings that often lead to new questions and further pursuit of knowledge. The goal of inquiry is not the accumulation of information; it is the exploration of significant questions and deep learning" (Stripling, 2008, p.50). //

Many inquiry model frameworks exist, but we will be referring to BCTLA's Points Of Inquiry and Alberta Learning's Focus on Inquiry document. Please see below for an interactive framework adapted from Barbara Stripling's model of inquiry.

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=**What is the Connection Between Inquiry and Transliteracy?**=


 * Listen Below:**

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**What are examples of Transliterate Teaching and Learning Strategies?**
Here is a list of possible teaching and learning strategies that foster transliteracy in schools and libraries. Please add and contribute your thoughts and suggestions to the google doc below. media type="custom" key="13329114" align="center"

=Where can I find Transliterate Tools and Resources?=

Join the Inquiry and Transliteracy Diigo Group Discover, share, bookmark,collaborate, and annotate transliterate tools and resources. media type="custom" key="13329470"

Explore some of the resources through the tags below.
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 * Framing Inquiry Learning Through Transliteracy Voicethread:**

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For those people not able to access the Google Doc, or prefer to view information in a more linear fashion was have included some transliterate strategies and resources to support teaching and learning. This has been adapted from[| BCTLA's Points of Inquiry Document.]

**CONNECT: Transliterate Strategies and Resources to Support Teaching and Learning**

 * Instructional strategies:** brainstorming, mind-mapping, concept-mapping, webbing, KWL(KWHL) charts, logs, anticipation charts, visual organizers, guided imagery, prior knowledge, peer questioning, question stems, think-pair-share, booktalks, illustrating, small group discussions, whole-class discussions


 * Assessment strategies:** learning logs or journals, rubrics, portfolios, charts


 * Technological tools:** Kidspiration or Inspiration, blogs, wikis, Skype, Twitter, GoogleDocs, YouTube, Bubbl.us, Moodle, Wordle, Jog the Web, Libguides, Livebinders, Type With Me, Corkboard

**INVESTIGATE:**  **Transliterate Strategies and Resources to Support Teaching and Learning:**


 * Instructional Strategies:** Note-taking (point-form, two-column, keyword, visual or graphic organizers); Re-Quest (Reciprocal Questioning); group work; evaluation of resources; vocabulary development; school library orientation; effective keyword and other search strategies; journaling


 * Assessment Strategies:** visual organizers, observations, interviews, conferences, portfolios, checklists, charts, rubrics


 * Technological Tools:** Google, GoogleDocs, wikis, Survey Monkey, Pageflakes, Diigo, Del.icio.us, Voicethread, Jing


 * CONSTRUCT: ** **Transliterate Strategies and Resources to Support Teaching and Learning:**


 * Instructional Strategies:** idea diagrams, storyboards, and other visual and design skills to arrange, display, and organize information; writing strategies to clarify ideas, like quick writes, paraphrasing, précis, journalling; plagiarism; group strategies to edit, prepare, and practice product for presentation; various “product” formats; planning and outlining; multimedia and/or traditional formats for presentation; Works Cited; essay- writing; criteria for “publishing” (making public) presentations; task assignment and timeline development


 * Assessment Strategies:** anecdotal observations, conferences, checklists, exemplars, rating scales, rubrics


 * Technological Tools:** digital tools to capture, enter, save, retrieve, revise, display, and present information, like GoogleDocs; Edmodo; word processing; spreadsheets; wikis; blogs; email; Skype; Twitter; BibMe; Noodlebib; chat; instant messaging

**EXPRESS:** **Transliterate Strategies and Resources to Support Teaching and Learning:**


 * Instructional Strategies:** guidelines for presentation, peer- and self-assessment, audience response; group discussion and/or con-

sensus for rubric development; plagiarism; principles of design; media formats


 * Assessment Strategies:** group-developed rubric; exemplars; portfolios; checklists, rating scales; charts; peer- and self-assessment


 * Technological Tools:** wikis, blogs, Glogster, Prezi, Powerpoint, Animoto, Voicethread, podcasts, digital storytelling

**REFLECT:**  **Transliterate Strategies and Resources to Support Teaching and Learning:**


 * Instructional Strategies:** journaling, learning log


 * Assessment Strategies:** age-appropriate rubrics; small-group and whole-class feedback; interviews (formative and summative); exit slip


 * Technological Tools:** blogs, wikis, email, Survey Monkey

Questions to Consider:
1. Reflecting on your teaching practice, do you recognize a connection between inquiry learning and transliterate strategies in your methods?

2. Describe an activity, lesson, or project that you believe has been motivated by questions and deeper understanding that have led to new questions and/or extended learning. What modes of communication were utilized in completing the activity?