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Inquiry Based Learning Evaluation Essay

Introduction, the importance of inquiry based learning strategies, stages for the inquiry based learning process, reference list.

To understand the relevant use of inquiry based learning strategies while the real classroom lesson, the main idea of the theory should be considered. According to Alvarado and Herr (2003), inquiry based learning strategy is a process “initiated by either teacher or students, in which students investigate central, essential questions while their teacher guides them through this process” (p. xiv).

The main idea of the lessons under discussion is to help students understand what types of energy exist and according to which ways this energy can be produced, used, stored, or transported.

Dwelling upon inquiry based learning strategies, it should be mentioned that it cannot be used during any lesson. One should clearly understand the purpose of the lesson and consider whether the inquiry based learning is appropriate there or not.

Collaborative inquiry learning is extremely important as it helps students understand that science is not just memorizing of formulae and writing lengthy numbers in the results of the experiments, but it is also an interesting world of research, applying knowledge into practice, following the process of the exploration and obtaining expected and unexpected results.

Considering one of the main purposes of the education in the USA, it is aimed at putting “strong emphasis on activities that investigate and analyse science questions” (Bell, Urhahne, Schanze, & Ploetzner, 2010, p. 350). The activities under discussion are aimed at conducting research, observing specific natural phenomena and making students interested in the research via the life and activities they are able to involve.

To provide a thorough and detailed feedback about the inquiry based learning strategies used in the activities under discussion, the lesson topics and steps should be analysed in detail. The best scheme for implementing inquiry based learning process in classroom is as follows, (1) statement of a focus question, (2) generating hypotheses, (3) experimentation steps, (4) reporting results (MaST Community Charter School, 2010).

These steps are basic and should be clearly identified while designing inquiry based learning. The next step of this discussion should be referred strictly to the discussion of the classroom activities devoted to Energy and planned by Amna and Emma as the sequence used with a stage three, year six class.

Stages for the inquiry based learning process used in the lesson plan

The first lesson is based on pulse rates. Students are encouraged to make predictions about the dependence of their pulse rate from their condition, test their pulse rates in different conditions, record the results in the science journal and draw conclusions. It is important to highlight that the focus question is absent.

The lesson plan does not encourage students for thinking about the lesson outcomes and does not inspire them for generating their hypotheses. However, the prediction stage and reasoning is present. After the background information, students are involved in the experiment activity and recording the results.

In general, the lesson is planned according to the requirements for the inquiry based learning process. The second lesson comprises three different experiments. The first one is devoted to consideration of the transferring of the energy by bouncing balls of different sizes, the second one is based on testing bouncing height, and the third one is dedicated to such bounce factors as surface.

Having explored the states of the lesson, we concluded that each experiment should utilise four steps mentioned above. The first experiment does not contain a focus question, however, students are asked to make predictions and reason them. Next, the experiment steps are stated and students are presupposed to draw conclusions.

The sequence of the steps in the second experiment is worse as neither there is a focus question, nor students are encouraged to make predictions. They are immediately referred to the experiment steps and are asked about the results of the research. The sequence of the third experiment is ideal.

Students are offered a focus question, then they are encouraged to make generate hypothesis with reasoning their ideas, next, they are encouraged to conduct an experiment and finally they are asked to report results. The third lesson also follows the steps necessary for perfect inquiry based learning process.

Shedding light on the fourth lesson, students are not offered a focus question, they are not encouraged to generate their hypothesis, they are just asked to shift to the experiment procedure. The results reporting stage is present. Finally, students are encouraged to hand in the journal where they had to note the results of their experiments.

Even though the model we have stated above is one of the inquiry based learning process models which may be used, it is possible to conclude that the lessons under discussion do not perfectly fit the model and miss a number of important stages. Lack of those stages may lead to students misunderstanding of the main idea of the experiment and their dissatisfaction with the process.

General feedback about the planned lessons

The main idea of the lessons is clearly stated. Students are aimed at learning the definition of energy, considering its production, utilisation, storage and transformation. Even though the topics considered while the lessons are different (pulse, balls, fruit battery, insulators and conductors), they are focused on one problem, energy.

The sequence of the lessons helps students understand what energy is, everywhere it can be produced, what objects can be used for producing energy, and how it can be stored. Students also get to know that their body can produce energy and that it is possible to create energy by means of fruits. Using the objects students know and consume every day is going to encourage them for studying science.

The teacher plans to provide students with a template of a scientific report that is extremely useful. Having a template before eyes, students can understand the steps for learning and the outcomes of those steps better. Furthermore, a teacher uses the journal as a tool for assessing students’ knowledge.

This method is useful for both, students and teachers. Students can always refer to the results obtained during the previous experiment while teachers can follow students’ progress and assess their efforts. Alvarado and Herr (2003) agree that the use of the journal as assessing tool in the based learning process is an ideas decision.

Students are predicted to fill out their observations in the journal, their opinion about individual and group work, their activities and the results of the experiment. The use of the journals helps students not just participate in the experiments, but also draw conclusions and think about the outcomes.

The lesson plan under discussion points to large theme, ‘energy’. Then, the plan stresses on the specific topics which are going to be considered within large problem. The sequence of the lessons’ topics fits the objective teachers want to achieve. Students are interested in the problem and try to be involved in the research idea on the first lesson.

The second lessons shed light on the fact that the objects which surround students produce energy while performing simple actions, usual for them. The third lesson involved unusual objects for producing energy. The fourth lesson seems to be the most important as it contains more technological definitions and terms students should memorise, but the previous methods help students perceive this information as a game.

Therefore, students should not have troubles with memorising things. Students are asked many questions before the experiment, during it and after. These questions inspire students for research, students are interested in the results, however, some lessons are not supported with focus questions and are not asked to make predictions, When students predict the results, they are interesting in getting to know whether their predictions are confirmed or not.

The main purpose of the sequence under discussion is to develop students’ critical thinking and report-writing skills. However, we would like to offer to point to the main idea of the web link at the end of the fourth lesson. In addition, Bell, Urhahne, Schanze, and Ploetzner (2010) agree that computer tools are extremely important at each stage of inquiry based learning process. The authors stress on two main advantages of computer tools.

First, students focus on higher characteristic of inquiry based learning process. Second, students can control computer system. Personal web search can be used as additional tool in the lesson plan under discussion. The very nature of the lessons is to help students collaborate while conducting experiments.

The experiments involved in the lessons are of the nature which presupposes individual research, but the discussion of the results should be implemented in a group. Therefore, group learning is the main mechanism in organising a working process at class. Students will have an opportunity to work in groups comparing and contrasting the results they have managed to obtain while pulse rate measurement, balls bounce testing, fruit battery making and comparing and contrasting insulators and conductors.

Journal filling out should be an individual task as students are to highlight their individual results. The results of the task connected with making a fruit battery are going to be similar due to the specifics of the task.

In conclusion, a teacher is aware of the main principles and techniques of the inquiry based learning process, and he/she uses those while planning lessons. However, some steps are missed that may influence students’ understanding of the main idea of the lesson, the task instructions and spoil the satisfaction from the lesson in general.

The lesson plan should be reviewed accordingly and the focus questions inserted, where necessary. Even though the structure of the lesson plan coincides with the one necessary for inquiry based learning process, a teacher should review the main stages and make those clear and understandable. It is important to have a focus question, stage where students generate hypotheses, conduct experiments and report the results.

Alvarado, A. E., & Herr, P. R. (2003). Inquiry-based learning using everyday objects: hands-on instructional strategies that promote active learning in grades 3-8 . Thousand Oaks, CA: Corwin Press.

Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative Inquiry Learning: Models, tools, and challenges. International Journal of Science Education, 32 (3), 349-377.

MaST Community Charter School. (2010). Best practice in inquiry based science: Grade Two . Web.

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Bringing Inquiry-Based Learning Into Your Class

A four-step approach to using a powerful model that increases student agency in learning.

Adopting an inquiry-based learning (IBL) approach in my classroom has been the most meaningful change I have made in my teaching. The benefit of increased student agency in learning, the authentic connections we make to the world around us, and the 21st-century skills IBL nurtures are great reasons to explore how inquiry can enhance what you are doing in your classroom.

But with great opportunity come challenges all educators should consider before diving into inquiry. Perhaps one of the greatest mistakes the inquiry teacher can make is to give too much agency over learning to learners too soon. Many teachers get so inspired by the Free Inquiry process I share at conferences, as well as the demonstrations of learning students produce, that they have their students dive right into Free Inquiry when they make this powerful change in their teaching. In my experience, without scaffolding students will not feel as confident or supported through their inquiry journey.

The Types of Student Inquiry

The Types of Student Inquiry are a scaffolded approach to inquiry in the classroom, one that gradually increases student agency over learning while providing learners with the necessary skills, knowledge, and understanding to be successful in their inquiry.        

In the shallow end of the Types of Student Inquiry pool, Structured Inquiry gives the teacher control of the essential question, the starting point—for example, “What defines a culture?” or “What is the importance of the scientific method?” These questions are not answered in a single lesson and do not have a single answer, and, in fact, our understanding of an essential question may change over time as we research it. In Structured Inquiry, the teacher also controls specific learning activities, the resources students will use to create understanding, and the summative assessment learners will complete to demonstrate their understanding.

In Controlled Inquiry, the teacher provides several essential questions. Learners unpack several resources predetermined by the teacher to provide valuable context and rich meaning relative to the essential questions. All learners typically demonstrate their understanding using the same summative assessment.                  In Guided Inquiry, the teacher further empowers student agency by providing several essential questions, having the students select the resources they will use to research their answers, and allowing them to choose how they will demonstrate understanding. Student agency over learning comes through this selection of resources and the summative assessment.

And finally, in the deep end of the inquiry pool, Free Inquiry allows learners, with the support of the teacher, to construct their own essential question, research a wide array of resources, customize their learning activities, and design their own summative assessment to demonstrate their learning.

How Are the Types of Student Inquiry Helpful?

Inquiry is most successful when strongly scaffolded. The Types of Student Inquiry act as a scope and sequence to support learners in their journey toward Free Inquiry. In my classroom, we begin in a Structured Inquiry model, transition to a Controlled Inquiry unit, move on to Guided Inquiry, and if all goes well, conclude in Free Inquiry. These four types of inquiry make up our time together in the course.

This structure allows us to successfully address the curriculum and the “must know” content and skills of each discipline, grade level, and course. In the Structured, Controlled, and Guided units, I plan to achieve specific learning objectives and unpack particular resources in order to best prepare my learners for whatever summative assessment they will see at the end of our time together. Whether it’s a provincial, state, or governing body exam or the SAT, I ensure that this material is learned during the types of student inquiry I have more control over.

Students should feel connected to their learning, certain about how to plan their inquiry, and comfortable with its responsibility. The Types of Student Inquiry structure our coursework and learning in a gradual release of control model, one where students learn essential inquiry skills throughout the year rather than being thrown into the deep end of the inquiry pool right away.

Each of my students has a copy of the swimming pool illustration above, and it hangs on our classroom wall. It illustrates the gradual increase of student agency our inquiry journey will provide, the changing skill set the inquiry learner will gain, and the ever-transforming role of the teacher. It also allows me to speak to the questions, concerns, or anxieties students may encounter in their inquiry. The swimming pool analogy illustrates that we won’t go anywhere in the pool until the learner is prepared to do so and that I’m always there to provide support, whether it be in the pool or facilitating from the side.

