After reading some of your posting I agree with some of you regarding the fact that the article is very short for this type of model. I am not a teacher like most of you, so this is the first time that I have heard of I-search. I realized that you guys have different models that you use in your classroom which I thank you for sharing them here in this topic. What I like about the I-search is that it is structured and give a focus or a starting point to the students regarding research. This model also stresses metacognitive thinking which is thinking about thinking. I which the article would have been more profound or detailed in giving examples on how a teacher can get a head start in using the model. Let's not forget that this is just a model and it can help some students depending on what their interest are. I like how the model encourage students to ask questions regarding the research and to share their experience.

Kerri- for your co-worker, interests depend on the subject being taught. It's relatively easy to have students do an I-search on anything. I feel that for it to be more productive, it needs to be based on your subject area. The topic should be something that you have not studied yet in class. Reason being, having students research something that will be taught allows them to construct voice and new ideas in their report. Students can evaluate their information once the topic is taught. If they have already seen the material, the whole aspect of gathering information and constructing new information(voice) will be eliminated. Your co-worker can have some suggested topics, and as soon as the students pick their topic, they can meet one on one with the teacher or use class time to fill out their KWL chart. Once the chart is filled out, it will guide their search plan.

Keri, I was concerned also when I did a similar project. We gave some ideas and mentioned what we knew about their likes and dislikes and then sent them to the computers. Then we worked one on one with anyone struggling. The classroom teacher that I worked with seemed to know her students interests.

I am a recent graduate from library school and we learned a lot about inquiry based research and differentiation. We learned about using technology through web based webquests, which were not an option. I am only shocked in the real world that it isn’t more common. In a webquest, not only is there different roles or topics to research, there are different ways to present your findings and you work in groups where everyone has a part to contribute. The students are guided to pick a role according to their interests. The roles should be varied to appeal to different types of learners. I like the idea that the students get to choose from these different roles yet they don’t get overwhelmed with where to start because it is all laid out before them. It is totally organized in one place with the mission, resources, roles, requirements and final presentation expectations (rubrics included) listed within the web pages. It is learning based on real life situations. I am only sorry that none of my children have ever been exposed to this form of learning.
There are many school districts that use them but mine is not one.

I agree with Darlene the article has it wrong K-W-L is for what I know, What I want to know and What I leanred. What I want to know and what I want I want to learn are the same thing.

One of my coworkers just told me that she's planning on conducting an I-search with her 8th graders. She's concerned that her students aren't going to be interested in anything . . . any ideas?

After reading some of your postings, especially Lydia's posting, I went online to clarify what are Inquiry study and Self-chosen thematic study. I really didn't find much information to clarify all these differentapproaches of learning strategies.

As Ken Macrorie defined I-search as inquiry-driven activities in which students investigate a topic of their interests and it will result in student-driven investigative research products based on their interests.

As I agree with some of you, I-search is not only focused on learning by questioning the learner's interest but also it empowers their learning process with the principles of helping personalized learning along the I-search activities. Students will not only gain the subject related knowledge but also will learn the management skills in their learning throughout the I-search activities. In addition, embedding current online tools or computer software can be paired with the activities to help them to be really 21st century learners being in control of tools in their learning. It will provide students to develop personalized system of learning utilizing current technology tools. Utilizing current technology tools in learning may help provide opportunities for them to improve their learning in this informational age.

I truly agree with Tracey that teachers have to be masters of motivation. There are so many web2.0 tools and social networking sites available that teachers can benefit from in motivating their students and improving students' engagement in learning. Indeed, like Pmorris said, there is huge demand on support for utilizing technology in the classroom. Although we are in the stage of adapting to flow of new web tools and other technology tools, the teacher can differentiate his or her teaching through more personalized learning environment for students with a good guidelines in I-search and appropriate technology usages.

This article is rather short but I have enjoyed the fact that I went online to get a better concept of I-search approach and share reading all these different points of view.

Kerri, (Kerri W Herricks)I think your comment about kids having the experience and knowledge base that can comprise a "toolbox" is exactly what is needed and does seem to be missing. We have technology reports in our district that are called curriculum guides, however, they are really listings of the programs and materials of each grade level. There is no instructional content attached. I have the same question as Tracey about when technology will truly impact traditional curriculum. For me, the "Using I-Search" seems to make big assumptions about what kids come to the task already knowing. The more challenging area of differentiation beyond choosing an explorer is in the differentiation of process of how to develop a search plan requiring the gathering of information and creation of a report or product.

I think Lydia makes a good point about content searches and the use of the inquiry method being around for a while now. The point I seemed to glean from the article was that technology should make these more inviting for teachers because information is more accessible. I am wondering when the time will come when technology will truly impact the traditional curriculum in schools - the one where there is a set body of knowledge that every student must know. I often think it is much more important to know what to do with the technology we have, and how to adapt to the constantly changing landscape of each new generation and version of everything we have just gotten used to!

