Inquiry-Based Learning Instructional Strategies

Link to Video

Inquiry-Based Learning

"Tell me and I forget, show me and I remember, involve me and I understand.”

Inquiry-Based Learning

Inquiry-based learning is an instructional style based on the idea that learning may be facilitated by giving students the opportunity to explore an idea or question on their own. To arrive at an answer or to better understand the concept, students often collect and analyze data.

English/Foreign Language

How to use it: Socratic Seminar 1 or 2 Days Before: Students read an

article or a portion of a larger text Students also respond to a prompt

based on the reading before the seminar

Teacher asks a thought-provoking opening question to begin

Students discuss and support their answers with evidence from the text-no “right answer”

Students have a follow-up assignment afterward

Why it is effective: Can be used in almost any subject

area

Provides alternate ways for students to experience a text

Allows students to engage in ideas

Students sit in a circle and one person speaks at a time

Student-driven/Teacher facilitated

No grade is given for discussion

Math

How to use it: Student understanding is the

focus

Students will actively participate by developing questions and investigations to find solutions

Teachers facilitate learning as students engage in active problem solving by asking probing questions relating to the work they are doing

Why it is effective: Inquiry based learning leads

students to ask questions during investigating which will ultimately develop a deep understanding of the concepts used

Science

How to use it: Inquiry-based learning in a

science class is any lab activity.

Students hypothesize and then develop a procedure to prove or disprove their hypothesis

Why it is effective: In the process of the

experiment, students construct reasoning as to why the hypothesis is true or not

Social Studies

How to use it: Inquiry-based teaching provides the

opportunity for more rigorous learning by using a discussion-based lesson

Calls for teachers to facilitate learning, not dictate it

Teachers pose open-ended questions and students interpret primary source documents to support their arguments to answer the questions

Interpretation of the document will not just call for “what does this document mean,” but “what does this document mean to you”

Leads to students posing questions of their own to explore

Why it is effective: Allows students to be more involved in

their learning and keeps them motivated and engaged

Places value on student ideas, which is essential in shaping the lesson

Requires students to engage thoughtfully with information

Helps students to learn how to support their ideas with evidence

Provides skills needed for reading and writing

Allows for students to get deeper into the details and helps them become better thinkers and speakers

Business, Computers and Information Technology

How to use it: Try to center lessons & projects on real-world

situations that make the students think like they are working in a specific industry

If creating a video game, give them specific features & requirements that a customer may have if they hired them to make a game

The student has to research what the customer wants & brainstorm ideas to discuss with the customer to make sure that the ideas match & the customer will be happy with the game

The student then has to create the game & submit it to the customer to test.

The customer gives the student feedback & then the student has to reflect on the feedback & make changes to the customer’s requirements

Why is it effective:• Requires students to go through

the cycle below & be able to relate the classroom learning to the real-world, which helps them retain the information longer

Special Education

How to use it: Ensure your students are

able to process question based information and able think ahead

Students need to be able to plan, formulate questions, and make predictions about outcomes

Use scaffolding if necessary

Why it is effective: Lets students shape the

direction of the lesson

Allows for lesson to be adjusted and adapted based on monitoring what works for the student (formative assessment)

Lets lesson go where it needs to based on students different academic/ functional levels (differentiated instruction)

Examples of Use in Real Classrooms

English/Foreign Language Video Video

(focus on 9:54-12:00)

Math Video

Science Video Video

Social Studies Video

BCIT Video

Additional Resources

www.teachingchannel.org

http://www.thirteen.org/edonline/concept2class/inquiry/index.html

https://www.youtube.com/watch?v=wfKHu7N-hrE

http://edapps.ca/2011/12/10-ways-inquiry-learning/