WickhamsInquiryProcessusingthe8WsInquiryModel

DevelopedbyAnnetteLamb,1990.Updated1997,2001.

Date
TopicNotes
ProcessandModelNotes
Thisiswhereyoutakenotesaboutyourtopic.
Thisiswhereyouindicatewhatelementoftheinquirymodelthat
Citationsarecertainlyappropriatetocollecthere youchoseyouareusingorapplyingandthoughtsyoumighthave
inadditiontoyourpersonalthoughtsaboutwhat
abouthowyouwouldusethismodelwithstudents.
yourelearningaboutyourtopic.
9.13.16

Possibletopicsoptions:
Buyingahouse/obtainingaloan;doesanyone
reallywanttoconductresearchonthis
process-evenforschool,itmakesmewantto
crawlmyeyesout
PlanexcursionswhileonCarnivalcruiseintwo
weeks;thiswillbefun,butIdontknowits
whatIwant
PlangirlstriptoNantucket;possibility-toofar
(time)away
Place-basedlearningprojectfor8thgrade
religiouseducationstudents;toosimilarto
otherclassprojectidea
ResearchonSaintRaphaelforreligious
educationclass;decided
Homerenovations:kitchen;andbathroom;
possibility-toomuchsearching

HowcanIhelpstudentsmakeaconnectiontoSt.
Raphael?WhatinformationcanIshareabouthis
life,ministry,anddeath?

Step1:Watching-Duringthisstep,Iamexploringpossibletopic
optionsformyInquiryProcess.Iamobserving(stopandenjoy),
readingandviewing(literatureladders/newssources),writing
(journaling),anddiscussing(collaboration)optionsforsuccess.This
iswhenIbringmeaningtotheproject(Lamb2001).
OnethingIshouldkeepinmindwhenImusingthismodelwith
studentsisitisanexcitingstep,however,alsooverwhelming.When
studentshavenodirection,somehavenoideawheretogonext.
Sooften,studentsarespoon-fedmaterialsandunabletothinkfor
themselvesoroutsidethebox.Thisprojectallowstheopportunity,
buttheywillstillneedguidancedecidingtheirfocus.

Step2:Wondering-Duringthisstep,Iamquestioningtofocusona
topic.Iamfindingapurpose(wonderabouttheworld),questioning
(questioningtechniques),connectionpriorknowledge(brainstorm),
findingfocus(graphicorganizers),andnarrowingtopic
(manageablechunks/criticalthinking).

9.21.16

PossiblesourcesforSt.Raphael:
Articles

Step3:Webbing-Duringthisstep,Iamsearchingforuseful
information.Iamplanningasearchstrategybasedondetermined

 CatholicOnlineBestresource
NewAdvent(CatholicEncyclopedia)
Lotsoftext;goodinfo
WikipediaCouldbeuseful,butmostly
repetitiveofprevioussites;
Wikipediaisntaswearyofasiteto
useanymore
Videos
St.RaphaeltheArchangelHD(2:29)
Goodvisualoverviewofbackground
St.RaphaeltheArchangelPrayer
(4:17)Importanttoshareaprayer;
needtofindelectroniccopy
PrayertoSt.Raphael(1:28:29)Too
long
Images
Toomanytolist
IconsideredlistingothersitesthatuseSt.Raphael
intheirname.Therearealotofwebsitesfor
churchesnamedafterthissaintandvideo
advertisementsforhotelasSt.Raphaelisthe
patronsaintoftravelers.Iwouldhavefeltstupid
ifIwouldhavelistedthese,soIusemybetter
judgementandcombinedthewebbingandwiggling
stepsatthisjuncture;however,totrulyshowthe
processofevaluationthroughwiggling,the
followingwebsiteshavebeenrejectedfortheuse
inthisproject:
SaintRaphaelsEpiscopalChurch,Crossville,
Tennessee
CampSt.Raphael
PromoVideoforCampSt.Raphael

questions.
Asateacher,Iwouldconsiderdifferentwaysforstudentsto
searchfortheirinformationanddifferentformatsinobtaining
information.Books,article,encyclopediasareavailableinprint;
however,noteverystudentprefersprint.Onlinesourcesare
morereadilyavailabletoaccessinformation.Inaddition,students
canusevideosjustaseasilytogatherinformation.Iwouldrequest
thatstudentsfindseveralsourcesandthennarrowdownfrom
theonesfound,whichwouldfitthebestfortheirtopic.This
wouldbeablendofthenextstep(Wiggling).

Step4:Wiggling-Duringthisstep,Iamevaluatingtheinformational
sourcesfoundduringthepreviousstep.
Generally,Iwouldrequirestudentstohavetwiceasmanysources
intheirinitialsearch,andthennarrowdownwithinthisstep.
Studentsmightnotfindthesignificantinover-searchingtheir
topic;however,noteveryarticleyoufindwillhavetheinformation
youneedtomakeitvaluable.AsIteacher,Iseetheneedandplan
accordingly.Iwouldunconsciouslyconquerthesetwotasks
simultaneously.

