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First Day Detectives: Document-Based Inquiry

When I first started teaching, I would be hoarse after the first few days of school. I spent so much time talking about myself, talking about the rules, talking about procedures. I hate to think of all those sleepy-eyed kids who were trying in earnest to listen. They had to be so bored out of their gourds.

But at the same time, there is so much information to relay during the first days of school. Every year I try to rethink how I can best deliver that information. One of the questions I try to ask myself is, "How can I talk less?"

Document-based inquiry (DBI) was an epiphany for me. The first time I encountered DBI was when I was searching for a new way to introduce a novel. Some novels have a lot of cultural and historical context for students to discover, and I found DBI an intriguing way to do that. 

What is DBI? My friend, Dennis, further introduced me to this strategy when he demonstrated it at the Boise State Writing Project. DBI starts with an essential question, then turns into an investigation where students use source material to discover the answer. The source material can be texts, video clips, photos, music, or any item that would help students discover the answer to the essential question. DBI is a great way to help students practice inference in a way that piques their curiosity. 

I suddenly realized that DBI would be a great way to get all that information across in the first days. I also thought it would get my students thinking critically on day one. So, sometime during the first week, I hand students envelopes with pictures of me, my family, the classroom, and former students. I also print out parts of the syllabus, procedures, and former student work samples. There's also a video of a classroom activity from the previous year. Our essential questions are, "Who is Mrs. Williams?" and "What is this class going to be like?" As they look at all these documents in small groups, they record "I wonder" and "I think" statements. 

At the end, they synthesize the information by answering questions that require them to use the evidence. For example, one of the questions is "Based on the evidence, what do you think this class will be like? Name the specific piece[s] of evidence that made you decide that." As a teacher, it is beyond fascinating to hear how they interpret the evidence. You get to hear their preconceived notions, but also their hopes about school. I also get to walk the room and get to know students through observing how they collaborate and think through the activity.

When they are done, they share out their inferences, predictions, and questions, and I spend some time clarifying their misinterpretations or praising their correct deductions. This year, I'm looking for more opportunities to use DBI. There are so many possibilities in all content areas.

Below, you will find the document students use to record their thinking for our DBI. You will also see some examples of the types of evidence the students get to see. Finally, check out the Idaho Coaching Network for more information on DBI and see some exemplary lessons from Idaho teachers. 


Sample pieces of evidence


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