The Spirals Of Inquiry is an Inquiry model out of British Columbia, stemming from the work of Judy Halbert and Linda Kaser. The model has us ask questions as a learning community to uncover what is really going on for our students in our classrooms, to structure professional learning around what will make a difference for our students, to take informed action, and then to measure if it made enough of a difference. The Spirals allow for constant checking and re-checking over time. By having our students at the center of our school's Inquiry, and by collaboratively tailoring learning and actions to improve their learning experience, our school will dynamically improve over time in a living, and breathing reflection of our school's learning journey.
Inquiry consists of six phases, which, it is important to note, are not linear in nature. That is, work can be done simultaneously in different domains at once. For example, at Chute Lake Elementary School, work is being done on multiple occasions, by various collaborative groups in the focusing and hunching phases as we continued to narrow down and refine our work. Inquiry is also cyclical in nature. We constantly strive to understand our learners and how we can improve in our design of vibrant learning environments.