How to Move Forward in Adopting Inquiry

First, look through the lens of your learners when considering how you want to shape your classroom. Keep them at the heart of your decisions. Think of them as you plan what inquiry will look like in your classroom, imagine how they will respond to the gradual increase in agency, and question how you can best meet their needs.

Second, think big and start small. Take some time to imagine the inquiry classroom you want in a few years and begin to plan to make this dream a reality. Start with a unit you love or that you’ve seen resonate with your learners. Revamp it to begin with an essential question and frame it in one of the Types of Student Inquiry. At the end, reflect with your learners on how it went.

And last, try to become comfortable with the mess of uncertainty. Even with the scaffolding of the Types of Student Inquiry and the many structures I have in place to support increasing student agency, inquiry doesn’t offer a clear destination. What essential questions learners ask, what resources they will unpack, and what new understandings they create are all initially unknown when we begin our inquiry journey. Be prepared for this and for your learners to need support in adopting inquiry as their own.

Explainer: what is inquiry-based learning and how does it help prepare children for the real world?

Associate Professor, Science Education, Monash University

Disclosure statement

Gillian Kidman does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Monash University provides funding as a founding partner of The Conversation AU.

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Inquiry-based learning emphasises a student’s role in the learning process and asks them to engage with an idea or topic in an active way, rather than by sitting and listening to a teacher. The overall goal of an inquiry-based approach is for students to make meaning of what they are learning about and to understand how a concept works in a real-world context.

The inquiry approach is sometimes known as project-based or experiential learning. To learn about a topic, students explore resources, ask questions and share ideas. The teacher helps students apply new concepts to different contexts, which allows them to discover knowledge for themselves by exploring, experiencing and discussing as they go.

Learning through inquiry can be done differently depending on the subject area and the age of the student. Inquiry-based teaching and learning practices feature in many classrooms across the world. Teachers are conducting lessons with an inquiry-based approach, or aspects of it, without realising it.

How does it actually work?

If you’ve read the Harry Potter books, or watched the movies, you may remember that, in “The Order of the Phoenix”, Harry’s class gets an unpopular Defence Against The Dark Arts teacher, Dolores Umbridge. Her teaching method is based on learning through textbooks and discipline.

Harry questions whether this type of learning will help young wizards and witches if they ever come across the dark lord, Voldemort. So Harry sets up his own classroom in secret, where the class practise spells and learn from each other. This is a good example of inquiry-based learning.

US philosopher and liberal education reformer John Dewey advocated learning through inquiry. His work to change pedagogical methods and curricula in 1916 was developed into classroom experiences in the 1930s . Although initially influencing schools in the United States, Dewey’s influence spread worldwide.

A key characteristic of inquiry is that it is externally and internally motivated, by the student . External motivation includes members in the team, the nature of the project and feedback from teachers. Intrinsic motivations include an eagerness to learn.

Although the inquiry is motivated by the student, it is guided by the teacher. A skilled inquiry teacher will vary their role along a continuum – from explicit instruction (where the teacher has clear goals as to what he or she will present to the students) to an inquiry approach that helps students control their learning.

Read more: Explainer: what is explicit instruction and how does it help children learn?

From primary to secondary

The primary school classroom offers rich inquiry opportunities as there is usually one teacher per class and s/he can use inquiry to link ideas and activities between learning areas. I observed a Year 1 classroom where the teacher and students were exploring nursery rhymes while developing early reading skills.

During the reading of Jack and Jill, a six-year-old boy asked: “What is the hill made out of?” The teacher built on this question to create an inquiry experience spanning five weeks. The children learnt concepts in science (forces, pushes, pulls, friction, soil types, rock types) and mathematics (slopes, fractions, time).

In doing so, children’s reading, writing and spelling (push, pull, trip, fall, tumble, slope etc) were enhanced. The class explored the geography of hills and mountains. Literacy, mathematics, science and humanities lessons revolved around learning about hills and answering the original question.

The class concluded that Jack slipped on wet clay and Jill tripped on a rock embedded in the clay. The class also discussed pushing and shoving each other, with one child asking if Jill could have been pushed by the same person who pushed Humpty Dumpty off the wall.

In secondary schools there are multiple teachers and classes, and therefore reduced opportunity for integrated inquiry. So the inquiry is generally within disciplines.

Different disciplines have different models for inquiry. In history, for instance, Telstar prompts inquiry by checking questions for guiding student progress. And in science, there are the 5 Es where literacy is emphasised in five consecutive phases – engage, explore, explain, elaborate and evaluate.

Teachers usually start with these generic models to accompany information contained in curriculum documents.

Challenges and misconceptions

The main challenge with an inquiry approach is assessment. Standardised testing monopolises educational assessment, which puts a value on core literacies: reading, writing, computation, and the accumulation of facts and figures. Educators are only beginning to identify parameters through which they can assess students’ discovery of knowledge and making meaning.

Read more: Why your child will benefit from inquiry-based learning

Global culture has become one of innovation, discovery and interdisciplinary thinking, which means solely relying on a standardised way of learning and testing is at odds with the outside world. Educators promoting an inquiry-based learning system believe it is only a matter of time until inquiry skills take precedence over learning content.

Misconceptions about using inquiry-based learning in the classroom include inquiry being too difficult for most students (that it is for the older gifted child) and that during inquiry the teacher does little and the class is in chaos.

But inquiry-based learning, guided by a teacher who models the process to various students , is valuable for the whole class. Classroom chaos is rarely seen in situations where the teacher is an active learner alongside their students.

Inquiry is part of human nature, but one can benefit from learning how to be a good inquirer. This includes learning skills such as how to ask and answer questions, solve problems and conduct investigations and research. To be an inquirer is liberating, exciting and transformative. It involves taking risks and is intellectually demanding. And, above all, it helps us learn.

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What Is “Inquiry-Based Learning”?: Types, Benefits, Examples

What Is Inquiry-Based Learning?

The 4 types of inquiry-based learning, 7 benefits of inquiry-based learning, 5 inquiry-based learning examples, 5 strategies and tips for implementing inquiry-based learning, 4 models to use in the classroom, let’s wrap, frequently asked questions (faqs).

Are you looking for a teaching strategy that will engage your students in the learning process? Do you want them to be able to ask questions and investigate real-world problems? If so, you should consider using inquiry-based learning in your classroom.

Inquiry-based learning is a teaching method that encourages students to ask questions and investigate real-world problems. This type of learning has many benefits and can be used in various subject areas.

This blog will discuss the benefits of inquiry-based learning and provide some strategies, tips, and models that you can use in your classroom. But first, let’s take a closer look at what inquiry-based learning is.

• What is inquiry-based learning
• Types of inquiry-based learning
• Benefits of inquiry-based learning
• Inquiry-based learning examples
• Strategies for implementing inquiry-based learning in the classroom
• Four models to use in the classroom

Inquiry-based learning is a student-centered teaching method that encourages students to ask questions and investigate real-world problems. In this type of learning environment, students are actively engaged in the learning process and are given the opportunity to explore their natural curiosities.

This type of learning is often hands-on and allows students to connect what they learn in the classroom and the real world. Inquiry-based learning has been shown to improve critical thinking skills, problem-solving skills, and creativity.

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There are four types of inquiry-based learning:

1. The Structured Inquiry Approach

The structured inquiry approach is a sequential process that helps students learn how to ask questions and investigate real-world problems. This type of inquiry-based learning is often used in science classes, where students are given a problem to investigate and are taught how to use the scientific process to find a solution.

2. The Open-Ended Inquiry Approach

The open-ended inquiry approach is a more free-form approach to inquiry-based learning. In this type of learning environment, students are given the freedom to explore their interests and ask questions about the topic they are studying. This type of inquiry-based learning is often used in humanities classes, where students are asked to explore a topic in-depth and debate different viewpoints.

3. The Problem-Based Inquiry Approach

A problem-based inquiry approach is a problem-solving approach to inquiry-based learning. In this type of approach, students are given a real-world problem to solve. This type of inquiry-based learning is often used in mathematics and engineering classes, where students are asked to apply what they have learned to solve a real-world problem.

4. The Guided Inquiry Approach

The guided inquiry approach is a teacher-led approach to inquiry-based learning. In this type of approach, the teacher guides the students through the inquiry process and helps them to ask questions and find solutions to real-world problems. This type of inquiry-based learning is often used in elementary and middle school classrooms.

Now that we have a better understanding of the different types of inquiry-based learning, let’s take a look at the benefits.

With so many benefits, it is no wonder that inquiry-based learning has become a popular teaching method . Some of the benefits of inquiry-based learning include:

1. Encourages critical thinking

Inquiry-based learning encourages students to think critically about the information they are presented with. They are asked to question the information and develop their own solutions. This type of learning helps students develop problem-solving skills and critical-thinking skills.

2. Improves problem-solving skills

Inquiry-based learning helps students develop problem-solving skills. When they are given the opportunity to explore real-world problems, they are forced to think outside the box and come up with their own solutions. This is an important skill that will help them in their future careers.

3. Encourages creativity

This concept of learning encourages creativity. When students are given the opportunity to explore a problem independently, they often come up with creative solutions. This is due to the fact that any particular way of thinking does not restrict them.

4. Improves communication skills

It also helps students improve their communication skills. When working on a problem, they often have to explain their thoughts and ideas to others. This helps them learn how to communicate effectively with others.

5. Connects learning to the real world

Inquiry-based learning helps connect learning to the real world. When students are allowed to explore problems that exist in the real world, they can see how what they are learning in the classroom is relevant. This also helps them develop a better understanding of the material.

6. Helps students understand complex topics

Inquiry-based learning can also help students understand complex topics. When they are allowed to explore these topics in a hands-on environment, they can learn about them more meaningfully.

7. Encourages engaged learning

Finally, this type of learning encourages engaged learning. When students are actively involved in the learning process, they are more likely to retain the information. This is due to the fact that they are invested in what they are doing.

Now that we have looked at the benefits of inquiry-based learning, let’s take a look at some examples.

1. Science Experiments

One way to incorporate inquiry-based learning into your classroom is to allow students to conduct experiments. This will encourage them to ask questions and think critically about the results.

2. Field Trips

Another way to encourage inquiry-based learning is to take students on field trips. This will allow them to explore real-world problems and see how what they are learning in the classroom is relevant.

3. Classroom Debates

Classroom debates are another great way to encourage this type of learning. When students debate a topic, they are forced to think critically about both sides of the argument.

4. Projects

Projects are another great way to encourage inquiry-based learning. When students are given the opportunity to work on a project that is related to the topic they are studying, they will be more likely to learn and remember the information.

5. Group Work

When students work in groups, they are able to share their ideas and thoughts with others. This helps them to understand the material better.

Now that we have looked at the benefits of inquiry-based learning and some examples, let’s look at some inquiry-based strategies and tips that you can use in your classroom.

1. Start with a Question

The best way to start an inquiry-based lesson is by asking a question. This will get students thinking about the topic and will encourage them to ask their own questions.

