INQUIRY-BASED LEARNING

HOW TO GET INTO INQUIRY-BASED

LEARNING

01 EIDREF NAVARRO - BTVTED2A

 FIRST STEPS TO
INQUIRY
RESEARCH HAS SHOWN THAT INQUIRY-
BASED LEARNING HAS A
POSITIVE EFFECT ON LEARNING, LEADING
TO INCREASED
MOTIVATION AND DEEPER
UNDERSTANDING.

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 TEACHERS WHO ARE NEW TO 1. TEACHERS WHO ARE NOT AS FAMILIAR
INQUIRY-BASED LEARNING TO THE GIVEN TOPIC MUST ALWAYS
OR USING INQUIRY-BASED LOOK TO THE CURRICULUM ITSELF.
LEARNING NOT FREQUENTLY - THIS WILL HELP TEACHERS LEARN
THEN THEY SHOULD: WHAT EXACTLY THE STUDENTS NEED TO
LEARN.

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 2. USE DIFFERENT TYPES OF LEARNING
TEACHERS WHO ARE NEW TO MATERIALS IN LINE TO THE GIVEN TOPIC.
INQUIRY-BASED LEARNING - TEXTBOOKS
OR USING INQUIRY-BASED - TRUSTED EDUCATIONAL WEBSITES
LEARNING NOT FREQUENTLY - YOUTUBE, ETC.
THEN THEY SHOULD: - TEACHERS CAN ALSO USE COLLEAGUE'S
LEARNING MATERIALS FOR SOME
REFERENCES.

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 3. FIND SOME SORT OF INQUIRY-BASED ACTIVITY FOR THE
CLASS.
- THIS CAN BE FIND ONLINE AS WELL.
TEACHERS WHO ARE NEW TO - ALWAYS MODIFY THE ACTIVITY TO FIT THE CLASS' SPECIFIC
INQUIRY-BASED LEARNING NEEDS.
- TEACHERS MUST TRY TO MAKE THE ACTIVITY MORE
OR USING INQUIRY-BASED TOWARDS THE CLASS,
LEARNING NOT FREQUENTLY MEANING THE ACTIVITY IS USUALLY ASSEMBLED BY THE
THEN THEY SHOULD: STUDENTS.
- MATERIALS MUST NOT ALWAYS BE NEW, TEACHERS CAN USE
RECYCLED
STUFFS IN PRODUCING LEARNING MATERIALS FOR THE
STUDENTS.

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 TEACHERS WHO ARE NEW TO
INQUIRY-BASED LEARNING
OR USING INQUIRY-BASED
4. SAFETY IS THE NUMBER ONE PRIORITY.
LEARNING NOT FREQUENTLY
THEN THEY SHOULD:

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 WORKING INQUIRY-BASED LEARNING CAN TAKE ON
MANY DIFFERENT FORMS,

TOWARDS OPEN IT COULD BE A HIGHLY STRUCTURED PLAY

TO STUDENTS SPONTANEOUSLY

INQUIRY ASKING QUESTIONS AND FIGURING OUT

HOW TO TEST THEM.

STUDENTS CANT BE EXPECTED TO MAKE

BOLD CONCLUSIONS IN A VACUUM
OF KNOWLEDGE.

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 1. TEACHERS MUST LAY DOWN A
FOUNDATION OF BASIC CONTENT.
- TEACH THE BASIC CONTENT TO THE STUDENTS FIRST.

WORKING 2. AFTER TEACHING THE FUNDAMENTAL

TOWARDS CONTENTS, TEACHERS MUST NOW

MOVE ON TO STRUCTURED INQUIRY.

OPEN INQUIRY - TEACHERS HAS TO PROVIDE A QUESTION TO ANSWER OR A PROBLEM TO

SOLVE.
- GIVE THE STUDENTS A PROCEDURE TO FOLLOW FOR THE STUDENTS TO
COME UP A SOLUTION.
- TEACHERS ARE NOT ALLOWED TO PROVIDE THE SOLUTION AND ITS ALL ON
THEHANDS OF THE STUDENTS.

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 3. ONCE THE STUDENTS HAVE A GOOD
KNOWLEDGE AND EXPERIENCE
FOUNDATION, TEACHERS CAN NOW
CHALLENGE THE STUDENTS ON WHAT

WORKING CLASS CAN ACHIEVE WITH A GUIDED

INQUIRY ACTIVITY.

TOWARDS - TEACHERS WILL GIVE THE STUDENTS A QUESTION TO

SOLVE BUT THIS TIME AROUND ITS THE STUDENTS WHO

OPEN INQUIRY ARE THE ONE THAT WILL COME UP WITH A PROCEDURE
AND SOLUTION.
- GUIDED INQUIRY PRESENTS THE PERFECT OPPORTUNITY
TO SPARK STUDENTS IMAGINATIONS.
- GUIDED INQUIRY ALSO ACHIEVES A STRONG BALANCE
BETWEEN STUDENT FREEDOM AND CONSTRAINTS.

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 4. ITS ALSO OFTEN DURING GUIDED
INQUIRY THAT STUDENTS WILL START
ASKING QUESTIONS FOR THEM TO DIG
DOWN DEEPER TO THE CONTENT WHICH

WORKING MOVES THE STUDENTS TO OPEN INQUIRY.

- OPEN INQUIRY IS A BYPRODUCT OF OTHER FORMS OF

TOWARDS INQUIRY WHERE THE TEACHERS DOES NOT PROVIDE THE

QUESTION, THE PROCEDURE, OR EVEN THE SOLUTION.

