Instructional Strategy

INSTRUCTIONAL STRATEGY

Inquiry in Action

Grade:

6-8, 9-12

Type:

Question & Inquire

/ Organize Thinking

> 40

Minutes

When:

Before, during, and after reading

Materials:

Inquiry in Action graphic organizer, whiteboard or display, writing utensils

Description

The Inquiry in Action strategy helps students cultivate curiosity and critical thinking by formulating high-order questions, conducting research, and drawing evidence-based conclusions. Students develop as learners by asking meaningful questions, analyzing data, and reflecting on their learning process. This strategy supports collaborative inquiry and strengthens reasoning, communication, and problem-solving skills.

Procedure

Before the lesson, select a topic aligned with your current unit of study and desired learning target (e.g., space). Consider preparing print sources for students to use in class for the preliminary research.

Model how to generate high-order questions using key verbs associated with your selected topic, such as analyze, compare, hypothesize, assess, and formulate. Explain that strong inquiry questions invite investigation and multiple perspectives.

Guide a whole-class brainstorming session in which students share possible questions. Record their suggested questions on the board and discuss how each could lead to deeper exploration. Explicitly identify which questions are open-ended versus closed-ended, and which invite multiple perspectives.

Display the Inquiry in Action graphic organizer, and distribute a copy to each student. Ask students to work in pairs to write three to five focused research questions in box 1. Model writing the first question together as a class to ensure understanding.

Facilitate a class discussion to refine and clarify the questions, helping students ensure each is specific, researchable, and open-ended. Have each pair select one guiding question for their investigation. Circulate to provide targeted feedback to pairs as they select their question.

Example: What is NASA’s Artemis Program, why is it important, and how does it relate to global exploration?

Provide time for preliminary research using school-approved digital sources or the print sources you prepared in Step 1. Students record important facts, ideas, and data in box 2. Set a specific time frame (e.g., 20–30 minutes), and clarify expectations for the number or type of sources to consult.

Model how to write a hypothesis using an if-then-because statement on the board or chart paper, using the example topic.

Example: If NASA’s Artemis Program succeeds, then global interest in exploration of the Moon will increase because other nations will fund similar missions.

Ask students to write their own hypotheses in box 3 and then continue investigating their topic to test or refine their thinking. Allocate a specific time frame (e.g., 15–20 minutes) for additional research.

Have students record sources, key ideas, and supporting evidence in box 4, noting how the information relates to their hypotheses. Model the proper citation format appropriate for your grade level (e.g., author, title, URL/page number).

Invite students to analyze their findings and draw conclusions based on their research, recording them in box 5. Guide students with sentence stems (e.g., “Based on my research, I conclude that…” or “The evidence suggests that…”).

Wrap up with a class reflection in which students share what they learned, how their hypotheses evolved, and what new questions emerged from their inquiry (recorded in box 6). Emphasize that curiosity and evidence are key to meaningful investigation. Consider using a structured protocol such as think-pair-share or a gallery walk to facilitate sharing, especially in larger classes.

Differentiation

Guided Questions: Provide a list of high-order sample questions that students can select or adapt to guide their research. This support ensures that all learners, especially those new to inquiry, can focus their investigations productively and stay engaged throughout the process.

Paired Essay Introduction: After completing the graphic organizer, students can write a brief essay introduction that includes a hook, topic overview, and hypothesis to synthesize their findings. This collaborative step supports learners by helping them organize ideas clearly and transition from research to writing with confidence.

Multilingual Learning Support

Beginning Proficiency: Pair students with peers who share their home language. Pre-teach key vocabulary with visuals and a bilingual word bank. Allow research and note-taking in both home languages and English. Provide sentence frames for hypothesis writing (e.g., “If…, then…because…”).

Intermediate Proficiency: Review academic vocabulary and provide a condensed bilingual question stem list. Encourage the use of bilingual dictionaries. Provide sentence starters for drawing conclusions (e.g., “As a result…,” and “We believe that…”).

Advanced Proficiency: Offer a bilingual verb list for inquiry and analysis. Check questions and hypotheses for clarity and accuracy. Encourage sophisticated reasoning and peer feedback.

Variations

Inquiry Process: Consider focusing the activity on formulating high-order questions and conducting the initial research. This guided approach helps students discover reliable and valid sources of information while encouraging them to compare and contrast ideas and resources.

Writing Hypotheses: Conduct a hypothesis writing workshop prior to the independent investigation to ensure students understand how to make predictions and explore cause and effect.

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