Group+Definition+of+Inquiry+Based+Learning


 * Inquiry Based Learning** is a type of learning requiring research to gain knowledge, analysis of the knowledge, and synthesizing the research to create a new product or solution to a real or fictitious problem. The difference between **Inquiry** and similar words such as, research, investigation, inquest, question, examination, etc. is that **Inquiry Based Learning** is guided by an instructor who acts as a model and facilitator and deliberately plans out the task so that the student(s) are guided in a direction, in order to formulate their own conclusion without limitations. **Inquiry** types of tasks should include a clear explanation of what is required to be completed with a model or background information to guide the researcher. Further analysis should take place where the researcher examines, compares and contrasts the information collected and creates a new product or solution to a real or fictitious problem. The student should be able to make his or her connections with the information given.


 * Inquiry** is not an independent research type of learning, whereas, other learning models are almost or completely independent of structure. No guidelines are given but the researcher is his or her own guide. **Inquiry Based Learning** is modeled and guided where the right, end results are infinite.


 * Rubric for Inquiry Based Learning **


 * || ** Not Evident **
 * 1 ** || ** Partial **
 * 2 ** || ** Exemplary **
 * 3 ** || ** Score ** ||
 * **Learning Objectives** || Activity does not require the participant to examine, compare and contrast data. || Activity requires the participant to examine data but does not call for further analysis. || Activity requires the participants to examine, compare and contrast data which extends to synthesizing information. || ||
 * **Background Information** ||  The instructor provides little or no background about the task required.   ||  The instructor provides  information about the topic, in which, help students perceive meaningful inquiries but missing a foundation and/or explicit instruction about the task at hand.   ||  The instructor provides a supporting model, which provides a grounding for creation, but doesn't limit creativity. Also includes explicit instructions for the task expected.   || ||
 * ** Clarity of Instruction ** || The task is unclear and confusing to the learner. No model or background information is provided || The task contains some structure but lacks a clear goal or outcome for the learner. Some modeling and background information is provided. || The task includes clearly defined instruction supported with a model and background information. || ||
 * ** Synthesis ** || The activity does not call for a **new** conclusion or product based on resources provided. || The activity calls for a **new** conclusion or product but the outcome expected is defined vaguely. || The activity includes explicit, concise directions for creating a **new** product. || ||
 * ** Final Product or Solutions ** || The activity is restrained to one final product or possible outcome. || The activity allows for only a few possible outcomes but limited in creativity. || The activity allows for endless possible outcomes without any restrictions on creativity. || ||