Group+Definition+and+Rubric

**Group Inquiry Definition**  Inquiry learning is a type of learning that allows students to gain knowledge by developing the skills to question, research, evaluate, and draw conclusions about information in a variety of areas that peek the child’s curiosity and interest. Inquiry learning differs from other types of learning in that it focuses less on the mastery of content and more on the development of hands-on, minds-on knowledge. The five basic criteria of inquiry learning are: no one right answer, students take ownership and responsibility for their learning, questions (who, what, where, why, and when) are asked and answered by students to further learning, primary and secondary sources are used for research, evaluation of evidence results in educated predictions, and prior knowledge is used as evidence to draw conclusions. Inquiry learning differs from scrutiny and review in that during inquiry a person questions why something is the way it is where as scrutiny and reviews are simply careful observations or studies.  
 * Revised Rubric**


 *  || **Not Evident**
 * 1** || **Partial**
 * 2** || **Exemplary**
 * 3** || **Score** ||
 * No one right answer || Only one answer is given as the activity solution || Several answers are given as the activity solution || There is no restriction on the number of answers as the activity solution ||  ||
 * Students take ownership and responsibility for their learning || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students take no ownership and responsibility for their learning || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students take some ownership and responsibility for their learning || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students take full ownership and responsibility for their learning || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Questions (Who, What Where, Why, and When) are asked and answered by students to further learning || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">One to two questions are asked and answered by students to further learning || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Two to three questions are asked and answered by students to further learning || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Four or more questions are asked and answered by students to further learning || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Primary and Secondary sources are used for research || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Zero to two primary and secondary sources are used || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Three to five primary and secondary sources are used || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Six or more primary and secondary sources are used || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Evaluation of evidence results in educated predictions || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ evaluation of evidence leads to no prediction || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ evaluation of evidence leads to a limited prediction || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ evaluation of evidence leads to a complete and valid conclusion || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Prior knowledge is used as evidence to draw conclusions || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ list zero to two facts of prior knowledge as evidence to draw a conclusion || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ list three to five facts of prior knowledge as evidence to draw a conclusion || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: center;">Students’ list six or more facts of prior knowledge as evidence to draw a conclusion || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||