Inquiry-Based Learning

The
inquiry-based
learning (IBL)
What is Inquiry?
It is a constructivist approach, in which
students have ownership of their
learning. It starts with exploration and
questioning and leads to investigation into
a worthy question, issue, problem or idea.
It involves asking questions, gathering and

analysing information, generating
solutions, making decisions, justifying
conclusions and taking action
Why must Inquire?
Inquiry-based learning approaches when

correctly implemented can help develop
higher-order, information literacy and critical
thinking skills. They can also develop problem-
solving abilities and develop skills for lifelong
learning
Teacher’s Role
The teacher's role in inquiry-based learning is

one of 'Guide on the side' rather than 'Sage on
the stage". The teacher scaffolds learning for
students, gradually removing the scaffolding as
students develop their skills. With young
children or students new to inquiry it is usually
necessary to use a form of guided inquiry.
Picture
CHARACTERISTIC
S
OF inquiry-based
learning
Inquiry learning emphasizes constructivist
ideas of learning. Knowledge is built in a
step-wise fashion. Learning proceeds best in
group situations.
The teacher does not begin with a statement,

but with a question. Posing teaching
questions for students to solve is a more
effective method of instruction in many
areas. This allows the students to search for
information and learn on their own with the
teacher's guidance.
The topic, problem to be studied, and
methods used to answer this problem are
determined by the student and not the.
The above comments represent a classroom

that is fully committed to inquiry, to the
greatest extent possible. However, it is not
necessary to take an all-or-nothing approach
to inquiry-based methods.
Key components
OF the inquiry-based
learning
1. Activating Prior Knowledge
By bringing the students' own background and experiences to the
learning table, students will find ways to connect to the topic and will
have activated some basis for creating meaning with the text they are
reading. The personal connection to learning increases a student's
motivation to explore, read, and struggle with difficulties as they arise.
2. Providing Background Information
Provide source material because student need to know something about

the topic to be able to perceive and formulate meaningful inquiries, such
us :articles, go to museum exhibits, listen to audio recording, or videos
book-primary source material-web site-photography.
3. Defining Outcomes for which students will
be held accountable.
Inquiry: define problem question; find and gather data;
analyze, compare, organize, and synthesize data; create a proposition;
support proposition (facts, stats, examples, expert authority, logic and
reasoning); propose solutions and action steps
4. Modeling Design Product Outcomes

(technology, art); Providing Frameworks
Show students a PowerPoint presentation, a web site, a proposition
support framework, a museum exhibit, a choreographed dance
performance, etc. Students need to see models of what it is they are
being asked to do. They must have a supporting structure which
provides a grounding for their creations, but doesn't limit their creativity.
5.Establishing a general topic or inquiry
A broad problem question or topic provides students with a general focus
for selecting more specific inquiries.
Picture
6. Student teams conduct background

research and define focused problem
questions within broader inquiry or topic
Without a knowledge base or some degree of familiarity with the topic, it
will be difficult for students to develop relevant inquiries within the broad
topic area. Students need to be provided with background material
and/or guided to research their own background material. This base will
enable them to begin to formulate a big picture understanding of the
broad topic area, and then to select a specific inquiry interest which
connects to the broader topic.
7. Establish and communicate inquiry
presentation framework.
a) state problem question

b) develop proposition which can be argued
c) provide background information
d) support proposition with: facts, statistics, examples, expert authority,
logic and reasoning

e) propose solutions and action ideas
8. Refer students back to expected outcomes

and inquiry framework to create alignment
between their presentations and intended
outcomes.
9. Ask students a lot of questions to help
them refine their thinking and guide their
research.
10. Support technology (PowerPoint, Web

Site, Hyperstudio) and art design product
creation.
11. Empower students to coach and train one
another within their teams.
12.Provide a forum for student presentations

which includes students, teachers,
parents, and community members.
13. Provide vehicles for student participation

in action projects which connect their
learning to specific action.
14. Incorporate ongoing, meaningful peer
and teacher assessment.
15. Reflect on what worked and what didn't,

and try it again.
IF YOU TELL ME,
I MIGHT FORGET.
IF YOU SHOW ME, I

WILL REMEMBER.
IF YOU INVOLVE ME,

I WILL UNDERSTAND.
THE END!

Inquiry-Based Learning

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Inquiry-Based Learning

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The

It involves asking questions, gathering and

Inquiry-based learning approaches when

The teacher's role in inquiry-based learning is

The teacher does not begin with a statement,

The above comments represent a classroom

2. Providing Background Information

Provide source material because student need to know something about

4. Modeling Design Product Outcomes

6. Student teams conduct background

a) state problem question

logic and reasoning

8. Refer students back to expected outcomes

10. Support technology (PowerPoint, Web

12.Provide a forum for student presentations

13. Provide vehicles for student participation

15. Reflect on what worked and what didn't,

IF YOU SHOW ME, I

IF YOU INVOLVE ME,

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