2. Allow for Exploration

Once you have asked a question, allow students to explore the topic on their own. This will help them to understand the material better.

3. Encourage Discussion

Encourage students to discuss their ideas with each other. This will help them to develop a better understanding of the material.

4. Provide Resources

Be sure to provide students with resources that they can use to explore the topic. This will help them develop a better understanding. Teachers can also give access to online learning platforms like SplashLearn , which further help enhance the knowledge of the concepts.

5. Summarize What Was Learned

At the end of the lesson, be sure to summarize what was learned. This will help students to remember the information.

You can use different models to encourage inquiry-based learning in your classroom. The important thing is that you allow students to be actively involved in the learning process. Let’s have a look at a few models that you can use.

Now that we have looked at the benefits of inquiry-based learning and some strategies for implementing it in your classroom , let’s take a look at four models you can use.

1. The Question Model

The question model is one of the most basic models for inquiry-based learning. It involves asking students questions about the topic you are teaching. This will encourage them to think critically about the material.

2. The Problem-Based Learning Model

The problem-based learning model is another excellent option for inquiry-based learning. This model involves giving students a problem to solve. They will need to think critically about the problem and find a solution.

3. The Project-Based Learning Model

Project-based learning is a great way for students to explore a topic in depth. This model involves giving students a project to work on that is related to the topic you are teaching.

4. The Inquiry Cycle Model

With the inquiry cycle model, students are given the opportunity to ask questions, investigate a topic, and then share their findings. This model allows students to explore a topic in-depth and share their discoveries with others.

Inquiry-based learning is a teaching method that encourages students to ask questions and explore their answers. This type of learning has many benefits, both for students and teachers. In this article, we’ve looked at some of the critical benefits of inquiry-based learning as well as strategies you can use to get started in your own classroom. We hope you’re inspired to give it a try!

What is the importance of inquiry-based learning?

Inquiry-based learning is important because it allows students to explore and ask questions about the world around them. This type of learning helps students develop critical thinking and problem-solving skills.

What is the definition of inquiry-based learning?

Inquiry-based learning is a type of active learning that encourages students to ask questions, conduct research, and explore new ideas. This approach to learning helps students develop critical thinking, problem-solving, and research skills.

What are the roles of students in inquiry-based learning?

In inquiry-based learning, students take on the role of researcher. They are encouraged to ask questions and explore new ideas. Students also have the opportunity to share their findings with their classmates and learn from each other.

How do you plan an inquiry-based lesson?

Inquiry-based lessons are typically designed around a central question or problem. From there, teachers can provide resources and scaffolding to help students investigate the topic. It is important to leave room for student exploration and allow them to ask their own questions.

What are the five guiding questions of inquiry?

The 5 guiding questions of inquiry are:

Do inquiry-based and project-based learning have to be the same thing?

No, inquiry-based and project-based learning are two different approaches. Inquiry-based learning is focused on student-driven research and exploration. Project-based learning is focused on students working together to complete a real-world project. However, both approaches can include elements of inquiry and problem-solving.

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Learn about inquiry-based learning, a teaching approach that encourages students to ask questions, find answers, and make meaningful connections. Discover key strategies for implementing inquiry-based learning in your classroom.

Inquiry-based learning requires teachers to shift the focus away from delivering content and instead emphasize the process of learning. To help students gain a deeper understanding of the world around them, teachers can use Profs online neuroscience tutors to provide guidance and support during the inquiry-based learning process. Teachers should create an environment where students feel comfortable asking questions, exploring ideas, and taking risks through inquiry-based methods. To ensure that students are engaged in their learning, teachers should incorporate opportunities for inquiry-based collaboration and discussion among students.

Moreover, teachers should design meaningful assignments that require students to think critically and make connections between concepts using inquiry-based approaches. To ensure that students are actively involved in their learning, teachers should also provide timely feedback on student progress through inquiry-based methods. This can include providing written or verbal feedback on assignments as well as offering guidance on how to improve work. Teachers can also encourage students to reflect on their own learning process by asking them to think about what worked well and what could be improved upon. Finally, teachers should also consider how they can assess student learning in an inquiry-based classroom. Rather than relying solely on traditional tests or quizzes, teachers should look for ways to assess student understanding through more creative methods such as projects or presentations.

Providing Meaningful Assignments

Additionally, assigning group projects or activities that allow students to collaborate on solving problems is an effective way to further engage students in the inquiry process. In order to create meaningful assignments, teachers should consider providing students with a range of materials to work with. For example, providing students with primary sources such as historical documents or scientific experiments can help them develop a more comprehensive understanding of the material. Additionally, providing students with a range of options for how they can present their research and solutions can help to engage them in the inquiry process.

Offering Timely Feedback

Using technology to provide real-time feedback, giving oral feedback, providing written feedback, using visual aids, creating an inquiry-based learning environment, encourage collaboration:, encourage risk-taking:, provide resources:, be patient:, assessing student learning, observation, performance-based assessments.

This means creating a classroom atmosphere that is conducive to exploration, experimentation, and critical thinking. One way to create an inquiry-based learning environment is to encourage collaboration among students. Group activities and projects can be a great way to foster a collaborative atmosphere in the classroom, as it allows students to work together to find answers to their questions. Additionally, providing students with the freedom to explore and ask questions without fear of being wrong can help create an environment that encourages inquiry.

It is also important for teachers to provide their students with the necessary resources for inquiry-based learning. This includes access to textbooks, reference materials, and other resources such as computers and technology. When students have access to these materials, they are able to research and discover answers on their own. Finally, it is important for teachers to provide guidance and support when necessary.

2.Dialogue:

3.online discussion forums:, 4.peer feedback:, observation:, class discussions:, tests and quizzes:.

By providing meaningful assignments, offering timely feedback, and assessing student understanding through creative methods, teachers can help create an environment where students feel comfortable asking questions and engaging in meaningful discussions. Inquiry-based learning can be used to help students develop critical thinking skills and make meaningful connections that will serve them in their academic and professional lives. Through inquiry-based learning, teachers can help students explore their own curiosities and develop their problem-solving abilities. By encouraging students to ask questions and search for answers, teachers can help create a classroom environment that fosters creativity and collaboration. With the right strategies in place, inquiry-based learning can be a powerful tool for engaging and motivating students.

Shahid Lakha

Shahid Lakha is a seasoned educational consultant with a rich history in the independent education sector and EdTech. With a solid background in Physics, Shahid has cultivated a career that spans tutoring, consulting, and entrepreneurship. As an Educational Consultant at Spires Online Tutoring since October 2016, he has been instrumental in fostering educational excellence in the online tutoring space. Shahid is also the founder and director of Specialist Science Tutors, a tutoring agency based in West London, where he has successfully managed various facets of the business, including marketing, web design, and client relationships. His dedication to education is further evidenced by his role as a self-employed tutor, where he has been teaching Maths, Physics, and Engineering to students up to university level since September 2011. Shahid holds a Master of Science in Photon Science from the University of Manchester and a Bachelor of Science in Physics from the University of Bath.

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Five Strategies for Creating an Inquiry-Based Classroom

How can you activate the curiosity in students’ minds and get them excited about learning new topics or subjects? Meet inquiry-based learning, the teaching strategy that triggers your students’ curiosity and helps them develop their engagement and enthusiasm for learning.

What is inquiry-based learning?

From the Academy of Inquiry Based Learning , inquiry-based learning, “or IBL for short, is a broad range of empirically validated teaching methods that emphasize (a) deeply engaging students and (b) providing students with opportunities to authentically learn by collaborating with their peers.” Inquiry-based learning lets students decide what they want to learn about a particular subject and gets them to ask questions about things they aren’t familiar with. This type of learning helps educators to personalize the content their learners are receiving, enabling them to make it truly meaningful to students. Rather than just firing facts and statistics at your class, use these five strategies to help you build an inquiry-based classroom.

1. Don’t always answer questions from students

It may be tempting to just answer the questions that your students have about a lesson, but true learning isn’t about being spoon-fed the answer. Reply to student questions with questions directed back at them, and ask other peers to participate in the conversation. Additionally, you can show your students how to research the questions they have and arrive at their own conclusions. It’s not always about just finding the answer to a question—it’s about how a student reaches that conclusion.

2. Spend more time on projects and less time on lecturing

While a lecture or direct, teacher-led instruction can be effective, it’s not always the best way for students to learn. Be honest with yourself—how many lectures do you remember from your own schooling? You probably don’t recall many. But, how many projects do you remember? Project-based learning can be the best way to help activate the curiosity that lies dormant in the mind of your students.

3. Accept that no two classes will be the same

Assessment and understanding come in many shapes and sizes. If you teach multiple classes at the same grade level, understand that no two classes will be alike. Different groups of students learn in different ways, and that is completely fine. You may feel like one set of students is getting behind or ahead of another group with this approach, but if you keep track of what each class discussed, you’ll find you’re still able to fill in the learning gaps in upcoming lessons and allow each group of learners the time they require to develop necessary learning.

4. Include and encourage time for reflection at the end of every lesson

Reflection is an important part of growth for both you and your students. Encourage your students to take time to answer the following questions so that they can begin to self-reflect on how they learn best: What helped me to learn this concept best? What didn’t help me learn effectively? What did I enjoy learning about? You can tailor future lessons and projects based on these findings.

5. Learn alongside your students

In this type of classroom environment, you may need to relinquish a little control to allow students to shape the learning experience. Encourage collaboration, communication, and participation. Take this time to step back and observe how your students are learning while you maintain a clear set of learning objectives that you want your students to meet.

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Inquiry-Based Learning: 11 Benefits of Fostering Curiosity and Critical Thinking

Inquiry-based learning is a dynamic and immersive educational approach that is reshaping classrooms worldwide. This pedagogical strategy turns the traditional model of instruction on its head by encouraging students to lead their own learning journey, fostering curiosity, exploration, and critical thinking skills. This blog post will delve into the principles and benefits of inquiry-based learning, providing valuable insights for educators seeking to invigorate their teaching methods and inspire their students.

Nurturing curiosity, critical thinking, and problem-solving skills is crucial in fostering Inquiry-Based Learning. This pedagogical approach encourages students to question, explore, and make sense of the world around them. By doing so, it instills a lifelong love for learning, cultivates intellectual curiosity, and empowers learners to seek knowledge independently. 

Critical thinking enables students to analyze information objectively and make reasoned judgments, fostering intellectual independence. Equally essential are problem-solving skills, which equip learners with the ability to devise effective solutions to challenges, promoting resilience and adaptability. Hence, nurturing these skills not only enriches the learning experience but also prepares students for a complex, rapidly-changing world.

Benefits of Inquiry-Based Learning

Inquiry-Based Learning (IBL) offers a wide range of benefits that contribute to a more effective and engaging educational experience for students. These benefits go beyond rote memorization and standardized testing, focusing on fostering skills and attitudes that are crucial for success in the modern world. Here are some of the key benefits of IBL:

1. Fostering Curiosity and Engagement

Inquiry-based learning taps into students’ natural curiosity by presenting them with intriguing questions and real-world problems to solve. This approach ignites their interest, driving them to explore topics in-depth and stay engaged throughout the learning process.

