Scaffold collaborative inquiry with a three-phase model culminating in a coauthored collaborative summary note¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because the teacher and students had little experience with extended collaborative inquiry, "a three-phase inquiry model was employed": Phase 1 orients students to identify problems and select promising inquiry foci, Phase 2 is the main research phase, and Phase 3 has students evaluate what they learned. In Phase 3 each group reviews whether knowledge advances were made and coauthors a Collaborative Summary Note in a brief research-report format, self-assessing collective accomplishment against a rubric. The strategy is intended to underscore that knowledge advancements are collective achievements in a knowledge-creation community.

Design Implications¶

Context¶

Requirements¶

• Students need instruction in proposing problems of understanding and criteria for selecting promising questions, such as potential for weeks of inquiry and coherence among questions

Constraints¶

• The notes were designed as self-assessments of group accomplishment but were not used by the teacher for formal assessment

Target Learners¶

• secondary school students

Target Learning Goals¶

• conducting collaborative inquiry and self-assessing collective knowledge advances

Affordances¶

• Three Discourse Modes Framework

Related Strategies¶

Examples¶

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Key Sources¶

• Jan van Aalst. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-009-9069-5