Stripling Model of Inquiry

Sally Severton, Kristin White and Laura Ackerson

“Effective schools understand the profound difference

between simply covering the curriculum and teaching for

understanding” (Harada and Yoshina 4)

Why?

Continuity  According to Wallace and Husid, “Adoption of a specific

research model by a school, district, or state might increase students’ facility, enhance critical thinking skills, and enable independent, lifelong learning” (45).

Flexibility

Confidence

Higher-order Thinking Skills “Information seeking processes (research models)

involve higher-order thinking skills” (Wallace & Husid 38).

Stripling Model of Inquiry

Why this model?

Students develop a variety of different competencies in addition to increasing knowledge.

“infused with literacy and critical thinking” (Ekdahl).

Students are engaged.

Easily understood and adapted through all grades

Used independently or collaboratively.

Universal application

Research says…

Implementation Plan

September: Introduce to staff; work with one or two classroom

teachers to start implementation; be available at staff meetings to talk about

implementation process, progress, and answer any questions

October: present update at first teacher in-service day: overview of the model

November through April add one or two more classes to use the model of inquiry;

start feedback process

Implementation Plan

May: Survey (model and implementation) Use survey results to develop in-service for June

June: Final in-service based on survey results Open discussion with teachers on the model and

implementation. Work on improving lesson plans, curriculum maps,

etc.

Works Cited

Works Cited (continued)