2. Developing Critical Thinking Skills

Inquiry-based learning encourages students to think critically and analytically. They must evaluate information, analyze evidence, consider multiple perspectives, and make informed decisions. These skills are essential for making sense of complex information and navigating the challenges of the 21st century.

3. Promoting Problem-Solving Abilities

By grappling with open-ended questions and real-world challenges, students develop strong problem-solving skills. They learn to approach problems systematically, apply creative thinking, and devise effective solutions – a valuable skill set for both academic and real-life scenarios.

4. Encouraging Active and Self-Directed Learning

Inquiry-based learning places students in the driver’s seat of their education. They actively seek out information, conduct research, and construct their understanding. This self-directed learning approach equips students with the ability to take ownership of their education beyond the classroom.

5. Building Communication and Collaboration Skills

Collaborative learning is integral to Inquiry-based learning. Students work together, exchange ideas, and engage in discussions to solve complex problems. This enhances their communication skills, teaches them how to collaborate effectively, and prepares them for teamwork in diverse settings.

6. Enhancing Information Literacy

In an era of vast information availability, IBL teaches students how to find reliable sources, critically evaluate information, and distinguish between credible and unreliable content. These skills are essential for making informed decisions in a data-rich world.

7. Cultivating Lifelong Learning Habits

Inquiry-based learning nurtures a love for learning that extends beyond formal education. Students develop the mindset and skills to seek out information, ask questions, and continue learning throughout their lives, adapting to new challenges and opportunities.

8. Empowering Creativity and Innovation

Inquiry-based learning encourages students to think outside the box, experiment with ideas, and generate innovative solutions. This creative approach helps students develop an entrepreneurial spirit and adapt to rapidly changing industries and technologies.

9. Increasing Retention and Deep Understanding

Inquiry-based learning promotes meaningful learning by connecting new information to existing knowledge and personal experiences. This approach enhances retention and fosters a deeper, more comprehensive understanding of concepts.

10. Preparation for Real-World Challenges

Inquiry-based learning simulates real-world problem-solving scenarios, better preparing students for the challenges they will face in their personal and professional lives. The skills developed through IBL are directly applicable to a wide range of situations.

11. Boosting Intrinsic Motivation

Engaging in self-directed exploration and problem-solving inherently boosts students’ intrinsic motivation to learn. The sense of accomplishment that comes from finding solutions to complex questions or issues serves as a powerful motivator.

Incorporating Inquiry-based learning into education nurtures well-rounded individuals equipped with the skills, attitudes, and habits necessary for success in a rapidly changing world. By fostering curiosity, critical thinking, and collaboration, IBL empowers students to become lifelong learners and active participants in their own education.

Understanding Inquiry-Based Learning

Inquiry-Based Learning (IBL) is a dynamic and student-centered approach to education that encourages learners to seek answers to their questions through exploration and investigation. In this framework, education becomes less about memorizing facts, and more about constructing knowledge and understanding through the process of inquiry. In essence, IBL puts the student in the driver’s seat of their learning journey, stimulating curiosity, critical thinking, and problem-solving skills.

The role of questions in this learning process cannot be overstated. Questions serve as the catalysts that ignite the spark of curiosity in learners, inspiring them to embark on a quest for knowledge. These are not merely answers to be found, but challenges to be unraveled. They provide direction to the learning process, guiding learners as they navigate the vast seas of knowledge. Every answer found opens up new questions, keeping the cycle of inquiry alive, and establishing a lifelong love for learning.

Key Features of Inquiry-Based Learning

Inquiry-Based Learning (IBL) is characterized by several key features that distinguish it from traditional teaching methods. These features emphasize active engagement, critical thinking, and student autonomy in the learning process. Let’s discuss these features in more detail:

1. Open-Ended Questions and Problems

In IBL, learning begins with thought-provoking questions or real-world problems that do not have a single correct answer. These questions encourage students to explore, research, and investigate various perspectives and solutions, fostering deeper understanding and curiosity.

2. Student Autonomy and Ownership of Learning

IBL places students at the center of their learning journey. They have the freedom to choose their topics, formulate their own questions, and design their research strategies. This autonomy cultivates a sense of responsibility for their education and enhances intrinsic motivation.

3. Collaborative Learning and Peer Interaction

Collaboration is a crucial component of IBL. Students are encouraged to work together in groups, share ideas, discuss findings, and provide feedback to one another. This collaborative environment mirrors real-world scenarios and promotes teamwork and effective communication skills.

4. Active Engagement and Exploration

IBL encourages active participation and hands-on experiences. Students engage in experiments, fieldwork, research, and projects that require them to apply theoretical concepts to practical situations. This active involvement deepens comprehension and helps retain knowledge.

5. Real-World Relevance

IBL connects classroom learning to real-life contexts. By addressing authentic problems or issues, students recognize the relevance of their studies in the broader world. This approach enhances motivation and helps students see the practical applications of what they are learning.

6. Critical Thinking and Problem-Solving

Critical thinking is at the heart of IBL. Students are challenged to analyze information critically, evaluate evidence, make informed judgments, and develop creative solutions to complex problems. This cultivates higher-order cognitive skills essential for lifelong learning.

7. Iterative Process of Inquiry

IBL is not a linear process; it involves iteration and refinement. Students continually refine their questions, hypotheses, and methodologies based on new information and insights gained during their investigation. This iterative approach mirrors the dynamic nature of real-world problem-solving.

8. Instructor as a Facilitator

In IBL, educators take on the role of facilitators rather than authoritative lecturers. They guide students’ inquiries, provide resources, and support the learning process, while allowing students to take the lead in their exploration.

9. Interdisciplinary Connections

IBL often encourages interdisciplinary learning, as students explore topics that cross traditional subject boundaries. This approach highlights the interconnectedness of knowledge and prepares students to address complex, multifaceted challenges.

10. Emphasis on Process and Reflection

The learning process itself is emphasized in IBL, not just the final outcomes. Students engage in reflection, self-assessment, and metacognition, helping them understand how they learn, what strategies are effective, and how to improve their learning skills over time.

Incorporating these key features of IBL into teaching practices can have a transformative impact on education. By fostering curiosity, critical thinking, collaboration, and independent learning, IBL equips students with the skills and mindset needed to thrive in an ever-evolving world.

Implementing Inquiry-Based Learning

Implementing Inquiry-Based Learning (IBL) involves creating an environment that supports student-driven exploration, critical thinking, and active engagement. Here are some key strategies and methods for successfully implementing IBL in the classroom:

1. Design Thought-Provoking Questions

Start with open-ended questions that stimulate curiosity and prompt investigation. These questions should encourage students to explore, analyze, and seek out information to develop their understanding.

2. Choose Real-World Problems

Select problems that are relevant to students’ lives and have real-world applications. This helps students see the value and significance of their learning and motivates them to find solutions.

3. Provide Autonomy and Choice

Allow students to choose topics or areas of interest within a broader theme. Giving them ownership of their learning empowers them to take responsibility for their education and explore areas they are passionate about.

4. Structure Inquiry Phases

Guide students through the inquiry process by breaking it into manageable phases. These phases might include asking questions, researching, analyzing data, brainstorming solutions, and presenting findings.

5. Utilize Multiple Learning Resources

Offer a variety of resources such as books, articles, videos, and online platforms to support students’ research. Encourage them to explore diverse sources and evaluate their credibility.

6. Facilitate Collaborative Learning

Foster a collaborative environment where students work in groups to share ideas, brainstorm solutions, and engage in discussions. Collaboration enhances critical thinking and communication skills.

7. Provide Scaffolding

Offer guidance and support as needed, especially at the beginning of the inquiry process. Gradually reduce assistance as students become more comfortable with self-directed learning.

8. Use Inquiry-Based Projects

Assign projects that require students to investigate, research, and present their findings. These projects can take various forms, such as presentations, reports, debates, or multimedia creations.

9. Encourage Reflection

Incorporate reflection periods where students evaluate their progress, the strategies they’ve used, and the challenges they’ve encountered. This helps them develop metacognitive skills and improve their learning approach.

10. Leverage Technology

Use technology tools to facilitate research, collaboration, and presentation. Online databases, research platforms, and communication tools can enhance the inquiry process.

11. Promote Questioning Skills

Teach students how to formulate effective questions. Encourage them to ask both lower-level and higher-order questions to guide their investigations.

12. Provide Flexibility in Assessment

Rethink traditional assessment methods. Consider using rubrics, peer evaluations, self-assessments, and portfolios that emphasize the learning process and growth rather than just final outcomes.

13. Incorporate Fieldwork and Experiments

Engage students in hands-on experiences, field trips, and experiments to apply theoretical concepts in practical settings. These experiences deepen their understanding and appreciation for the subject matter.

14. Model Inquiry

Demonstrate the inquiry process by engaging in discussions, conducting research, and asking questions yourself. Your enthusiasm for learning will inspire students to do the same.

15. Adapt to Individual Learning Styles

Recognize that students have different learning styles and paces. Provide opportunities for independent work, group activities, and one-on-one guidance to accommodate diverse needs.

16. Create a Safe Learning Environment

Foster a classroom atmosphere where students feel comfortable asking questions, taking risks, and expressing their thoughts without fear of judgment.

17. Share Success Stories

Share examples of previous students’ successful inquiries to inspire and motivate current learners. This can demonstrate the potential outcomes of the inquiry process.

Remember that the implementation of IBL may require adjustments and experimentation. It’s important to be flexible, responsive to student needs, and open to refining your approach based on the feedback and outcomes you observe.

Overcoming Challenges in Inquiry-Based Learning

Overcoming challenges in Inquiry-Based Learning (IBL) necessitates strategic planning and implementation. Here are some ways to address common obstacles:

1. Time Constraints

IBL requires more time than traditional teaching methods. To manage this, plan ahead, clearly establish learning objectives, and ensure the inquiry questions are concise yet thought-provoking. Incorporate time-saving tools like online collaboration platforms to enhance efficiency.

2. Lack of Resources

Lack of appropriate resources can inhibit IBL. Teachers can overcome this by using open-source resources available online, partnering with local organizations for field trips, or engaging industry professionals to provide real-world insights.

3. Student Resistance

Students accustomed to traditional learning methods may resist IBL. Gradual introduction of IBL, along with continuous guidance and encouragement can alleviate this issue. 

4. Assessment Difficulties

Assessing IBL activities can be challenging due to their open-ended nature. Rubrics designed specifically for IBL, focusing on critical thinking, collaboration, and problem-solving skills, can be used to evaluate student performance effectively.

5. Teacher Preparation

Educators may find it difficult to shift from direct instruction to a facilitator role. Professional development, collaborative planning, and peer support can equip teachers with the necessary skills for implementing IBL.

While challenges exist, they can be overcome with strategic planning, resourcefulness, gradual implementation, and an appropriate assessment approach. In the end, the benefits of IBL — enhancing students’ critical thinking, problem-solving skills, and fostering a love for learning — far outweigh the challenges.

Inquiry-Based Learning serves as a powerful tool in the educational landscape, fostering curiosity, encouraging critical thinking, and nurturing lifelong learning habits in students. By shifting the focus from mere information delivery to active exploration, this approach motivates learners to take ownership of their education, leading to a deeper understanding and appreciation of the subject matter. Remember, the goal is not just to teach, but to inspire a thirst for knowledge that transcends the confines of the classroom.

