Defining+Terms


 * Vocabulary for Research Paper**
 * Attitude**


 * Knowledge**

Getting a student to inquire about something is somewhat of an art form. For my students, it is not something they do naturally. Some more than others, can question the world around them in a manner that is conducive to independent learning. Therefore, coming up with essential questions for them to think about is more meaningful than simply teaching them facts. Most of the time spent with this group of students was on a process called the Logic Cycle. Helping them understand how a logical process worked and how to think through the Deductive and Inductive parts of the process was one of our goals for the year. From Theory, to Hypothesis, to Experimentation, and conceptual understandings, we framed everything we did knowing that this type of experience would help students continue to inquire about other instances after they left the classroom. My personal belief is that this was more purposeful than any "fact" I could have taught them, because retention is not what these students are best at, they remember processes, and the process of learning to be a good inquirer was the best thing that could ever happen to them. Much like our project team focuses on teaching the process and the skills to be successful in the field of energy, and circuitry for that matter, giving emphasis on skills required to learn and inquire is the most important piece of the continued education puzzle.
 * Inquiry-Based Learning**

Can engagement be defined as student interest in learning? Students must be connected to the learning opportunities provided in order to see an increase in engagement with content. Was there a difference in student attitude toward the opportunities provided by their participation in the Sonlig curriculum and other learning opportunities in the classroom? Do we have any evidence of success with respect to engagement of students? How is engagement related to motivation? Is documentation of the student who wanted to take what they had learned in the Sonlig curriculum and apply the knowledge learned to another class an indication of student engagement with our material? What choices did students make about the projects they were going to complete and does this indicate a level of engagement with the material? i.e. were there any students that chose to work outside of their comfort zone, push themselves further to explore something new in comparison to how they generally choose assignments?
 * Engagement**

"student engagement is not a policy to be implemented but rather a culture to be created" [|Leading for Engagement] p. 56

"Though a clear and consistent definition does not exist in the research literature, student engagement is most cogently thought of as a complex construct comprised of multiple dimensions (Fredricks, Blumenfeld, & Paris, 2004). Engagement can best be understood as a relationship: between the student and school community, the student and school adults, the student and peers, the student and instruction, and the student and curriculum." [|2009 HESSE Report] p.1

These three areas are worthwhile to discuss as it relates to our research with these students. The introductory curriculum to the Sonlig Project has very loose requirements for the first project. These requirements are loose for the specific reason of creating a "Challenge" for students, rather than a "Project" that has specific outcomes. The line between Project and Challenge, is drawn where you start to define outcomes of students' work. Some students like to have examples of what they should be getting out of the project, while others enjoy the freedom of being able to go anywhere and do anything with their challenge. Much like the global program at the University of Michigan Flint, our Sonlig Science Curriculum introduces students to guidelines, and expectations for collaboration (ENGAGE), and appropriateness to global connections. While the students were given an opportunity to create anything they wanted, they will still be held to these types of expectations going forward throughout the challenge based learning experience. The goal is to NOT allow students to have a preconceived notion as to what the end result of their project will be. It is in the beauty of not knowing that can take your ideas anywhere.
 * Inquiry Based Learning /** **Project Based Learning / Challenge Based Learning**


 * Challenge Based Learning**


 * Active Learning**


 * Experiential Learning**

Students challenged to perform, receive regular feedback about progress, engaged in a meaningful learning experience that has applications to the real world
 * Purposeful**


 * Collaboration/collaborative development**



Inquiry as it relates to the **classroom**

Inquiry as it relates to our **group**