TED 8660

September 8, 2021
Elizabeth Revelo

Frameworks:
1. 8W’s Inquiry Model
a. How it fits students curricular & learning needs:
i. Reason 1: If teacher led, students in younger grades (K-2) can follow the
W’s but may not fully comprehend the language of all the descriptions. It
would be better to do this whole group for a younger group but from
grades 3 on up, students can follow the steps more independently and
generate their own questions.
ii. Reason 2: This is an inquiry process where students can express
themselves and learn in a unique away. The 8W’s also allow for a fun
alliteration which would help students remember and stimulate their
interest.
iii. Reason 3: This process will help students “wonder” about a topic, “wiggle”
through information, and “weave” their elements together. It moves
smoothly and even can relate back to previous steps.
2. WISE
a. How it fits students curricular & learning needs:
i. Reason 1: This inquiry process allows students to have more independent
learning and really take ownership of their learning while presenting a list
of what students can use to create for their project. It is very varied in
assessment tools and has some posters ready to print as well that talk
about the product/project design as well as a poster where the teacher
can name the essential question.
ii. Reason 2: It includes a timeline of who does the work and when, such as
the teacher and librarian do most of the work during the Wonder process,
as in they help set students up with resources, helping students identify
key vocabulary, setting the stage for the essential question, and plan how
we will assess. It really helps teachers plan and prepare for how inquiry
and learning will go, what I need to prepare, what I can use to assess as
well.
iii. Reason 3: I really like how organized and creative this curriculum is. At
every level, it includes what the students should be doing, what tools the
teacher can use, and what assessment tools can be used at the
appropriate level. I also really like the research chat boxes that name the
research that supports this curriculum, just in case anybody where to ask
or wonder. After all, teaching is all about using evidence-backed
strategies.
3. FOSIL
a. How it fits students curricular & learning needs:
 i. Reason 1: What I really like about this curriculum is on the Resources
page, there is a good variety of graphic organizers available for students
and teachers to use. Graphic organizers are backed by research to help
students organize their learning and showcase it as well.
ii. Reason 2: I really enjoy how deep this curriculum is, versus just a small
PDF of the WISE curriculum. With how deep it is, it lists the skills you
need to complete each stage (which helps educators look for how to help
students and/or what to identify what students need to work on and what
they do well on as well.).
iii. Reason 3: I really like the graphic of the cycle and I like how while it’s a
cycle, you can also go back a stage as well, it is not strictly linear where
you can only go from one stage to another. It’s similar to the 8W’s Inquiry
Model in that way where some stages are easy to flow back and forth
from. I also really enjoy the ‘Resources’ page that is extremely helpful to
both teachers and students, with lesson plans and graphic organizers.

