Since I've been working on this project for about three weeks now, I thought I'd take some time and reflect back on all that I have done so far. I'm not one who really likes to think about gathering information in stages nor do I actually think about the inquiry project as I'm working on something. This aspect has been really difficult for me to do. I guess in a way I'm similar to my students at school, because they just want to arrive at answer. I too want to arrive at an answer, but I do take pride in learning the process to get there. Now that I'm older I can see that there is a "process" to acquiring information and that if I learn that process, it will help me in any research I'm conducting. My students don't always make that connection.
INQUIRY PROCESS and BIG6
I really like the inquiry process that Callison mentions in Chapter 1 of the "blue book." I think my thought process and the way I've conducted myself through this process really "fitting" with this idea. I also like what he says on page 44 about the Big6 model. It reads: "Young learners gain confidence [when using this model] because they 'see' the task can be managed." I would argue that it doesn't have to be a "young learner", in terms of age that is. I don't consider myself a young learner, either in experience or age, but I find this statement to fit me. It's short and to the point, which makes it easy to understand and simple to use.
I have taken some time to provide examples and explain several steps I completed in my inquiry by comparing the Inquiry Process and the Big6 model. Here it is below:
Questioning - Task Initiation and Topic Selection: I considered several topics before deciding upon genealogy. I connected to the information through the knowledge of generations still living. I developed questions on what I was curious to know about my family and what I wanted my boys to know about them.
Exploring - Prefocus Exploration and Focus Formulation: I began my investigation by finding sources of information. Most of the genealogy information has come from family members who have gathered information. I narrowed my topic to direct descendants with the idea that this project will continue long after the assignment is finished.
Assimilation - Information Collection: I gathered the information and put it together into a family tree for Jeffrie and Casey. I also organized information into a couple of different formats: 1. the family tree and 2. the questions and answers for the personal side of my inquiry.
Assimilation/Inference - Information Collection and Search Closure: Now I'm at the "constructing" stage of the inquiry process where I'm connecting ideas and information. I have really had a strong personal connection to the responses each of my family members have given me. I love to read about what they did growing up and I like to compare it to my up bringing. One connection I thought was really neat was on Charles' side of the family. My husband mentioned liking to ride his bike and how that was one of his favorite "toys." His mom also said that she enjoyed riding her bicycle. She even tells a short story of how that bike was stolen and never found. Finally, Charles' grandpa (mom's dad) explains how riding his bike was one of his favorite things to do. I really enjoy making these connections. It's really neat to see how even though the generations change and life is different from one generation to the next, there's still something small that keeps us all connected.
While I understand that each stage builds upon the next in this inquiry process, I have also found myself completing many steps at the same time. I think this mostly because I know what I want my end product to be. Therefore, as I move through each step, I connect the information I've gathered and analyzed to the final product. I want to make it fit perfectly. With this topic I chose, I think it would be impossible to completely be able to check off on stage in the inquiry process and never return to it. For example, after gathering information about one generation, I published it to my final product. Then I had to return to the gathering stage and begin working on the next generation. With the questionnaire I sent out, I was able to send it out to living generations at once. However, I didn't receive all the responses back at one time. Therefore, I would analyze them as they came in.
Kimberly,
ReplyDeleteI think it's so smart that you used one whole post to talk about the inquiry process. I know I get caught up in the doing and my posts don't really show the reflection and connections to various models that we need to be making. I'm definitely going to do an inquiry-only post, too!