Hero Image

Inquiry as the Primary Mode of Learing

Elements

Creating Culture and Support for Excellence for All

Inquiry as the Primary Mode of Learning

Practice of Constitutional Democracy and Student Agency

Assess, Reflect, Improve

Stakeholders

Student Engagement

Educator Actions

School Leadership Actions

Community, Family, and Caregiver Engagement

Inquiry as the Primary Mode of Learning

“The practice of democracy is not passed down through the gene pool,” Justice Sandra Day O’Connor once stated. “It must be taught and learned by each new generation.”  Illinois Democracy Schools activate students’ voice, curiosity and lived experiences in civic inquiry across the disciplines to prepare students with the knowledge, skills, and dispositions for effective civic engagement.

 

IDS Values Educator Actions School Leadership Actions Student Engagement School Engagement with Families & Community
Civic Inquiry 2TAa. DESIGN and SCAFFOLD opportunities for students to engage in civic inquiry aligned to content standards and course mandates, differentiating and scaffolding instruction to ensure accessibility and rigor for all learners that may include language and cognitive support.

 

 2SLAa. OFFER evidence-based instructional training and mentoring to all teachers and educational support staff to support students in civic inquiry school wide aligned to content standards and course mandates. 2SEa. DEVELOP written and oral argumentation skills and an ability to use evidence to support claims throughout the inqiury process. 1EFCa. MODEL lifelong learning and critical thinking using assets available in the community to support civic inquiry and engagement (i.e. local library, historical sites, cultural festivals, etc.)
Media Literacy 2TAb. WEAVEand MODEL media literacy throughout the curriculum to help students be wise producers and consumers of information in and out of the classroom. 2SLAb. PROVIDE professional development to create common language, and practices to facilitate digital citizenship and media literacy throughout the district K-12.

 

 2SEb. ASK questions and apply media literacy skills during analysis and investigation of content and sources. 1EFCb. ENCOURAGE media literacy in the consumption and creators of media to enhance civic learning and engagement.
Inclusive Inquiry Practices 2TAc. EMBRACE students’ lived experience and background as a critical starting point for inclusive instruction aligned to course mandates and participation in extracurricular activities, centering student voice in asking questions to guide instruction and coaching.

 

 2SLAc. ALIGN civic inquiry experiences school wide K-12 to help students develop the knowledge, skills and dispositions necessary for citizenship and civic engagement in a diverse society. 2SEc. LISTEN and SEEK to understand the perspectives of others as part of making an informed decision; being open to revise and/or strengthen one’s initial stand given new information. 1EFCc. DEVELOP/PROVIDE curriculum-connected tools, discussion-prompts, and guides that students can use with their caregivers and families to gain deeper understanding of their own values, backgrounds, and identities in a diverse society.
Collaboration 2TAd. EMBED student reflection throughout the inqury process in order to collaborate with students on how to build upon successes and address challenges. 2SLAd. PROVIDE time for all staff to collaborate to enhance civic interactions with students in organizational policies and practices. 2SEd. PARTICIPATE in conversations in and out of classrooms to solve challenges through productive disagreements, constructive compromise, and conflict-resolution.

 

 1EFCd. ENGAGE local businesses, community organizations and institutions with opportunities to collaborate with the school and support civic learning for ALL students in and outside of school.
Diverse Voices and Perspectives 2TAe. INCORPORATE opportunities to analyze diverse forms of evidence and perspectives, including images, art, media as well as texts. 2SLAe. STRIVE to understand the process of civic learning across disciplines and through extra curricular activities, and advocate for multidisciplinary and collaborative civic teaching and learning. 2SEe. DEVELOP AND EXERCISE voice and choice in the classroom practices and extra curricular activities to create and implement norms for individual tasks and collaborative work with peers. 1EFCe. INCLUDE a variety of perspectives and experiences when in dialogue with and making decisions on behalf of the community and familty stakeholders.