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Inquiry-Based Learning

What is inquiry-based learning.

Based on John Dewey’s philosophy that education begins with the curiosity of the learner, inquiry in the classroom places the responsibility for learning on the students and encourages them to arrive at an understanding of concepts by themselves. Lee et al. (2004) defined inquiry-based learning as an "array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer” (p. 9). Students are supported in developing their abilities to: ask good questions, determine what needs to be learned and what resources are required in order to answer those questions, and share their learning with others.

Ai et al. (2008) highlight the following four elements central to inquiry-based learning:

Inquiry learning is an increasing independent endeavour of growth. Students develop skills around each element of the inquiry process over time. One course may introduce some aspects of the inquiry process with a great degree of guidance and facilitation from instructors. Advanced courses may expand to include all four elements with students largely directing their own learning.

Why Teach Inquiry?

Self-direction is a critical skill for success in both post-secondary education and the workplace. Inquiry-based approaches to learning encourage students to build valuable and transferable skills, including:

• Realistic goal-setting and goal-tracking
• Time- and priority-management
• Information gathering, filtering, and integration
• Critical thinking
• Communication of ideas and learning
• Self-assessment and reflection

Inquiry-Based Teaching Strategies

Consider which essential features best suit your inquiry-focused course. Teaching strategies will vary depending on the degree of learner self-direction and direction provided by you the instructor.

Learner engages in scientifically oriented questions

Variations ranging from introductory to advanced inquiry:

• Learner engages in question provided by the instructor, materials, or other source
• Learner sharpens or clarifies question provided by instructor, materials, or other source
• Learner selects among questions, poses new questions
• Learner poses a question

Learner gives priority to evidence in responding to questions

• Learner is given data and is directed or guided on how to analyze it
• Learner is given data and is asked to analyze it with less guidance from the instructor
• Learner is directed to collect certain data and does so with a varying degree of guidance
• Learner determines what constitutes evidence and collects it mostly in a self-directed manner

Learner formulates explanations from evidence

• Learner is provided with evidence and is guided on how to use the evidence to formulate an explanation
• Learner is given possible ways to use evidence to formulate explanation
• Learner is guided in process of formulating explanations from the evidence
• Learner formulates explanation after summarizing the evidence in a mostly self-directed manner

Learner connects explanations to scientific knowledge

• Instructor demonstrates possible connections between explanations and scientific knowledge
• Learner is guided toward areas and sources of scientific knowledge and draws connections to explanations
• Learner independently examines other resources and forms the links to explanations

Learner communicates and justifies explanations

• Instructor provides learners guidance on given steps and procedures for communication
• Learner is provided broad guidelines to apply in sharpening their communication
• Learner coached in development of communication
• Learner forms reasonable and logical argument to communicate explanations in a mostly self-directed manner

As a case example, our colleagues at McMaster follow a particular approach to designing and facilitating inquiry-based courses. They suggest that teaching through “inquiry” involves engaging students in the research process with instructors supporting and coaching students at a level appropriate to their starting skills. Students learn discipline-specific content while at the same time engaging and refining their inquiry skills. An inquiry course:

• Is question-driven, rather than topic- or thesis-driven.
• Begins with a general theme to act as a starting point or trigger for learning.
• Emphasizes asking researchable questions on the theme and coaches students in doing this.
• Builds library, interview, and web search skills, along with the critical thinking skills necessary for thoughtful review of the information.
• Coaches students on how to best report their learning in oral or written form.
• Provides some mechanism (interviews, drafts, minutes of group meetings, bench mark activities, etc.) to help students monitor their progress within the course.
• Draws on the expertise and knowledge of the instructor to model effective inquiry and to promote reflection.

Resources for Designing Inquiry-Based Courses:

Instructional Design Models and Theories: Inquiry-based Learning Model Explanation of 5 steps, principles of, and 4 types of inquiry-based learning.

Institute for Inquiry Created in response to widespread interest in inquiry-based science instruction, the Exploratorium Institute for Inquiry provides workshops, programs, on-line support, and an intellectual community of practice which affords science reform educators a deep and rich experience of how inquiry learning looks and feels.

Guide to Curriculum Design: Enquiry-Based Learning Guide produced by the Imaginative Curriculum Network (University of Manchester) to stimulate thinking and promote good practice in curriculum design.

A Questioning Toolkit Different types of questioning tools for students of all ages.

Ai, R., Bhatt, M., Chevrier, S., Ciccarelli, R., Grady, R., Kumari, V., … Wong, H. (2008). Choose your own inquiry. Lanham, MD: University Press of America.

Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiryguided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing.

The 5 Phases of Inquiry-Based Learning

Inquiry based learning places an emphasis on finding answers through discovery. It is contrasted to educational approaches that privilege repetition and memorization.

An inquiry-based approach will ask students to investigate concepts using research and analysis. Its greatest benefit is that it requires the use of higher-order thinking skills such as problem solving to reach conclusions.

There are five phases to an inquiry based learning approach. The 5 phases are:

• Orientation – discovering the problem.
• Conceptualization – finding a research question.
• Investigation – collecting evidence and information.
• Conclusion – analyzing the evidence and making up your mind.
• Discussion – exploring the implications of your new knowledge.

Use these five phases in lesson plans and college papers to demonstrate your depth of knowledge of how inquiry-based learning works.

1. Orientation

In the orientation phase, teachers present the students with a topic. The teacher will provide the foundations that are required to understand the topic. The teacher may also define a problem that needs to be solved.

Teachers start an inquiry based learning session by presenting a topic in an engaging or inspiring way.

In this stage, the teacher is the ‘provocateur’. Their job is to build engagement, excitement and curiosity.

An orientation may be a video, presentation from a guest speaker, or a book. Sometimes, I’ll present my students with a cartoon, article from a local newspaper, or provocative YouTube video.

The key here is to simultaneously motivate the students to learn and give the foundations for follow-up inquiry.

Grade 3 teacher Joanne has a curriculum outcome about “arachnids” that she needs to achieve. Joanne presents her students with a range of photos of mites, ticks, spiders and scorpions. She asks the students: what do all these creatures have in common? Answers could include: they all have eight legs, they’re all insects (she will need to correct this misconception during the inquiry phase), and they are all probably poisonous. The class has a discussion about how they feel about arachnids: they’re gross, interesting, and maybe a little scary.

Go Deeper: 18 Examples of Inquiry-Based Learning

2. Conceptualization

In the conceptualization stage, students come up with a plan for how they might learn more about their topic. Teachers might ask students to come up with a research question and develop an action plan for investigating the question.

During the conceptualization stage, the teacher works on releasing some control over the lesson’s direction to the students. The teacher uses the students’ questions and comments from Phase 1 to stimulate a round of question-posing discussion. The teacher might ask the students to present their own questions. Or, if a stringent curriculum outcome needs to be met, the teacher may present a question of her own.

Central to this phase is the development of a question or problem. Without a question, there would be no subsequent inquiry.

Once an inquiry question is in place (either posed by the students or teacher), the teacher should require the students to come up with an action plan to address the question. One common way to do this is to get students to break-up into groups and come up with an action plan: How will we answer this question? What resources will we need? What are the steps that we need to take?

Grade 3 teacher Joanne asks her students what questions they have about arachnids. Examples of questions might be: Do they all have eight legs? Are they all poisonous? Which arachnids are found in our local area? How many eyes do they have? As the students present their questions, Joanne writes them on the whiteboard at the front of the class.

Joanne then asks her students to break up into groups of 6 and come up with a plan-of-action for answering these questions. Group 1 decides they want to create a poster answering the questions presented. They request iPads for internet research. Group 2 decides they want to create a blog about arachnids. They request an expert from the local zoo comes to show them real-life arachnids in the classroom.

3. Investigation

In the investigation phase, students will actively explore the topic through research, experimentation, exploration, observation and data collection. They should also record their data for follow-up reflection.

The investigation phases should be a student-centered phase in which the students actively seek out answers. Students use the procedures they put together in Phase 2 to conduct their inquiry. The role of the teacher is to facilitate this exploration, gather the required resources, and facilitate group discussion.

Some subject-specific examples may be:

• In chemistry class, this phase often involves conducting controlled experiments.
• In history class, it may involve going to a local historical site and examining landmarks or buildings of interest.
• In physics class, it may involve engineering an experiment to observe gravity.

Upon suggestion from her students, Joanne invites a local zoologist to bring in samples of arachnids for students to investigate. The zoologist places them in glass cages in a row on a table. The students bring their questions like “Do all arachnids have 8 legs?” and “How many eyes do they have?” and see if they can answer them through observation. For smaller arachnids, students get the chance to look at them through the classroom’s microscopes. Following observation, further questions are asked of the expert, such as questions about arachnids from the local area.

4. Conclusion

During the conclusion phase, students should look at the data they collected and see what new answers they have. Students should look at the research question they devised in Phase 2 and see if they can now answer it.

The conclusion phase is an opportunity to reflect on the data collected and analyze it. Students should get together and compare their findings to the research question. Have they answered the questions they set before starting the inquiry? How can they present this information in new ways? What new questions do they have?

This phase may end with presenting a new hypothesis, statement of belief, or a model for explaining a phenomenon.

With older students, you could use phrases like: ‘data organization’, ‘synthesizing’, ‘generating a hypothesis’, and ‘data interpretation’.

After the expert leaves, the students get together in groups and compare notes. Together, they check to make sure there are no discrepancies in their findings (and discuss those discrepancies to see if solutions can be found). Then, they create posters presenting their findings.

5. Discussion

In the discussion phase, students should explore the implications of their new knowledge. Questions should include: What does this mean? How does this impact my beliefs and understanding? How can I use this knowledge in the future?

Discussions at the end of an inquiry should have students thinking forward. The teacher facilitates this discussion and asks prying questions that stimulate higher-order thinking .

Students should be asked how their thinking, beliefs or conceptions about the topic have changed. A good question might be: “How does this new knowledge change your feelings about this topic?” or “What is something that surprised you during this investigation?”

Students should also talk about the implications of their new knowledge for the world beyond the classroom. If it’s a study of gravity, consider getting students to talk about how this knowledge is important for building stable bridges. If it’s a study of precipitation, you could talk about how your new knowledge is valuable for farmers who want to drought-proof their business.

Finally, ensure students leave with more questions. There are always new questions that emerge when we push our horizons of knowledge. Have students leave the class inspired to learn more.

Joanne gets her class together after they have presented their posters to discuss what they now know about arachnids. She presents forward-thinking questions like: Have your opinions of arachnids changed now? Have you seen any arachnids around the local area since we started this investigation? Do you think you can now tell the difference between an arachnid and an insect when looking at them now?

Definitions

Here are some great, high-quality definitions of Inquiry Based Learning from scholarly sources. Use these in your essay!

• “Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the center of the learning experience” (Ontario Ministry of Education, 2013, p. 2).
• “Inquiry-based learning is an educational strategy in which students follow methods and practices similar to those of professional scientists in order to construct knowledge. It can be defined as a process of discovering new causal relations, with the learner formulating hypotheses and testing them by conducting experiments and/or making observations” (Pedaste et al., 2015, p. 47).

Theoretical Foundations

Inquiry based learning is based on the constructivist learning theory .

