Web+Inquiry+Project




 * Directions:** //As a team, you will be responsible for compiling the information below about your inquiry strategy. Next week, your group will provide a 5-7 minute overview of your strategy for the class.//


 * Name and Description of your strategy (mention any variations of your strategy as well): **

__Name__: "WIP it Good!"

This concept requires students to play an active role in defining their very own task. This does not have the same structure as WebQuests, but rather students begin at the reflect stage. WIPs are developed for teachers' use and help provide loose structure and guidance to teachers wishing to make use of the wealth of available uninterpreted online data. WIP allow students to use a vast number of primary sources (online). The teacher's role is to guide student to meet content and objective goals. The students are not given question, but must develop their own.

**Inquiry Process associated with your strategy:**

There are 6 stages of scaffolding teachers may lead students through with this web-enhanced inquiry project: 1. __Reflect:__ teachers start students interests on a topic, may use a hook (this is the only stage which is given directly to the students)

2. __Questions:__ developed by students, teacher's role is to keep question on topic

3. __Procedures__: students develop the procedures for answering their questions, teachers make sure their students procedures are adequate

4. __Data Investigation__: students use the internet to go through their developed procedures to answer their inquiry questions, teacher ensure reliability of sites

5. __Analysis:__ students use a data tool to interpret their data, data tools will depend upon resources/facilities used and available, at this stage concept mapping or database software might be required, teachers provide guidance

6. __Findings__: students report their findings, made conclusions, and provide support, the student and their peers can propose more inquiry based questions (encourages more inquiry based questions), teacher must support the students' efforts in presenting their results

**Description of the Product or Products resulting from the inquiry process associated with your strategy:** -New questions to consider for further study -Curiosity of students is developed -Inquiry work in a more dependent setting; only the hook is provided to the learner -Students are able to learn content in an interesting and engaging way -Students learn the best way to use websites for inquiry on the internet

[|Web Inquiry about Fast Food]
 * Descriptions of Examples and Links to examples when possible (when you include a link to an example, provide a brief annotation / description of the example -- not just a link): **

This example of WIP explores the correlation between eating fast food and diabetes. It begins with a hook, drawing attention to how lazy America is today (via The Simpson's) and proving the nation's obsession with fast food. Questions are then provoked about the topic, along with a specific procedure which will help determine an answer. Key data is found to aid in the investigation and provide answers for the questions. An analysis is then made seeing if any of the data collected can help to support an answer for a question. Findings are then presented, followed by more questions (new and improved) to consider in the future.

[|Women's Suffrage in 21st Century Example]

This inquiry focuses on why women were denied the right to vote at a time during U.S. history and what made that change. This web inquiry has a really strong hook, which is an essential part of web inquiries. This particular hook asks students what they would think if there was a vote to end homework, but only teachers were able to vote. Students are given a variety of websites to explore. This allows for more open study of the topic.

[|Overview of WIP] [|Web Inquiry in History Classrooms] "__Kickstarting Inquiry with WebQuests and Web Inquiry Projects__" by Philip Molebash and Bernie Dodge -- -- KEY RESOURCE
 * Resources consulted related to your strategy: **

Problem Based Learning (PBL): This inquiry based strategy is designed to develop both problem solving strategies and disciplinary knowledge bases and skills. This is done by placing students in the active role of problem-solvers faced with an ill-structured problem that reflects real-world problems. PBL models are usually characterized by the following steps: 1) The presentation of a problem to a small group of students, 2) discussion of the problem among the students which produces tentative explanations of the problem, and 3) an attempt to solve the problem.
 * 1-2 additional inquiry-based learning strategies we like (name and describe briefly): **