I've had a chance to explore the site www.everythingdi.net mentioned and there are some good links for sites with educational games and activities. Also, I agree that technology can be a tool promotes active learning, self expression, creativity, reading and writing and ownership. There is a math AIS teacher in my school that was allowing students to pick a topic to research (and then somehow incorporating math) and everyone in the class kept commenting that they had never seen this one particular student write before. Ofcourse it started as a joke, but there was indeed some truth to what they were saying. This student finally "woke up" when she introduced this project where they were able to chose the topic and could use technology to research their topic.

During Karen's workshop this past weekend (50 ways to tell your story using web 2.0 tools), we were given the task of creating a story and then exploring the various web 2.0 tools to outline and tell the story. We picked the topic of our story and then picked the tools we wanted to use. It was fun, interesting and a good learning experience. I think even a lesson like that would be a fun one for my students and it could easily be related to a health topic (which is what I teach).

It didn't dawn on me until today but when I was in high school we had a senior project and the basic premise of the project is similar in theory to the I-search. We were given very little direction and no constraints other than a minimum time limit. If my memory serves me correctly, we had most of the year to complete this project on whatever we wanted, however we wanted to do it. My friend Jen and I decided that we wanted to research miracles in different religions. We interviewed people watched movies and conducted Internet research (Keep in mind that I graduated High School in '01). Our final product was a PowerPoint Presentation.
I loved doing this project and I think that the incorporation of a similar project in a curriculum is a great idea; however, one thing that I noticed was that for the most part the majority of us did not know how to go about this research. Fast forward seven years . . . the students today have even less of a direction since so many of their sources are web based. I think that in order for I-searches to work effectively, they have to be gradually introduced into the school system in the younger grades. That way when they are older they have the resources in their "toolboxes" to complete this type of project.

Edited by author 03-05-2008 01:34 PM
Having read the article and reviewed many of the postings, I think that the article was too vague being that it is based on a known basic understanding that knowledge can best be acquired through hands-on, real world applications. It would be wonderful to be able to teach without walls and take the students everywhere to learn. However, the reality is that the school system cannot allow teachers to do this. Imagine the legal repercussions of such an experience. A wonderful idea is that technology can break down those walls and allow instructors AND educators to make the learning more meaningful. NEVERTHELESS, when will the school leaders get "on board" and afford instructors AND educators the time and resources to learn and utilize technology in the classroom?

I have researched the site the article's author recommends and I do think there are lots of resources for teachers. I also reread the article several times and I find myself asking how is this different from Inquiry studies or self-chosen thematic studies which we use often in elementary school in the same way. Since I am a novice in technology, it seems like the content research has always been used in good classrooms as well as inquiry studies, but the I-search method seems to imply the student does his or her own research using technology. I don't mean to oversimplify, but I just don't see what is novel about this approach. What is everyone else thinking?

I definitely agree with this article, if you want to call it that. It goes for anything and everything. If you are interested in something you are going to be actively involved. I have a senior math class which isn't on a strict curriculum. We have time to do projects and really look into different areas. One project we did students were asked to figure out different aspects of Pascal's Triangle and then present it to the class in a unique way. Many students were into it because we were in the computer lab for a couple of days researching and it wasnt me talking and them listening. There were of course those students who still complained about it and didn't enjoy it to go along with what Jarrod said.

Jarrod, I am so curious about what you mean when you say "I am an instructor not a teacher..." What is it you do exactly? My hope is that whoever - or is it whomever :-) you are instructing and whatever you are instructing them in, that you are not relying on self interest alone. You must be finding some way to make what you do interesting and engaging.
You asked a really good question - how to capture the interest of the reluctant student? As teachers we all deal with this type of student every day, so an I-search is no different. I would suggest that the key to this student is 'choice'. If the topic is chosen, find ways to manipulate interest through product or presentation. Teachers have to be masters of motivation.
I also tend to agree that we have to be careful about what we ask students to do at home when it comes to technology. We can't assume that all of our students have the resources necessary to complete these assignments at home.

George makes a great point by stating that the skills the students are learning as a result of using I-Search is one that is essential to the students future success in all aspects of life. As teachers, it is crucial to cover the material in the curriculum but remember that you should incorporate the tools and the practice of skills that will maximize student success. Implementing lessons, activities, projects, etc. that are differentiated are going to cater to the students interests and needs and extend the learning opportunities. Utilizing an I-Search lesson in your subject area provides the student with a multitude of opportunities to learn and apply skills that can be applied to other subject areas as well as in their personal lives.

In response to Jarrod, when students are not interested in the subject matter or topic at hand I would present the information in a real world situation that involves something that is meaningful to that individual student. I usually get information from the student with regards to their interests, hobbies, sport interests, etc. by giving the students a survey at the beginning of the school year.

What I liked about this article and the use of I-Searches and KWL chart is that these are skills that the students will learn that will help them throughout their life. Once these research skills have been developed our children can gather information on any topic or issue that concerns them. They will not be limited to just their peers or a particular teacher or administration's point of view. By exposing them to this process in the elementary grades their expertise should be finely evolved by high school. I-Search and KWL charts should enable our students to be informed consumers, voters, workers and citizens of this 21st century world.