Constructivists believe that we learn through actively ‘mulling over’ information in our minds. We use our logic and reason to come to conclusions about topics.

This is in contrast to theories like behaviorism which believe we should be  told information from a teacher rather than learning it ourselves through our experiences.

Central to a constructivist approach is the idea of learning through ‘doing’ in a student-centered environment (as opposed to passive learning in a teacher-centered environment).

Final Thoughts

Inquiry learning is one of the most popular approaches to education in the 21st Century . It promotes student-centered learning , problem-solving and creative thinking . It’s a strategy that not only teaches content but also thinking skills.

Unfortunately many of my college students write essays about inquiry based learning in really vague terms.

Often, students don’t write about any clear, actionable ways to apply the idea in classrooms. Instead, we need clear and actionable steps to ensure inquiry occur in the classroom. That’s why I encourage my college students to employ the five phases of inquiry when applying IBL in the classroom.

Beyrow, M., Godau, M., Heidmann, F., Langer, C., Wettach, R., & Mieg, H. (2019). Inquiry-Based Learning in Design. Inquiry-Based Learning – Undergraduate Research (pp. 239-247). https://doi.org/10.1007/978-3-030-14223-0_22

Ernst, Dana & Hodge, Angie & Yoshinobu, Stan. (2017). What Is Inquiry-Based Learning?  Notices of the American Mathematical Society, 64 . 570-574.  https://doi.org/10.1090/noti1536

Ontario Department of Education. (2013).  Inquiry-Based Learning . Retrieved from: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.  Educational research review ,  14 , 47-61. ( access here )

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

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A teacher's guide to inquiry-based learning

November 26, 2021

A teacher's guide to inquiry-based learning: When and how should we let our students work independently?

Main, P (2021, November 26). A teacher's guide to inquiry-based learning. Retrieved from https://www.structural-learning.com/post/a-teachers-guide-to-inquiry-based-learning

What is Inquiry-based learning?

Inquiry-based learning is a process of learning that engages learners by creating real-world connections through high-level questioning and exploration . The inquiry-based learning approach encourages learners to engage in experiential learning and problem-based learning .

Inquiry-based learning is about triggering curiosity in students and initiating a student’s curiosity achieves far more complex goals than information delivery. Despite its complex nature, inquiry-based learning is considered easier for teachers because it does not only shift responsibility from the educators to students, but also it is engaging for students.

Inquiry-based learning is important for creating excitement in students. It motivates students to become specialists of their learning process . However, this type of learning requires a certain level of independent learning skills. Children need to have developed the information-processing skills needed for working with minimal guidance. In this article, we will argue that there is a place for this type of learning but it does need to be supported with appropriate teacher training and balanced with more traditional curriculum delivery.

Inquiry-based learning puts the student at the center of the learning process. Instead of simply absorbing information, students are encouraged to explore and discover knowledge on their own. This approach allows students to develop critical thinking and problem-solving skills, as well as a deeper understanding of the subject matter. The learning process becomes more engaging and meaningful, as students take ownership of their education and develop a sense of curiosity and wonder. However, it's important to remember that inquiry-based learning is just one approach to education and should be balanced with other teaching methods to ensure a well-rounded education.

What are the components of Inquiry-Based Learning?

Teachers can apply inquiry-based instruction in many ways, but some of its basic components include:

• Observation/ Orientation: The instructor introduces a new concept or topic and the students explore the topic through hands-on activities , direct instruction and research .
• Conceptualise/ Question: The students generate questions about the topic , hypothesise and do predictions.
• Investigation: This component of inquiry learning has the longest duration. Students get teachers' support to take the initiative. Also, they find out answers , conduct research and find evidence to support or disprove hypotheses with the teacher's help.
• Conclusion : After collecting the data and desired information , students come to conclusions and answers to their questions . They find out if their hypotheses or ideas prove correct or have shortcomings. This may give rise to more questions .
• Discussion : At this stage, all pupils may learn from one another while presenting findings. The teacher guide discussions with more questions , encourage debate , and reflection .

The inquiry-based structure of learning has a lot of flexibility . Teachers frequently begin from inquiry-based science lessons, but the inquiry-based approach can be implemented into student learning to any lesson and subject. These transferable skills can be used to help pupils become more effective learners in the long run. In higher education, students are required to manage their own time and do their own research. This approach to teaching is a way of building skills for the long term.

What is an example of inquiry-based strategies in classroom learning?

In a world history class, the COVID-19 pandemic can be used to compare, study and examine the history of pandemics. A group inquiry lesson may have the following components:

• The instructor introduces the historical events of the 1918 Spanish Influenza by showing a short video clip . Reading tasks are also an important way to initiate the topic.
• Then, the students are divided into smaller groups to talk about how this pandemic is different from/ similar to the existing one. The teacher motivates deep learning in students and encourages them to come up with additional questions about how people may have responded then and/or how they are reacting today. Some sample questions are:
• What caused the plague and how well did people understand it?
• Did people disapprove of quarantining measures in that era, and what were the political implications then?

Inquiry-based teaching strategies also support Science teacher while encouraging students to think deeper in Science lessons. Learners may brainstorm questions of their interest and discuss topics that amuse them.

• Asking thought-provoking questions empowers students to explore solutions while using significant resources such as historical databases, reliable online resources and, the library. This helps students in developing a connection between the differences and similarities of the coronavirus pandemic and the Spanish Flu.
• Students can apply what they understood to answer the teacher's initial questions and the teacher can motivate learners to use their research as a support to their answers.
• Every group of learners may present their outcomes to the class and invite queries whilst the teacher can supervise the inquiry activities, discussion , correct any mistakes , and present further questions.

What are the benefits of inquiry-based learning?

Inquiry-based learning transforms the traditional classroom dynamic, engaging students in a more meaningful and interactive learning process. This method has several key benefits:

• Enhanced Learning Experience : Moving beyond passive note-taking, inquiry-based learning invites students to investigate topics actively. This immersive approach not only enriches their learning experience but also elevates their critical thinking and problem-solving skills.
• Development of Essential Skills : As students delve into concepts, they naturally enhance their communication and critical thinking abilities . This method fosters a deeper comprehension across various subjects, setting the foundation for lifelong learning.
• Stimulation of Curiosity : Inquiry-based learning naturally cultivates a curiosity-driven environment . Students are encouraged to voice their thoughts and pursue topics of interest, thereby deepening their engagement and enthusiasm for learning.
• Deeper Understanding of Topics : By actively making connections between their learning, students achieve a robust understanding of subjects. This approach moves away from rote memorization , favoring a deeper grasp of the investigative process and underlying concepts.
• Ownership of Learning : This method empowers students with a sense of ownership over their educational journey. It shifts the role of the teacher from a director of learning to a facilitator, allowing students to explore learning in their preferred manner.
• Increased Engagement : Inquiry-based learning is inherently active, ensuring students are fully invested in their education. This active engagement is crucial for academic success and can lead to higher achievement in standardized tests and greater school completion rates.
• Fostering a Love for Learning : Engaging with material in a way that resonates personally, students not only gain a deeper understanding but also develop a passion for learning and exploration.
• Opportunities for Observation : Teachers have a unique opportunity to observe and understand their students’ learning processes closely. This proximity allows for tailored guidance and support , enhancing the learning experience.
• Authentic Assessment : This approach offers a more nuanced understanding of student knowledge than traditional assessments. Through observation and inquiry, teachers can gauge comprehension and apply strategies to contextualize learning further.
• Collaboration and Teamwork : Inquiry-based learning often involves group projects, fostering teamwork and collaboration. Through these interactions, students learn from each other, enhancing the collective learning experience.

By adopting inquiry-based learning, educators can create a dynamic classroom environment that not only addresses academic standards but also prepares students for the complexities of the real world.

Empowering Learners: The Mechanics of Inquiry-Based Learning

Incorporating inquiry-based learning into your classroom might seem daunting, yet it holds immense potential for fostering deep learning and enhancing conceptual understanding . Let's break it down into practical steps that can be seamlessly integrated into your classroom practice.

• Identify the Essential Question : At the heart of every inquiry-based lesson is an essential question . This should be thought-provoking, open-ended, and it should challenge students to draw upon their existing knowledge and skills. For example, a math teacher might pose the question, "How does geometry influence the design of a bridge?"
• Implement the Universal Thinking Framework : This framework aids in planning and executing inquiry activities . It facilitates the structuring of tasks, promotes critical thinking and nurtures transferable skills such as problem-solving, creativity and collaboration.
• Guide the Inquiry Process : As an educator, your role shifts to a guide, navigating students through their inquiry journey. This involves scaffolding their learning, providing resources, and facilitating discussions, while also allowing them room to explore independently.
• Foster a Reflective Environment : Reflection is a crucial aspect of inquiry-based instruction. Encourage students to evaluate their learning , contemplate their strategies, and consider alternate approaches.

According to a study by the Education Endowment Foundation , students engaging in inquiry-based learning showed a positive impact equivalent to an additional three months' progress.

Professor John Hattie asserts, “Inquiry learning requires teachers to be aware of how to prompt deep thinking, to be conversant with multiple ways of knowing and presenting information, and to be skilled at providing multiple opportunities for students to engage with substantive and syntactic knowledge of the subject.”

Successfully implementing inquiry-based learning may take time and practice, but the payoff in terms of student engagement and learning outcomes makes it a journey well worth undertaking.

Final Thoughts on Inquiry-based Learning

Inquiry-Based Teaching Methods provide an exciting way to learn and teach. However, teacher professional development and training are important, not only for inquiry-based learning but also for student success. To create engaged and meaningful learning experiences in a classroom, schools must provide teacher training opportunities to teachers to teach these inquiry-based lessons successfully.

Schools need to build time into the curriculum for these types of autonomous exercises as they are essential life skills. However, not all subject material is appropriate for this sort of approach to education. Pupils will need to have the learning skills and cognitive attributes to run with these methods .

There will always be a body of knowledge that just needs to be taught from the front, picking the topics suitable for this type of approach is half the battle. If a student is not well practised or confident in the area of independent learning then they may develop knowledge gaps that hinder their learning.

Further reading on Inquiry-Based Learning

Here are five key studies on the efficacy of inquiry-based learning and its impact on student outcomes:

• Student Outcomes in Inquiry Instruction by K. S. Saunders-Stewart, P. D. T. Gyles, B. Shore (2012): This study provides an inventory for outcomes or benefits for students engaging in inquiry, including cognitive and affective outcomes like knowledge, skills, motivation, attitudes, and creativity . It supports the idea that inquiry-based environments positively affect both teaching practice and student achievement.
• Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics by M. Kogan, S. Laursen (2014): This research examines the impact of inquiry-based learning in college mathematics on undergraduates’ subsequent grades and course selection, finding significant positive effects, especially for previously low-achieving students.
• Using inquiry-based learning to strengthen student learning outcomes by Sitti Nurridha Aco, S. Rahman, F. Firman (2021): This classroom action research demonstrates that inquiry-based learning significantly improved student learning outcomes in a high school setting, with student performance increasing notably from cycle I to cycle II.
• Inquiry-Based Learning for Improving Student Learning Outcomes: Literature Review by S. Utami, S. Sundari (2019): This literature review concludes that inquiry-based learning significantly improves student learning outcomes while also increasing learning motivation , highlighting the active and dynamic learning process facilitated by inquiry-based learning.
• Student outcomes in inquiry : students’ perspectives by K. S. Saunders-Stewart, P. D. T. Gyles, Bruce M. Shore, R. Bracewell (2015): Focusing on students’ perspectives, this study categorizes classes by level of inquiry and assesses outcomes through a student-administered questionnaire. Findings indicate that higher levels of inquiry correlate significantly with improved learning competencies, motivation, student autonomy, and less emphasis on traditional teacher roles.

