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Wickham’s Inquiry Process using the 8Ws Inquiry Model Developed by Annette Lamb, 1990. Updated 1997, 2001.





where you “take notes” about your topic. s are certainly appropriate to collect here on to your personal thoughts about what arning about your topic.

Possible topics options:

Buying a house/obtaining a loan; does anyone really want to conduct research on this process-even for school, it makes me want to crawl my eyes out

Plan excursions while on Carnival cruise in two weeks; this will be fun, but I don’t know it’s what I want

Plan girls’ trip to Nantucket; possibility-too far (time) away

Place-based learning project for 8th grade religious education students; too similar to other class project idea

➔ Research on Saint Raphael for religious education class; decided
➔ Research on Saint Raphael for religious education class; decided

Research on Saint Raphael for religious education class; decided

➔ Research on Saint Raphael for religious education class; decided

Home renovations: kitchen; and bathroom; possibility-too much searching

How can I help students make a connection to St. Raphael? What information can I share about his life, ministry, and death?

Possible sources for St. Raphael:


Process and ModelNotes

where you indicate what element of the inquiry model that ose you are using or applying and thoughts you might have ow you would use this model with students.

Step 1: Watching- During this step, I am exploring possible topic options for my Inquiry Process. I am observing (stop and enjoy), reading and viewing (literature ladders/news sources), writing (journaling), and discussing (collaboration) options for success. This is when I “bring meaning to the project” (Lamb 2001). One thing I should keep in mind when I’m using this model with students is it is an exciting step, however, also overwhelming. When students have “no direction,” some have no idea where to go next. So often, students are spoon-fed materials and unable to think for themselves or outside the box. This project allows the opportunity, but they will still need guidance deciding their focus.

Step 2: Wondering- During this step, I am questioning to focus on a topic. I am finding a purpose (wonder about the world), questioning (questioning techniques), connection prior knowledge (brainstorm), finding focus (graphic organizers), and narrowing topic (manageable chunks/critical thinking).

Step 3: Webbing- During this step, I am searching for useful information. I am planning a search strategy based on determined

Best resource

Lots of text; good info


Could be useful, but mostly

repetitive of previous sites;


Wikipedia isn’t as weary of a site to use anymore



Good visual overview of background


Important to share a prayer;

need to find electronic copy

co py ◆ Prayer to St. Raphael ​ (1:28:29) ​ long ​Too ➔ Images ◆ Too


I considered listing other sites that use St. Raphael in their name. There are a lot of websites for churches named after this saint and video advertisements for hotel as St. Raphael is the patron saint of travelers. I would have felt stupid if I would have listed these, so I use my better judgement and combined the webbing and wiggling steps at this juncture; however, to truly show the process of evaluation through wiggling, the following websites have been rejected for the use in this project:

questions. As a teacher, I would consider different ways for students to search for their information and different formats in obtaining information. Books, article, encyclopedias are available in print; however, not every student prefers print. Online sources are more readily available to access information. In addition, students can use videos just as easily to gather information. I would request that students find several sources and then narrow down from the ones found, which would fit the best for their topic. This would be a blend of the next step (Wiggling).

Step 4: Wiggling- During this step, I am evaluating the informational sources found during the previous step. Generally, I would require students to have twice as many sources in their initial search, and then narrow down within this step. Students might not find the significant in “over-searching” their topic; however, not every article you find will have the information you need to make it valuable. As I teacher, I see the need and plan accordingly. I would unconsciously conquer these two tasks simultaneously.



Step 5: Weaving- During this step, I am synthesizing and processing information found from my research. Students would need a variety of resources to assist in digesting their information and working towards sharing it with their peers. Some of the resources to share with students might be graphic organizers/thinking maps to assist students in the following:

compare, select, organize, analyze, or synthesize. In addition, this step recommends citing sources; however, I believe this should be done throughout webbing and wiggling. If you want until now to ask students to cite the sources, you might not get anything but made up authors and articles. If, at the beginning of the search, students are aware to cite everything they look at, they will be more prone to have collected the necessary information to reference back to a site or author. Sharing with students websites such as EasyBib

Step 6: Wrapping- During this step, I am creating a product to share with my audience. I have to select the method and then develop the presentation itself from the information gathered in my research. My favorite part is deciding which method would best fit my purpose. Being a technology nerd, I have a tool bag filled with goodies to choose. Most students are limited in the method of presentation. At one point, PowerPoint would suffice. Now, students are using Prezi or Google Slides for a more “interactive” approach. These each feature the ability for more than one student to be working at the same time. For a group project, this is a benefit.


I chose to present my product using ThinkLink and Screencastify. There are many web 2.0 tools that would suffice for this project; however, I wanted to use one that I’ve been aware of, but never had the opportunity to use. I combined this

Step 7: Waving- During this step, I am communicating with an audience. The audience should be identified when you decide a topic. One might come before the other or vise versa, but while developing the presentation, the audience should be in mind. Are you sharing as a group, for a group, to individuals, at a meeting, at

with Screencastify, which is a screen sharing tool that I’ve used regularly to present. In addition, I’ve shared this option with my students when they need to present to the class, but do not want to do so in real-time. I can post this video on YouTube and download if I would not have internet access when presenting.

church, at church? All of these factors play a role in this decision. Remind students to dress to impress. This is an opportunity to shine and share your speaking skills. Dressing the part also provides confidence. If you look the part, more people will provide respect during the presentation. If you don’t look like you care during the presentation, why would the audience members. Students will come up with every excuse as to why they cannot present. I have allowed students to present to me individually or in


smaller group before or after school. This works in some

cases, but if your boss asks you to present to the company, you’re not going to ask for an accomodation that it be done in small groups. Equipping them with the skills of being confident now strengthens their confidence to grow.

Step 8: Wishing- During this step, I am assessing the finished product and reflecting on my presentation. As a teacher, this step is always done best directly after so you don’t forget what you would change for next time. Most of the time, teachers have the ability to make immediate changes between classes; however, some changes require research. Writing a small note as a remind what you’d like to change for next time can help keep the idea

I did not purchase a full license to ThinkLink. For only $35/year as an educator, I can have full features; however, I’ve purchased several new tools and have only used them once. I get over-excited in their abilities, but struggle with implementing them in the classroom.

As an adult, forever student, and teacher, the 8Ws seem excessive as some steps I can complete simultaneously. I do think that as a teacher of high school students, these steps provide specific students for students who are learning or relearning the research process.

fresh until you actually have the opportunity to sit down and make the change. As a teacher assessing students’ products, it is best to have a simple rubric in hand to provide quick feedback. Asking the student to reflect on the process and their presentation helps develop this need. They can aim to make improvements in their speaking and presenting through this reflect. Another good item I would like to do is have students give props to one another in a written note to show support after their presentation. Everyone


nervous during a presentation. If they knew that their peers

appreciated or encouraged them, they might feel better next time they have to present to a group.