Phase Three Inquiry Cycle


To deepen the inquiry cycle we have tagged the community of learners concept onto various strands of learning. Cycle one used an Aboriginal strand to connect to the community of learners. Cycle two used a healthy living strand to connect community of learners and cycle three uses a making a difference strand. Therefore, phase three's question reads, "How can we continue to transform ourselves and others to deepen a community of healthy living learners that makes a difference in the world around us?" This is our third umbrella question that spearheads the cycle and ties all the learning opportunities together. After a couple of weeks students will begin to create their own personal inquiry questions that link into the umbrella question.

Our Overnight Visit to the Vancouver Aquarium

One of the learning opportunities focuses on a mini-inquiry question that helps students strengthen their critical thinking skills. We introduce several organizations that have made a difference to our world either through their support for people, the environment, or animals. Trying to connect to community partners to support this learning augments the experience. Therefore, we  plan a trip to the Vancouver Aquarium overnight to get a behind the scenes look of the organization and the role it plays in the local and broader community. This organization is controversial in nature because many believe animals should not be held in captivity. As a result, our mini inquiry question is, "When is it justified to keep wild animals in captivity?" The trip becomes an opportunity to collect data that would support both sides of the issue which will later be taken to an academic controversy. Afterwards, the examples from the point of view they wish to justify are moved into the creation of a persuasive essay. In this way, we tie many curricular learning outcomes into this mini-inquiry question. 

Hands on experiences that are unforgettable

Integrating real world experiences to support learning is a great way to engage students. It brings relevancy and meaning to the learning experience. When we plan a fieldtrip, we use it as a way to deepen the learning of the more difficult or challenging learning outcomes within the curriculum. Fieldtrips and community projects are very effective in motivating learners to take ownership of their learning. They begin to see how their own learning can work to transform a broader community.

Imagine sleeping next to the beluga whales!

Concluding the Inquiry Cycle

Showcasing Learning 

At the end of each inquiry cycle we celebrate our learning with a showcase. This has become part of our classroom culture for several years and we feel it has many features that solidify the learning process and support what we are trying to achieve in helping develop lifelong learners. In planning a showcase for learning celebration students prepare by gathering evidence that justifies their transformation of their thoughts, beliefs and actions with respect to the overall inquiry question and their own personal inquiry question. Students select the best evidence of learning throughout the inquiry cycle to showcase at the celebration. The process of selection requires one to self assess and articulate how their choices prove transformation.  

As teachers we prepare for the showcase by sending invitations to parents, grandparents, uncles and aunts. We open the invite to close relatives because sometimes parents are unable to attend. This allows for students to share their learning with their support network. Sometimes we include other classes from within and outside the school. School District representatives and school trustees are also invited along with Vancouver Island University education students and faculty as a way to support their program and preservice teachers. Visitors are asked to come with three questions for the students: what are you learning about, what supported your learning and what will you take to your next learning experience. (These are questions I got from the Network of Inquiry and Innovation, Halbert and Kaser.) This predictability of knowing what they will be asked allows students to feel more comfortable in preparing and sharing their learning. 

A showcase usually takes approximately 2 to 3 hours in length depending on the age of the learners. Students take this event seriously and some even dress up in their best outfits because it is so special for them. They are eager to share and talk about their learning with everyone that stops to visit. As their teacher I feel proud of their efforts and recognize their sense of ownership for their learning as they prepare for the event. A community of learners is strongly evident at our learning showcase celebration. 

Checking the criteria to give descriptive feedback

 When visitors listen to students present they are in awe of how articulate and confident they are about their learning. Students are able to personalize their learning experience in such a way that it captivates their audience. This results in most visitors taking the time to visit as many students as possible. Evidence of students being metacognitively aware is recognizable by the  way they answer the three questions: what are you learning, what supports your learning and what will you take to your next learning experience. In addition, they are able to answer who believes in them as learners. Often they will name their parents, classroom teacher, principal, another teacher in the building, but most importantly they answer, "We all believe in each other because we are a community of learners!" Then they spontaneously chant each other's names. When learning looks like a community of learners it is a joy to learn and teach.

Students preparing for showcase by giving each other descriptive feedback on their showcase presentations.