These studies collectively emphasize the positive impact of inquiry-based learning on various student outcomes, including motivation, self-efficacy, academic performance, and the development of critical thinking and problem-solving skills.

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Classroom Practice

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For the vast majority of us, our high school history and social studies classes involved either a lot of memorization, a lot of movies, or both. Either way, they didn’t involve a lot of wondering, investigation, grey area, or multiple right answers.    

Now we know these things are the core of teaching these courses well. Thank goodness! Unfortunately, however, so many of the inquiry-based learning models out there feel too idealistic and impractical to implement in a real classroom.

If history and the social sciences are naturally intriguing (because, really—why  do  we do what we do as humans, right?), then it doesn’t seem right to me that we should be overcomplicating it.  

So let’s break down building your first inquiry-based unit into a handful of clear, doable steps with some examples to boot!Then, once you’re ready to move on to creating your assessment, check out my guide on  teaching scaffolded social studies writing ,   which picks up where this post ends. 

Here are the 5 steps you need to create your first, great inquiry-based social studies unit. 

1. Decide your inquiry unit’s central concept

2. write your inquiry unit’s central question, 3. focus learning with a graphic organizer, 4. find a variety of primary sources, 5. tie every activity to your inquiry question.

The first step in transforming your unit to be inquiry-based is deciding the central concept. This functions as your focus for the entire unit. It should be abstract, but something students have incoming understanding of regardless of their ability level. If you must define it for them, it’s not a good central concept.

This central concept is crucial because in inquiry-based learning, you want to laser-focus students on one thing. 

For example, transform your Gilded Age unit by focusing on the innovations and advancements made, using “ opportunity ” as your central concept. If you want the focus more instead on the role of government at the time, then a concept like “ laissez-faire ” or “ welfare ” (à la U.S. Constitution Preamble) would make more sense.

If needed, it’s better to form two or three mini units to cover a large era, each with its own focus, rather than trying to cover too many concepts all as part of one unit.

Notice the central concept is not the unit’s topic. The topic in a history class is the historical era. 

In Civics, your unit topics are usually things like  Principles of the Constitution ,  Elections and Political Parties , or  Three Branches of Government . But your central concepts for those units could be “ democracy ,” “ voting ,” and “ representation, ” respectively (at least, those are the ones I use for my units!)

This distinction matters because it will forge the decision making for the rest of your unit planning. 

Once you have a clear central concept, your unit’s driving inquiry question will almost write itself. That’s because you’ve already determined your intended takeaway—you just didn’t realize it!

Take our Gilded Age unit, for example. If you want to focus on “ opportunity ” then you already decided that you want students to grapple with the unimaginable wealth and poverty that existed simultaneously.

The two most important things to remember about great inquiry questions are:

They need to be short and easy-to-understand from the first day of the unit.  Your kids may not know the answer to the question on day 1, but they should understand what it’s asking. If you’re having to unpack the question, then it needs to be simplified. 

They don’t have a single right answer.  Both sides should be equally arguable. However, be careful to not have a question that lets a student argue against something that’s non-negotiable, like the dignity and basic rights of all people. For example, avoid questions that ask students if westward expansion was inevitable or justifiable, which can dismiss the devastation that occurred to tribes living on those lands. 

With those two rules in mind, your Gilded Age question could be,  “Was late 1800s America the land of opportunity?”  Short and simple to ask; complex and nuanced to answer.

Here are some other examples from across my various classes:

US History:   “What makes an American hero?”  from my  American Hero thematic unit

Civics:   “How are my Constitutional rights decided?”  from my  Bill of Rights unit

Global Issues:   “Am I in the majority or minority of the world’s population?”  from my  World Population and Poverty unit

Next, determine what kind of mental organization your question is requiring students to do. If it’s a this-or-that with two sides, then a T-chart is your go-to. If it’s a comparison, then a Venn diagram. If it’s a “how much” gradient question, then you need to use a continuum line. If it’s a cause/effect, then an input and output flow chart is what you need.

Create a single-sheet graphic organizer for students to add quick bullet-point notes after each activity throughout your unit. Coming back to our Gilded Age question, students would fill in a T-chart with columns labeled “opportunity” and “hardship.”

With your graphic organizer decided, it should be clear what sorts of topics students will need to examine. Now you just need to go hunting for your sources. 

Continuing with the Gilded Age unit as an example, your sources could include photographs of Vanderbilt mansions, an excerpt of Andrew Carnegie’s “Gospel of Wealth” essay, Currier and Ives illustrations of technological advancements, political cartoons criticizing the wealthy, narratives of immigrants excited to be Americans, Jacob Riis and Lewis Hine photographs, data charts about income levels—so many options!

The idea is that you pull together a collection of sources that support all the sides of the inquiry question.

If you want to focus on a particular skill with this unit, too, say  analyzing political cartoons  or  writing analytical sentences , then be sure you choose sources to support that work. 

For example, in my  Foundations of American Values unit , we explore 1800s activists’ writings and art for their use of persuasive appeal. 

So I incorporate a few examples each from the abolition, labor, and women’s rights movements, as well as from tribal leaders resisting their people’s removal. Then with the sources, we also analyze them for their use of persuasive devices.

The strongest way to do this is with students highlighting and annotating their work after they’ve finished exploring it. 

For the Gilded Age example, dedicate one color as “opportunity,” and one as “hardship.” Then have your students cover that presidential speech, their notes from a movie clip, or the collection of data charts and photograph they examined in those two colors. 

Next is when that graphic organizer comes into play. Make the final step of any activity be adding a few examples from it to the unit graphic organizer. By the end of the unit, your students will literally see their thinking about everything covered and be able to quickly develop their personal position on the unit’s no-right-answer inquiry question. 

For example, in my  Three Branches of Government unit , we highlight everything in three colors: “very,” “sort of,” and “not really” to work towards answering the question, “ How democratic is America’s government? ” 

Our graphic organizer is a grading scale continuum line that we add to as we go with very short bullet points of things learned, like “two four-year terms for President” or “Senate filibuster rule.”

This work done during the unit makes the end-of-unit heavy thinking go so much more smoothly. Students can more quickly form their positions and outline their essays, leading to much stronger writing. This is especially crucial for students who need extra scaffolding. 

To learn how to best support your social studies students in writing formal essays, check out my blog post  How to Scaffold Social Studies Essay Writing Like a Pro . It continues where this post leaves off, and gives you an overview of my favorite class period—Essay outlining day!

Feature image credit: The Rising Engineer via Pexels.com 

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Support Inquiry-Based Learning in the Classroom with Digital Activities

There is a lot of information out there about inquiry-based learning: what it is, how effective it is, and so on.  However, a question that many have is, “how can inquiry-based learning be used with digital activities?”  Let’s look at some examples of how to combine inquiry-based and digital learning.

Inquiry-based Social Studies

First, it’s worthwhile to know a bit about what inquiry-based learning really is and how to integrate it into social studies curriculum.  Dixie Massey’s blog post, How to Introduce Inquiry into Social Studies does a great job of outlining using inquiry in this subject area.  The article as a whole is worthwhile to read, especially if you are new to inquiry-based lesson planning. To summarize her thoughts, teachers should:

• begin a lesson with some background knowledge of the topic to develop student curiosity
• foster curiosity, because at the end of the day, students should want to know more through the idea of inquiry,
• allow students to take ownership of their learning, and
• differentiate learning so students develop a learning style unique to them.

In a 2016 article called “What the heck is inquiry-based learning?” , Heather Wolpert-Gawron noted that there are four major steps to incorporate this learning style into lessons. Throughout an inquiry-based lesson, students should:

• develop questions that requires them to “pitch” their ideas using a constructed response,
• complete research on a specific idea or artifact,
• present their culminating findings, and
• reflect upon how and what they learned.

Armed with this information, let’s take a look at how it can be applied to digital activities, especially for social studies.  I’ll focus on four separate activities that you might use.

Decision Making Activities

Active Classroom contains a large set of decision-making activities for both World History and United States History.  For example, in the “Fall of the USSR” activity, student groups assume the role of Soviet leader Mikhail Gorbachev faced with dealing with the problem of sustaining the failing Soviet economy.

Students are given various possible solutions, and must use inquiry skills in order to analyze the issue involved and speculate as to what the Soviet leader actually did. They must develop questions about what is causing problems with the Russian economy, and then research evidence to determine what course Gorbachev may have taken.

The activity concludes with the teacher revealing the actual policies Gorbachev initiated to help shore up the struggling Soviet economy.  Students can also create some sort of “culminating artifact,” either a “policy statement” in which they compare-and-contrast their selected solutions with the actual solutions Gorbachev took. Another idea might be for students role-play Soviet leaders in a forum about economic problems.

(Note: if the teacher does not have access to Active Classroom, they could try their hand at developing their own similar activities. This would include writing an introductory statement, including problems or situations faced, and possible solutions. The activity should conclude with a separate explanation of what was the actual solution or end of the problem.)

Debating the Documents

As with the “decision-making” activities, Active Classroom offers a large selection of “Debating the Documents” activities for both U.S. History and World History.  These activities include visual and text-based primary sources that students analyze, and then select which sources they believe best “helps a historian.”   They complete several inquiry-based questions analyzing the sources as well as explaining why they selected a particular resource. Students then engage in a class-wide debate regarding the validity of the sources and which ones they selected.

The activity culminates with students writing an essay that answers a document-based question (DBQ). For example, in the activity, “The New Deal: Did It Work?” students analyze various visual primary sources, including New Deal informational posters and editorial cartoons. They also look at speeches and writings of New Deal officials. The culminating question is, “The Great Depression lasted a decade while New Deal program after program failed to do anything to end it. Do you agree or disagree with this statement?  Why?”

Government Activators

These are some of my favorite inquiry-based activities to use in the classroom.  Each Activator begins with an introductory historical background essay and a graphic organizer that students use to learn about a government topic (branches of government, civil liberties, politics and elections, etc.).  This could be a stand-alone activity, but the Activator takes this a step farther by having students complete an inquiry activity.

For example, in the “Bill of Rights: Procedural Rights” Activator, after completing the graphic organizer, student groups analyze a Supreme Court case, answering questions about that case and completing a case-study activity in which they can create a group presentation about the assigned case, or even reenact the case as jurists.

Basic Economic Concepts and Issues

These activities allow students to learn about economics through inquiry-based instruction.  A good example activity is “Arguments For and Against the Affordable Care Act,” where students read background information about ObamaCare, complete various activities to help them understand concepts in the background information and write an essay.

They use inquiry skills by analyzing and making conclusions about various viewpoints on ObamaCare, and then synthesize that information to write the essay.  Students then meet together and share ideas and viewpoints about the Affordable Care Act, and either accept the viewpoints of other students, or work to have other students accept their point of view.

