Inquiry Charts (I-Charts)
I-Charts grew from the KWL charts. This strategy is used to develop and foster critical thinking by having students reflect on what they know, record what they want to know, and summarize what they have learned. They are different from KWL charts in that students record different sources and compare different points of view. As students become more familiar with using I-Charts, teachers can pass responsibility on to the student.
Steps:
1. Choose a topic for inquiry.
2. Write the questions that will drive inquiry along the top.
3. Select resources for information related to the topic.
4. Have students suggest answers to the guiding questions and record them under than "What We Know" section. Include other interesting information that is unrelated to the questions in the space provided.
5. Have the class read the selected sources for information.
6. After reading, record any information that will answer the questions posed. Record any unrelated, but interesting information in the space provided.
7. Have students work together to create summary statements about their findings.
8. Have the class discus any new questions they now have. (These could be use for secondary inquiries.)
Possible Curricular Connections:
GLO 1: Students will listen, speak, read, write, view, and represent to explore thoughts, feelings, and experiences.
1.2 Clarify and Extend
1.2.4 Reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions and recognize ambiguity.
GLO 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.
3.1 Plan and Focus
3.1.1 Determine personal knowledge of a topic to generate possible areas of inquiry or research.
3.1.2 Formulate relevant main and subordinate questions on a topic to establish a purpose for gathering information.
3.1.3 Contribute ideas knowledge, and strategies to help identify group information needs and sources.
3.2.1 Identify Personal and Peer Knowledge
3.2.1 Access, record, and appraise personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research.
Steps:
1. Choose a topic for inquiry.
2. Write the questions that will drive inquiry along the top.
3. Select resources for information related to the topic.
4. Have students suggest answers to the guiding questions and record them under than "What We Know" section. Include other interesting information that is unrelated to the questions in the space provided.
5. Have the class read the selected sources for information.
6. After reading, record any information that will answer the questions posed. Record any unrelated, but interesting information in the space provided.
7. Have students work together to create summary statements about their findings.
8. Have the class discus any new questions they now have. (These could be use for secondary inquiries.)
Possible Curricular Connections:
GLO 1: Students will listen, speak, read, write, view, and represent to explore thoughts, feelings, and experiences.
1.2 Clarify and Extend
1.2.4 Reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions and recognize ambiguity.
GLO 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.
3.1 Plan and Focus
3.1.1 Determine personal knowledge of a topic to generate possible areas of inquiry or research.
3.1.2 Formulate relevant main and subordinate questions on a topic to establish a purpose for gathering information.
3.1.3 Contribute ideas knowledge, and strategies to help identify group information needs and sources.
3.2.1 Identify Personal and Peer Knowledge
3.2.1 Access, record, and appraise personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research.
Your browser does not support viewing this document. Click here to download the document.