DEC Scan Journal : February 2011
Scan Vol 30 No 1 February 2011 31 using feedback from them to tailor individual and group interventions. This was the essence of the work the teachers and teacher librarían did on this project, providing feedback in person, and on the wiki, using the comment function. 3. What have you learnt from this Guided Inquiry? This question was administered in Reflection sheet 4, at the end of the task. We used the same information skills headings as in What did you find difficult? so that we could make some conclusions about what they learnt relating to what they found difficult. 4. Describe your feelings as you progressed through the stages of the Information search process -- initiation, selection, formulation/ exploration, collection and presentation. Lastly, we gathered their reflections on the Information search process. These are analysed below, showing casebook links, particularly with the dip in the formulation stage, expressed by many students. At the introduction of this unit, students were taken through the ISP, using The research river PowerPoint as an analogy, and so many students couched their reflections using this analogy. To reiterate, our Year 11 task is a good example of the twin uses of GI scaffolding, particularly reflection sheets. The reflection sheets were central to student inquiry proceeding, providing a feedback mechanism between teachers, teacher librarians and students. They also provided analysable data about student growth to deep knowledge, to what they find difficult, to what they learnt, and to the intrinsic nature of the Information search process to Guided Inquiry. The participants Fifteen Year 11 students at Loreto Kirribilli, Sydney. Loreto Kirribilli is an Independent Catholic day school with an enrolment of approximately 1040 girls from Kindergarten to Year 12. Data collection We gathered data at three stages of the ISP • initiation • formulation • presentation. Question 1: What do you know about your topic? This was the question which analysed changes in student knowledge by coding student responses according to whether they were facts, explanations or conclusions. We collected data at initiation, formulation and presenta- tion (essay itself). Analysis For all students, there were high levels of facts at all stages of the project, an increasing number of explanations, reaching a peak in the essay; no conclusions in early stages, very small number mid stage, and an impressive 100 conclusions drawn from all essays. Analysis: All students in the top range had a large number of explanations, as well as a substantial number of conclusions, showing high levels of synthesis. Students who achieved most highly also show a clear link between high achievement in process and high achievement in product. Findings The reflection sheets were central to student inquiry proceeding, providing a feedback mechanism between teachers, teacher librarians and students.