The series includes many “current event” types of activities, including “alternatives to gasoline-powered engines”, “amnesty or deportation”, “charter schools”, and “comparing economies and standard of living”.  In each instance, student and curiosity is piqued by the topic, and students are assisted in research skills by providing some evidence and encouraging students to complete further research.

Inquiry-based learning is an exciting teaching method to help students learn more effectively. Plus, using online lessons and resources can make this method even more exciting.  Give it a try in your classroom today!

Have comments, questions, or other suggestions?  Feel free to post responses in the box below.

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Michael Hutchison is social studies department chair at Lincoln High School in Vincennes, Indiana.  A 39-year teaching veteran, he has written multiple titles for  Social Studies School Service   as well as lessons for several Ken Burns films, including  The War ,   The Roosevelts: An Intimate History , and  The Vietnam War .  In 2014, the Indiana Historical Society named him Caleb Mills History Teacher of the Year.

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What is Inquiry Based Learning? Benefits & examples

Inquiry Based Learning is an instructional method that prioritizes student-led discussion and discovery. 

What is Inquiry Based Learning?

Have you ever posed a question to a group of students and been met with crickets? Even worse, downward gazes, uncomfortable shifting, and the gnawing feeling that you’ve totally lost them? You may be asking the wrong questions . 

With inquiry based learning, the students’ interests and curiosity are put front and center. By allowing them to drive the conversation forward based on what they want to know, they’ll be automatically invested in finding out more. This encourages critical thinking, evidence-based reasoning, and creative problem solving. 

Types of Inquiry Based Learning

Here are the four types of inquiry based learning:

• Structured. The teacher leads and introduces an essential question. Related activities, resources, and assessments follow.
• Controlled. The teacher poses several questions and the students pick one to explore further.
• Guided. Students formulate their own questions and find their own resources in response to a proposed topic.
• Free. The teacher provides support as students design their own questions, choose their own resources, and customize their own assessments to demonstrate what they’ve learned.

Each of these types of inquiry based learning is valid, but you’ll notice the structure gets looser as you go down the list. You’ll have to decide which type will work best in your classroom. 

Where do I start? 

Nancy Fitchman Dana, Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, assures us that inquiry can be broken down into the following easily digestible steps:

• Begin with a question that guides an investigation. That means you’ll want to avoid questions that can be answered with “yes” or “no”. Here we develop a wondering among the students.
• Research and collect data. This can be as big as assigning a research project or as small as making simple observations together.
• Next, it’s time to analyze data. What did they find out, and what does it all mean?
• Now take action ! What can we do with this information? How will it further guide our learning and inform our knowledge?
• Share with others . Knowledge is meant to be shared!

Can I engage in inquiry outside of the classroom?

Absolutely! While it’s true that inquiry and project-based learning often go hand in hand, you can also work inquiry into other types of experiences. My personal favorite? Looking at art.

I first learned about inquiry when I was training to become a museum educator. At the museum I was hired to lead field trips for, we were trained to implement an inquiry based teaching model in the galleries when engaging students with paintings, documents, and historic artifacts.

Nicola Giardina, a leading educator in the museum field, argues that everyone should teach with art inquiry, regardless of your content area. In her book “The More We Look, The Deeper It Gets: Transforming the Curriculum Through Art” (Rowman & Littlefield, 2018), she asserts that art inquiry:

• Improves critical thinking skills
• Develops social-emotional skills
• Increases student engagement
• Works for all students

Her approach to inquiry is a pyramid rather than a cycle.

Let’s break it down further. First, imagine your students are in an art gallery, sitting in front of a large painting, and initially they have no idea what they’re looking at. You’ll start with asking for observations . It’s as simple as asking, “What do you see?” 

This type of questioning opens the door for the discussion to branch off in many ways. It’s important to remember that this will take the conversation in several directions, and that’s okay! Keep the points you want to make in the back of your mind – you’ll get there eventually. 

Next is evidence-based inference . This is simply guiding your students to share what they think about what they see. For example, if in the observation phase a student shared that “this painting is from a very long time ago”, you could ask something like, “how do you know?” They’ll be excited to share why they think that. 

For a more structured approach, you can utilize a resource like See, Think, Wonder . I’ve used this successfully as both a conversation driver and as a worksheet element. This is a great tool to get your students to spend some time reflecting further on the topic at hand. 

Now it’s time for information . This is where you may need to feed some hard facts into the conversation to provide context. You can provide them with the date the painting was created, or even better, ask your students to find out for themselves by reading the wall label or looking for other clues.

Finally we come to interpretation. What’s the big idea here? I like to ask my students “what did we learn from this?” or “what is the point of this piece”? They always feel empowered sharing the discoveries they made, seemingly all on their own! 

Can’t get to the gallery?

While every museum educator will implore you to take your students to museums and galleries, that’s of course not always possible. But you can always work with art and artifacts in your classroom by taking advantage of digitized collections online . 

And what student doesn’t love watching videos ? In our era of streaming, using video to introduce students to art and artifacts, has the added benefit of providing important contextual information so that they better understand its enduring legacy. The series Art That Changed America and Artifacts That Changed America can be used to explore key art and artifacts that have shaped U.S history. The videos also encourage active viewing with engaging open question prompts to drive discussions around the art or artifact that is explored.

Benefits of Inquiry Based Learning

According to Nancy Fitchman Dana in her book “ Student Inquiry: The Basics”, when engaging in inquiry based learning in the classroom, “Students become researchers, writers, and activists rather than passive recipients of a textbook’s content. Students take ownership of their learning; they discover that school can be a place that nurtures curiosity, inspires important questions, and produces real joy from learning.” 

A bonus? Inquiry goes hand in hand with the Common Core. The Common Core Standards require students to:

• demonstrate independence;
• continuously build strong content knowledge;
• respond to the varying demands of audience, task, purpose, and discipline;
• comprehend and critique;
• value evidence;
• use technology and digital media strategically and capably; and
• come to understand other perspectives and cultures

All of which can be achieved through implementing an inquiry based learning model in your teaching. The inquiry model also encourages higher order thinking by prompting students to go beyond the memorizing of facts and figures to discover what it all really means. 

Disadvantages of Inquiry Based Learning

What are some disadvantages of this learning model? Here are some issues you might run into (and how to combat them!)

Exam-driven Curricula

An unfortunate reality of schooling today is that many teachers are assessed by how well their students perform on state mandated testing. This means that these teachers have no choice but to teach the content of the test, and to ensure their students do well on it. This doesn’t leave much room for students to explore their own interests – the guiding pillar of inquiry. 

So what can you do? 

Work inquiry into teaching the content! There’s no reason you can’t explore the exam content in a more meaningful way. Your students may even remember the content better for having meaningfully engaged with it. It was Benjamin Franklin who once said, “Tell me and I forget. Teach me and I remember. Involve me and I learn.” 

Reluctant Students

You’ll always have shy students who never raise their hand. This can be frustrating when you’re asking your students to share their observations and thoughts, and certain students refuse to participate.

Foster a culture of thinking and safe sharing within your classroom. The beauty of inquiry is that when you’re asking students what they see and think, there are no wrong answers! Reinforce that mindset when guiding discussion, and your students won’t feel too intimidated to speak up. 

Traditional testing models are not compatible with an inquiry-based classroom. Educator Lee Crocket explains : 

“The teacher-centered paradigm of pre-preparing assessments that are designed to confirm retention of pre-determined knowledge will not work well in an inquiry setting. This model will standardize and effectively limit the levels of achievement to those that have already been decided by the teacher. When this happens, individual pathways and potential for personalized learning goals are lost.” 

Perform checks for understanding along the way, and create unique forms of assessment that will gauge learning. 

While you’re at it, make sure you’re assessing your own teaching. Here’s a helpful rubric from the Harvard Graduate School of Education’s Project Zero.

Examples of Inquiry Based Learning

What can inquiry based learning look like, and how can you start using it in your classroom? Here are some common classroom activities that can promote inquiry:

• Object Inquiry 

This might be the easiest place to begin for the inquiry newbie. I explored this earlier when discussing performing an inquiry with a painting, but inquiry can be done with any number of objects or artifacts! Pull out a replica of a strange historic artifact and your students will automatically be invested in figuring out what the heck it is. 

No physical objects at your disposal? Head back to those videos I mentioned earlier!

• Experimentation

I’m betting you’ve heard of the scientific method . If you thought inquiry sounded familiar, you’re not wrong. It’s not so different from inquiry, and having your students experiment in the classroom or out in the field is a great way to explore the power of inquiry.

• Analyze a Book

There’s no shortage of wonderful literature available to support and enhance your curriculum. Why not allow your students to ask the questions and guide the discussion around a historical fiction novel, a sci-fi thriller, or your curriculum-mandated classical literature? As an added benefit, critically analyzing a novel for accuracy will help your students develop their media literacy skills.

• Gallery Walks

In a gallery walk , student learning is put front and center as they display their work for their classmates. Common structures include posters, dioramas, and videos – but anything tangible they’re working on in class will do. This sharing-based model gives students the onus to explain their process while the rest of the class is given the opportunity to ask thoughtful questions.

• Problem Based Learning

When you’re ready to take inquiry in your classroom to the next level, employ this student-centered approach that asks students to find a solution to an open-ended problem. PBL projects give students the opportunity to develop many important skills , and self-directed learning and inquiry is at its core. 

Relevant Books and Resources

Helpful books:.

• Fichtman, Dana Nancy, Thomas, Carol, and Boynton, Sylvia. “Inquiry: A Districtwide Approach to Staff and Student Learning” Crownpress, 2011. 
• Fichtman, Dana; Yendol-Hoppey, Diane.“The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry” (2009) (Facilitator’s Guide Available) 
• Cowhey, M. (2006). Black Ants and Buddhists: Thinking Critically and Teaching Differently in the Primary Grades. Portland, ME: Stenhouse. 
• Darling-Hammond, L., Barron, B., Pearson, D, Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., Cervetti, G. N., & Tilson, J. L. (2008). Powerful Learning: What We Know About Teaching for Understanding. San Francisco, CA: Jossey-Bass.
• King, R., Erickson, C., & Sebranek, J. (2012). Inquire: A Guide to 21st Century Learning. Burlington, WI: Thoughtful Learning.
• Wolk, S. (2008). “School as Inquiry.” Phi Delta Kappan, 90(2), 115–122.
• Giardina, N. (2018). The More We Look, the Deeper It Gets: Transforming the Curriculum Through Art. United States: Rowman & Littlefield Publishers.
• Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiry guided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing.
• Mackenzie, Trevor and Bathurst-Hunt, Elementary Edition: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners. Elevate Books Edu, 2019.
• MacKenzie, Trevor. Dive Into Inquiry. United States, Elevate Books Edu, 2019.

Helpful Sites and Downloadables:

• Learning by Inquiry  
• Inquiry Resources  
• See / Think / Wonder
• I Used to Think… Now I think…
• What Makes You Say That? (Adapted)     
• Pocket Guide to Probing Questions – School Reform Initiative  
• PZ’s Thinking Routines Toolbox | Project Zero  
• Cultures of Thinking Student Recording Sheets | Project Zero  

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