Stage 3: Doing and making
This is where students research, design and construct in order to make a contribution in their chosen enquiry. It’s usually the longest stage of an enquiry project.
Teachers need to provide structure and support for students at this stage. The range of tasks and volume of work involved may be daunting, and the teacher can help students develop a plan so that the research is divided into manageable steps.
There is also a risk of students losing momentum if they don’t have enough support for their projects, so it’s important to encourage students to manage their time, review the resources available to them and monitor their own progress.
Valuing school work
It can help to talk to students about the value of what they are doing, and why it matters. School work is often about passing exams – Enquiring Minds encourages students to understand that their own interests and the research they do is of value. The teacher may need to encourage students to be ambitious in what they hope their work can achieve.
Some of the things teachers and students might do at this stage
- consult with others – talk to peers, parents, teachers or experts, conducting surveys/interviews, or requesting information
- keep a log of findings, collating the knowledge and understanding being acquired or constructed
- try things out for real, prototyping, iterative design, scientific experimentation
- identify a plan for action, or the format/audience for output (video, pamphlet, report) etc
- search different sources for evidence - books, the internet, TV programmes, videos, radio broadcasts
- work together and collaborate on each others’ projects
- reflect on progress and planning next stage.
Next stage: Communicating, presenting and evaluating