The Stripling Model of Inquiry
by Jay Harlan
Stripling Method of Inquiry
The method was developed by Barbara Stripling. She is a library professor and past president of the American Library Association.
Why inquiry in general?
Stripling believes, “Inquiry is a process of active learning that is driven by questioning and critical thinking.”
Stripling also believes primary sources should be used for this because they are very engaging.
The Stripling Model
The Stripling Inquiry Model has six phases, but they are not linear. They are labeled as recursive (meaning that the learner can go back to previous steps when needed to ask additional questions or organize information. The steps are: connect, wonder, investigate, construct, express, and reflect.
Harriet Tubman Lesson Plan
This lesson plan has a specific section (section three) that implements the Stripling Model. The task of the students is to be able to identify the contributions of Harriet Tubman and other African Americans have to history by creating a tribute poster for Harriet Tubman, writing a paper about how Harriet helped you as a slave on your journey, or writing a journal entry of a day trying to escape the south. The plan can be found here: http://www.calu.edu/business-community/teaching-primary-sources/Teacher-Products/grades-4-6/_files/Harriet-Tubman.pdf
Circle of Life Lesson Plan
This lesson plan is about the life cycle of a butterfly. It has the same parts as the first lesson plan, but they are not as clearly labeled. The plan can be found here: http://wveis.k12.wv.us/teach21/public/iblp/GuideV.cfm?rtype=SSLP&tsele1=3&tsele2=102&upid=3763
Connect: The connect section is in the engagement area of the lesson plan when it discusses prior knowledge.
Wonder: In this lesson plan the wonder step is actually before the connect step, or maybe more simultaneously. It is when the students look at the cover of the book and make predictions.
Investigate: The students will be in groups of four when the inquiry materials (models of butterflies and caterpillars) are passed out to be touched and talked about.
Construct: Students will take a white piece of paper and fold it into four equal squares. If students don’t naturally state through conversation why we have folded our paper into four squares, then you need to prompt them. Students will then take a black crayon and illustrate the butterfly life cycle in each section of the folded white paper. Once students have drawn the four parts of life cycles give them the water colors to complete the assessment. Instruct the students to use recorded vocabulary words to label all the stages of the life cycle. You will be focusing on the sequence of life cycle pictures and usage and labeling of vocabulary words. Use the attached Assessment Rubric.
Express: Acknowledge conversation that correctly makes connections to materials. Acknowledge correct connections by sharing with the entire class. Vocabulary development is essential throughout the lesson. As the investigation is underway the teacher will list words on a flip chart or word wall that can continuously be referred to. Teacher will write stated vocabulary words that are not stated during class investigation. Have students record the words and definitions in there science journal. Make sure to teach that stage three is a chrysalis NOT a cocoon. Instruct the students that a butterfly larva becomes a chrysalis and that a moth has a cocoon. Discuss there are many living objects go through a life cycle, not just insects. Guide student connections that we as humans have a life cycle.
Reflect: There were four different options for reflecting in the lesson plan.