 

Glossary of Terms
  • Citizen: A person who belongs to a particular country and has certain rights and responsibilities.
  • Citizenship: The legal status of being a citizen, with its associated rights (voting) and responsibilities (paying taxes).
  • Civic Competencies: The skills and knowledge you need to be an active and informed citizen. This includes things like critical thinking, communication, and problem-solving.
  • Civic Engagement: Taking part in your community and government. This can involve things like voting, volunteering, attending meetings, being a good neightor, or  starting your own initiative.
  • Civic Inquiry Experiences: Learning activities that encourage you to ask questions, research, and analyze issues that affect your community.
  • Collaborate: Working together with others to achieve a common goal.
  • Conflict Resolution: Finding a peaceful way to settle disagreements.
  • Dialogue: A two-way conversation where everyone has a chance to be heard.
  • Digital citizenship: the ability to navigate our digital environments in a way that’s safe and responsible and to actively and respectfully engage in these spaces. Media Smarts
  • Dispositions: Your attitudes, behaviors, and habits related to civic life. For example, a disposition towards civic engagement would be a willingness to volunteer or participate in local government.
  • Extracurricular Activities: Activities outside of regular classes that allow one to pursue a special interest, meet new people, and develop a new skill set. 
  • Inquiry Learning: Learning by asking questions, researching, and analyzing information.
  • Media Literacy: The ability to critically evaluate information you see and hear in the media.
  • Media Literacy Creators (or Producers): People who create media content.
  • Norms for Individual Tasks: These are the unwritten rules or expectations for how to complete specific tasks or behave in certain situations. For example, the norm for taking a test might be to work quietly and independently.
  • Productive Disagreements: Disagreements where people listen to each other, focus on the issue, and work towards finding a solution that considers all viewpoints.
  • Student Voice: Giving students opportunities to express their ideas, opinions, and concerns about their world.
  • Wise Producers and Consumers: People who create and consume media responsibly, with an awareness of potential biases and the impact of their choices.
Examples of Element in Practice
  • DuQuoin High School has embraced the opportunity to have students listen and seek to understand the perspectives of others and address a global issue by making connections across the curriculum. In English II, students read a fictional book entitled Sold by Patricia McCormick; this book exposes the truth about human trafficking. Students are drawn to the story about 13-year-old Lakshmi who is from a very impoverished village in Nepal and becomes a victim of human trafficking, due to her family’s poverty. Students then read other texts that offer diverse perspectives on this current social issue. After this introductory experience in English II,  the topic is then explored  in other classes. They read nonfiction articles discussing the different types of trafficking that happen all over the world, including the United States. Students read articles about bonded labor, child labor, domestic servitude, forced labor, forced marriage, and sex trafficking. Each article includes a real story of a person who was forced into that particular form of slavery, and how they eventually escaped. In the Current Events course, students analyze this as a contemporary issue, and look for solutions to this problem. Spanish classes also explore this issue as a regional problem that plagues several countries in central and South America. This experience is made even richer by engaging community organizations to collaborate with the school to support civic learning for all students by arranging for two guest speakers. The first is from Bangladesh, who challenges students to explore the connection between culture and human trafficking. The second speaker works for the International Justice Mission and discusses the efforts of the International Justice Mission to end slavery across the globe. This has resulted in much student interest in taking action to alleviate this appalling world problem. ( 2SEc, 2EFCd)
  • Shawnee High School’s project on addiction education engages local businesses, community organizations and institutions with opportunities to collaborate with the school and support civic learning for ALL students in and outside of school.  It is  a joint effort with a range of disciplines and takeholders. The school  partnered with local addiction support organizations and professionals who can bring expertise in addiction treatment and recovery. School counselors, social workers, and educators from diverse disciplines  contribute their perspectives to shape curriculum. The project encourages involvement from parents and the broader community through awareness campaigns and community engagement events. By involving a variety of disciplines and stakeholders, Shawnee aims to create a comprehensive, holistic approach to addiction education that benefits from a wide range of perspectives and expertise, ensuring a more effective and well-rounded program. (1EFCd, 2EFCd)
Resources

For resources to support your use of this proven practice of civic education, visit The Illinois Civics Hub Direct Instruction on Democratic Institutions Toolkit.