9.22.16

Step5:Weaving-Duringthisstep,Iamsynthesizingandprocessing
informationfoundfrommyresearch.
Studentswouldneedavarietyofresourcestoassistindigesting
theirinformationandworkingtowardssharingitwiththeirpeers.
Someoftheresourcestosharewithstudentsmightbegraphic
organizers/thinkingmapstoassiststudentsinthefollowing:
compare,select,organize,analyze,orsynthesize.Inaddition,this
steprecommendscitingsources;however,Ibelievethisshouldbe
donethroughoutwebbingandwiggling.Ifyouwantuntilnowtoask
studentstocitethesources,youmightnotgetanythingbutmade
upauthorsandarticles.If,atthebeginningofthesearch,
studentsareawaretociteeverythingtheylookat,theywillbe
morepronetohavecollectedthenecessaryinformationto
referencebacktoasiteorauthor.Sharingwithstudents
websitessuchasEasyBib

Step6:Wrapping-Duringthisstep,Iamcreatingaproductto
sharewithmyaudience.Ihavetoselectthemethodandthen
developthepresentationitselffromtheinformationgatheredin
myresearch.Myfavoritepartisdecidingwhichmethodwould
bestfitmypurpose.Beingatechnologynerd,Ihaveatoolbag
filledwithgoodiestochoose.Moststudentsarelimitedinthe
methodofpresentation.Atonepoint,PowerPointwouldsuffice.
Now,studentsareusingPreziorGoogleSlidesforamore
interactiveapproach.Theseeachfeaturetheabilityformore
thanonestudenttobeworkingatthesametime.Foragroup
project,thisisabenefit.

9.23.16 IchosetopresentmyproductusingThinkLink
andScreencastify.Therearemanyweb2.0tools
thatwouldsufficeforthisproject;however,I
wantedtouseonethatIvebeenawareof,but
neverhadtheopportunitytouse.Icombinedthis

Step7:Waving-Duringthisstep,Iamcommunicatingwithan
audience.Theaudienceshouldbeidentifiedwhenyoudecidea
topic.Onemightcomebeforetheotherorviseversa,butwhile
developingthepresentation,theaudienceshouldbeinmind.Are
yousharingasagroup,foragroup,toindividuals,atameeting,at

withScreencastify,whichisascreensharingtool
thatIveusedregularlytopresent.Inaddition,Ive
sharedthisoptionwithmystudentswhenthey
needtopresenttotheclass,butdonotwantto
dosoinreal-time.Icanpostthisvideoon
YouTubeanddownloadifIwouldnothaveinternet
accesswhenpresenting.

IdidnotpurchaseafulllicensetoThinkLink.For
only$35/yearasaneducator,Icanhavefull
features;however,Ivepurchasedseveralnew
toolsandhaveonlyusedthemonce.Iget
over-excitedintheirabilities,butstrugglewith
implementingthemintheclassroom.

Asanadult,foreverstudent,andteacher,the
8WsseemexcessiveassomestepsIcan
completesimultaneously.Idothinkthatasa
teacherofhighschoolstudents,thesesteps
providespecificstudentsforstudentswhoare
learningorrelearningtheresearchprocess.

church,atchurch?Allofthesefactorsplayaroleinthisdecision.
Remindstudentstodresstoimpress.Thisisanopportunityto
shineandshareyourspeakingskills.Dressingthepartalso
providesconfidence.Ifyoulookthepart,morepeoplewill
providerespectduringthepresentation.Ifyoudontlooklikeyou
careduringthepresentation,whywouldtheaudiencemembers.
Studentswillcomeupwitheveryexcuseastowhytheycannot
present.Ihaveallowedstudentstopresenttomeindividuallyorin
asmallergroupbeforeorafterschool.Thisworksinsome
cases,butifyourbossasksyoutopresenttothecompany,
yourenotgoingtoaskforanaccomodationthatitbedonein
smallgroups.Equippingthemwiththeskillsofbeingconfidentnow
strengthenstheirconfidencetogrow.

Step8:Wishing-Duringthisstep,Iamassessingthefinished
productandreflectingonmypresentation.Asateacher,this
stepisalwaysdonebestdirectlyaftersoyoudontforgetwhat
youwouldchangefornexttime.Mostofthetime,teachershave
theabilitytomakeimmediatechangesbetweenclasses;however,
somechangesrequireresearch.Writingasmallnoteasaremind
whatyoudliketochangefornexttimecanhelpkeeptheidea
freshuntilyouactuallyhavetheopportunitytositdownandmake
thechange.
Asateacherassessingstudentsproducts,itisbesttohavea
simplerubricinhandtoprovidequickfeedback.Askingthe
studenttoreflectontheprocessandtheirpresentationhelps
developthisneed.Theycanaimtomakeimprovementsintheir
speakingandpresentingthroughthisreflect.AnothergooditemI
wouldliketodoishavestudentsgivepropstooneanotherina
writtennotetoshowsupportaftertheirpresentation.Everyone
isnervousduringapresentation.Iftheyknewthattheirpeers
appreciatedorencouragedthem,theymightfeelbetternexttime
theyhavetopresenttoagroup.