Essay on Shared Inquiry
John L. Hubisz, Ph.D., Hubisz@unity.ncsu.edu

I have been using an approach my whole career very similar to what the Great Books Foundation calls “Shared Inquiry”. After attending one of their workshops over 20 years ago, I modified my approach to come more in line with theirs. To take part in one of their workshops go to www.greatbooks.org or call 1-800-222-5870. Regardless, your teaching will improve after attending one of these sessions. What follows are the instructions that I give my students. It, first, gives them an idea of the approach, and, secondly, teaches them how to conduct a session. My only argument against the Junior Great Books program is that they do not have enough science and mathematics selections. I have suggested several possibilities over the years.

Shared Inquiry

Rules for all:

1. Only those who have read the assigned reading may take part in the discussion.
2. Discussion is restricted to the assigned reading.
3. All opinions must be supportable with evidence from the assigned reading.
4. The leader may only ask questions; he or she may not answer them.
5. When groups are formed, there shall be three members unless specifically directed otherwise: a recorder, a director, and a moderator.

Preparation as if you are to be the Leader:

1. Read the assigned reading or discuss the activity thoroughly.
2. Reread the assigned reading marking up the text and making notes to yourself about good question areas. Make notes on what was observed and your first impressions of the activity. (If you had trouble then other participants will probably have trouble.)
3. If the selection or activity assumes a previous piece of factual information, look it up ahead of time and have it available.
4. Prepare several questions in advance. Group the questions.
   
   Factual - A factual question has only one correct answer that can be found within the assigned reading or is a fact that a casual reading of the assignment would have prompted the reader to obtain prior to coming to class. Questions of fact ask, "What does the author say?" or "What was observed?"
   
   Interpretive - An interpretive question has more than one answer that can be supported with evidence from the assigned reading or from that which has been assumed as "background.” (Newton's Theory of Mechanics would be "background" if the selection concerned the use of Archimedes' Principle.) Questions of interpretation ask, "What does the author or teacher mean by what he or she says?” Interpretive questions can be based on unusual uses of language that are important in physics. Similarly, many phrases used in physics have interpretations in everyday life that are obviously wrong. (Talking about a football player on the bench, "He has great momentum!") Try to get group members to connect ideas from previous selections. Try to sound as if you are truly wondering about the interpretation when leading your group. Note that even the best teachers can gain insight from bright and inquisitive students.
   
   Evaluative - An evaluative question asks us to judge a work, to decide whether we agree with what the author has written, and to support the judgement and/or decision with evidence or cited examples. The answer to an evaluative question depends on our own knowledge, experience, and values, as well as on our own interpretation of the work. Questions of evaluation ask, in light of our interpretation, "Is what the author says and means true?"
   
5. Start with some "quicky" questions to determine, in fact, that the assigned reading has been read. Factual questions are perhaps easiest to get going. Have several interpretive questions available, but only in reserve, as you will find that not too many questions are actually needed to keep a session going. Sometimes you will find that the direction of the session goes where you did not expect and the extra questions will be helpful. You should have two or three BASIC questions although one may be enough. This question should be at the heart of what the author of the selected reading was getting at and you should remind yourself throughout the discussion of this question so that you do not get off track.

Practice

1. Lead slowly. This is most difficult for teachers new to this technique. Waiting 30 seconds for a response may not be long enough. Your participants need time to put information together. You want them to think through your question, put what they have gathered into some framework, and then analyze that to fabricate a response. Don't move too quickly to the next question on your list. Let the participants drive the session. Do not interrupt their train of thought with comments after the question has been asked. Keep it quiet!
2. Listen carefully. Keep notes of who says what. Don't jump in. Let other students have a chance and remember that they may not have prepared as well as you have.
3. Encourage students to talk to each other. Most learning outside class is probably done this way; let them see that during these sessions, at least, talking in class is acceptable.
4. Strive for answers, but do not provide answers. Ask for summaries occasionally from different participants to let everyone know how far they have come.
5. Relate ideas to each other and to the basic question. Encourage students to write the basic question down so that they can easily get back on track.
6. Refer to the text or your notes on the observations of the activity frequently. The book or selection should be at their side. Remind them that the author or teacher is a participant in this discussion. Open books encourage reading closely. In the first few sessions students will pick up facts from the discussion that they did not even see when they "read" the selection. This will draw them to the printed page. Many will confuse "observation" and "inference" and many will believe with no evidence at all. As time goes on they will become better and more critical readers and physics will be much easier.
7. Encourage challenges to assumptions in your questions and in statements made by the participants.
8. Note where people are to get everyone to contribute. Pose questions with the participant's name mentioned as often as possible.
9. Ask follow-up questions often. Make your questions as clear and as specific as you can. The students will notice ambiguity even if it is not there. Follow-up questions help to clarify comments. Students need to use the language of physics aloud to become more familiar with it. Let them fumble and get back on track themselves, only occasionally rephrasing to assist them. Follow-up questions are needed to substantiate opinions as well as to encourage additional opinions. They are useful for pursuing the implications of an idea or to test if an idea is consistent with the facts. You will find that there will be a plethora of ideas out there, but you will not be able to follow all of them through. Use a follow-up question to select a line of inquiry.

All group members must sign the report and the recorder, director, and moderator, must change roles after each session.