8W’s Inquiry Model FOSIL WISE

Basic structure and It was created by FOSIL was Mary Ratzer -

information about Annette Lamb in the developed in 2011 by Contributor,
inquiry model early 1900’s. It had Oakham School‘s Facilitator
(creator, steps previously been Head of Library, This curriculum was
involved, structure, published in ‘Surfin’ Darryl Toerien. made for a 21st
etc.) the Web: Project It is based on the century teacher
Ideas from A to Z by Empire State who’s dipping their
Annette Lamb, Larry Information Fluency toe into inquiry
Johnson, and Nancy Continuum, a PK-12 learning.
Smith in 1997 and in (Reception-Year 13) This inquiry model
an article called continuum of the has teachers define
‘Wondering, “literacy, inquiry, what some of the
Wiggling, and critical thinking, and learning means and
Weaving: A New technology skills that where they need to
Model for Project & students must be but ultimately
Community Based on develop at each places the student in
Learning on the Web phase of inquiry over charge and has
(Learning & Leading their years of school ownership over their
with Technology, and in the context of learning, inquiry
1997, 24(7), 6-13).’ content area process, and project.
learning” 1 – which This is where
Steps: was originally teachers are a
developed in 2009 by concierge, a
1. Watching the New York City facilitator, helping
(Exploring): School Library guide students where
Asks students System (CC they need to look and
to explore and BY-NC-SA 4.0) while redirecting students
become under the direction of where they go too far
observers of Barbara Stripling. down a rabbit hole
 their (as happens from
environment. Barbara Stripling, searching information
It asks Professor Emerita in on the Internet).
students to the iSchool at
become more Syracuse University, Wonder: Activate
in tune to the is one of the pioneers thinking, generate
world around of learning through curiosity, build
them from inquiry and the background
family needs stages of her model information, tag prior
to global of the inquiry process knowledge, frame
concerns. “apply neatly across quality questions for
2. Wondering grade levels and investigation.
(Questioning academic disciplines
) focuses on as a basis for a Investigate:
brainstorming modern Students understand
options, interdisciplinary, and use information
discussing inquiry-based environments
ideas, curriculum” 2. (libraries, computers,
identifying Another major people, etc.). It asks
problems, and influence on the students to create a
developing development of list of keywords relate
questions. FOSIL is Carol to the topic. It pushes
3. Webbing Kuhlthau, students to become
(Searching) Distinguished more comfortable
directs Professor Emerita in with print and digital
students to the School of sources. It is also
locate, search Communication and students identifying
for, and Information at the main idea and
connect Rutgers University, supporting details as
ideas, and whose well as working
information. ground-breaking work collaboratively in a
One piece of on describing the group.They will also
information affective, cognitive have students
may lead to and physical evaluate sources to
new questions demands that inquiry be credible, accurate,
and areas of makes of students and reliable.
interest. adds a vital
Students dimension to FOSIL. Synthesize:
select those Students will
resources that FOSIL, then, is a organize and
are relevant model of the inquiry communicate main
and organize process, an evolving ideas and supporting
them into continuum of specific details. It has
meaningful and measurable skills students connect and
clusters. that enable each of compare ideas from
4. Wiggling the stages in the various sources. It’s
(Evaluating) inquiry process, and using facts to build
is often the a growing collection meaning, determining
toughest of freely available relationships between
phase for resources that ideas, drawing
 students. develop these skills conclusions. It is also
They’re often within the inquiry differentiating central
uncertain process. ideas, using vocab of
about what the content
they’ve found The FOSIL Group knowingly. It is
and where has been founded on beginning to build
they’re going the principle that and create a product
with a project. made it possible in that conveys new
Wiggling the first place – we understanding and
involves give freely because knowledge.
evaluating we received freely –
content, along membership is free Express: This level
with twisting has students show
and turning The power of FOSIL their understanding of
information lies in the simple and their newfound
looking for logical way that the knowledge. It
clues, ideas, stages combine to communicates new
and guide students knowledge, using the
perspectives. through the inquiry appropriate format for
5. Weaving process: the audience, critical
(Synthesizin engagement of the
g) consists of ● Connect: audience,
organizing knowledge self-assessing and
ideas, builds on reviewing the
creating knowledge, so product/project based
models, and pausing to on feedback.
formulating take stock of When presenting it
plans. It what you has students
focuses on already know communicate clearly
the reveals more main and supporting
application, clearly what points.
analysis, and you do not yet
synthesis of know
information. ● Wonder:
6. Wrapping gaps in what
(Creating) you know give
involves rise to
creating and questions,
packaging some more
ideas and fruitful than
solutions. others
Why is this ● Investigate:
important? these
Who needs to questions
know this? guide your
How can I investigation,
effectively which is
convey my aimed at
ideas to sourcing
others? Many reliable
 packages get information
wrapped and that you can
rewrapped work with
before they’re ● Construct:
given away. this is the
7. Waving point of
(Communicat learning by
ing) is finding out for
creating and yourself –
packaging building
ideas and knowledge
solutions. and
Why is this understanding
important? from
Who needs to information in
know about response to
this? How can the questions
I effectively that you have
convey my ● Express:
ideas to once you
others? Many know what
packages get you are
wrapped and talking about,
rewraped you need to
before they’re be able to
given away. share it
8. Wishing appropriately,
(Assessing) effectively and
is assessing, ethically
evaluating, ● Reflect: Doug
and reflecting Engelbart said
on the it best when
process and he said that
product. the better we
Students get at getting
begin thinking better, the
about how the faster we will
project went get better, and
and consider this is
the desperately
possibilities needed in a
for the future. world facing
increasingly
complex and
urgent
challenges.

References:

Stripling, B. (2017).
 Empowering
Students to Inquire in
a Digital
Environment. In S. W.
Alman (Ed.), School
librarianship: past,
present, and future
(pp. 51-63). Lanham:
Rowman & Littlefield.

Callison, D. (2015).
The evolution of
inquiry : controlled,
guided, modeled, and
free. Santa Barbara:
Libraries Unlimited.

Developmental 3rd Grade and Up Inspired from a 6th - 12th;

appropriateness PK-12 curriculum; 3rd - 5th with some
(does it fit with the Would be appropriate more handholding
grade levels for 6th - 12th grade and much heavier
identified) guiding and teaching
rather than
facilitating.

Support for Watching: Go to a The FOSIL Cycle In the curriculum,

differentiation museum, browse a page is good for there is a
(learning needs) book. students. For reading framework/table of
particularly on that information about the
Wiggling: Connect page would be for different levels of
with a pen-pal, high school students WISE. It includes a
checking in with other as the skills list of verbs,
students. framework wording is products, and
small and the questions with each
Waving: Presenting pictures are a little level. Students can
in multiple fashions more complex. use this frame to use
with ideas such as If they need to find different words during
storytelling, some graphic their inquiry process,
publishing on a organizers, they can writing about it,
website. go to the Resources presenting it, as well
page, toggle as products to create
Wishing: A reflection Primary/Secondary. to showcase their
sheet is listed as an Primary seems to learning. Lastly, with
option at the end. have more graphic the questions, they
organizers that could can answer some of
be printed out, used the most important
on questions that need
 SeeSaw/Notability, to be asked.
etc.

Supports for There are links to There’s entire pages They list different
educators (tips, resources on how to for educators, ‘Teacher Tools’,
tutorials, etc.) guide the discussion. Resources, Learning ‘Assessment Tools’,
There is also a Think Memos, and the and name the
Tank which as ideas FOSIL Cycle. More research behind each
on how to generate noticeably in the step of the process of
lists. Resources page, WISE.
There is also they have different They also have an
Microsoft tutorials files and lesson plans Inquiry Evidence
and writing resources in different file page that
on 42explore.com. formats to download teacherscan fill out
and read. It can be before they go
arranged by the through the inquiry
different stage and process so they are
whether it’s intended better prepared to
for primary and teach through it. It will
secondary school also help educators
levels. It can also be keep the perspective
organized by full of how to keep
workbook, skills learning student
framework, and centered, engaging
more. the learner, and
sparking prior
knowledge.