Previous GID posts: #1, #2
As part of our decision-making process for choosing Guided Inquiry (GI), the three librarians (ES, MS, HS) scheduled weekly meetings to read/discuss both of the Guided Inquiry Design books. (If you can only buy one, definitely get the Framework one. It's practical, rather than theoretical.)
Aside from nuts and bolts of the process, much of our discussion focused around how the model fit with IB philosophy, the Learner Profile, and our individual sections. It really is a natural for the PYP (elementary), which is very inquiry focused and collaborative, both with students and teachers. It's still a good fit for MYP (6-10), though as the grades increase, I predict more of a struggle as classes become more content-driven, especially in the DP (11-12).
A big part of GI is research centered on student interests. Many of the "research" based learning at our school is short-term, product oriented, and teachers don't want to spend the time this kind of process takes. And I do get that--not all research needs to be heavy-duty and pull-out-the-stops. Thus, my goals for our pilot program this year:
With our pilot classes, identify which units benefit best from deep, sustained research.
The team then assesses and redesigns those units (as needed).
The team and students document and evaluate the process (I'll have a dedicated post on that later), gathering qualitative and quantitative data.
Once we'd finished reading/discussing, we felt we still needed a deeper understanding, so we broke up the various steps, and each of us gave a presentation summarizing how it all fit together.
That helped, but I felt I still needed a "big picture" flowchart of how the affective, cognitive and behavioral strands fit together for students and teachers, so I created the chart below (click to enlarge), which is by no means all inclusive, but gives a general "at a glance" idea of how the process works and what goes on when. This is obviously more for teachers than students, and I don't like how each strand is separate--maybe some arrows to indicate the recursive nature?