OPEN INQUIRY - ITS ALWAYS ON THE STUDENTS HANDS TO COME UP

WITH THE QUESTIONS.
- BECAUSE THE QUESTIONS COME FROM THE STUDENTS'
CURIOSITY THERE IS A HIGH INTRINSIC MOTIVATION TO
ARRIVE AT A CONCLUSION.
- OPEN INQUIRY LEADS TO POWERFUL TEACHABLE
MOMENTS AND IS INCREDIBLY SATTISFYING FOR
STUDENTS AND TEACHERS WHO BOTH USE THE
OPPORTUNITY TO LEARN SOMETHING NEW.

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5 SKILLS TO
BECOME AN
INQUIRY TEACHER
SUCCESSFULLY INCORPORATING INQUIRY-BASED LEARNING
IN THE CLASSROOM REQUIRES TEACHERS TO MAKE USE OF
A TOOLKIT OF SPECIFIC TEACHER SKILLS
THAT PROMOTE OPENNESS AND CURIOSITY.

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 BEING FLEXIBLE

BEING FLEXIBLE WITH DISTRACTIONS

- BIG PART OF INQUIRY-BASED LEARNING IS THAT IT

ALLOWS THE TEACHERS AND THE STUDENTS TO GO
DOWNPATHS OF DISCOVERY THAT ARE COMPLETELY
UNEXPECTED.
- EMBRACING THE STUDENTS' QUESTIONS THAT ARE MEANT
TO BE DISTRACTIONS CAN LEAD TO POWERFUL TEACHABLE
MOMENTS.

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 BEING FLEXIBLE

BEING FLEXIBLE WITH STUDENT DEVIATIONS

- DEVIATIONS THAT ARE BROUGHT ON BY THE STUDENTS

ARE NOT WRONG AND CAN LEAD TO SOME VERY
INTERESTING MOMENTS.
- THE ROLE OF THE TEACHER DURING INQUIRY-BASED
ACTIVITIES IS TO BE A FACILITATOR.

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 GUIDING OPEN-ENDED QUESTIONS

- TEACHERS MUST OPEN AS MANY DOORS AS POSSIBLE FOR

THE STUDENTS TO ENCOURAGE THEIR THINKING AND
PROMOTE DIALOGUE SO THAT THEY CAN UNDERSTAND AND
JUSTIFY THE DECISIONS WHENEVER DOING SOMETHING.
- AVOID CLOSE QUESTIONS AS IT PUT A CONVERSATION TO
AN END REALLY FAST.
- TEACHERS MUST TRY TO PUSH THE STUDENTS TO USE
OPEN-ENDED QUESTIONS.
- TEACHERS CAN USE THE "PREDICT, EXPLAIN, OBSERVE,
EXPLAIN" METHODOLOGY.

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 SETTING UP PROPER EXPECTATIONS

- TRIAL AND ERRORS ARE NORMAL FOR THE STUDENTS.

- TEACHERS MUST SET UP THE IDEA THAT FAILING IS NOT A
BAD THING.
- TEACHERS MUST ABLE THEIR STUDENTS TO GET USED TO
THE IDEA THAT IF SOMETHING DOESNT WORK ITS GOOD
PRACTICE TO STOP, OBSERVE WHAT DIDNT WORK, AND
THEN TAKE THE TIME TO THINK OF A SOLUTION.
- TEACHERS SHOULD LET THE STUDENTS KNOW THAT IT'S
ALSO OKAY FOR THEM TO LET GO OF AN IDEA IF THEY GET
STUCK IN A RUT.

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 GOING BEYOND "I DONT KNOW"
- TEACHERS DONT HAVE TO KNOW ALL OF THE ANSWERS
ALWAYS.
- NOT KNOWING ALL THE ANSWERS MAKES TEACHERS LOOK
HUMAN AND MORE
RELATABLE.
- INSTEAD OF ANSWERING "I DONT KNOW", TEACHERS CAN
USE "I DONT KNOW" AS A STARTING POINT FOR DEEPER
INQUIRY.
- TEACHERS CAN STILL GIVE LOTS OF USEFUL INFORMATION
ABOUT THE PROCESS OF ASKING GOOD QUESTIONS AND
FINDING ANSWERS EFFICIENTLY, EVEN WITHOUT THE
EXPERTISE FROM IT.
- STUDENTS UNLOCK A NEW ACTIVITY JUST FROM THEIR
OWN QUESTION ITSELF.

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 DESIGNING GREAT ACTIVITIES

- TEACHERS MUST ALWAYS PUT A HOOK TO THE ACTIVITY

WHERE IT CAN LEAD THE STUDENTS TO WANT TO KNOW
MORE.
- HOOKS ARE THOSE THINGS THAT MAKE THE ACTIVITY SO
THAT THE STUDENTS WANT TO FIND OUT THE ANSWER.

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 4 STUDENTS
INQUIRY SKILLS
TO NURTURE AND
ASSESS

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 INITIATING AND
PLANNING
- PART OF THE INQUIRY PROCESS IS
STUDENTS SHOWING THAT THEY CAN
BRAINSTORM, SOLUTIONS TO A PROBLEM,
SELECT A POSSIBLE SOLUTION TO THE
PROBLEM, AND MAKE A PLAN FOR HOW THEY
WILL IMPLEMENT THE SOLUTION.
- ONCE THE STUDENTS HAVE HAD TIME TO
BECOME FAMILIAR WITH THE INQUIRY
MATERIALS AND ARE READY TO MOVE ON TO
MORE GUIDED INQUIRY THAT REQUIRES
PLANNING, THE TEACHER CAN NOW
EAVESDROP ON THE STUDENTS
CONVERSATIONS.

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 PERFORMING AND RECORDING

- STUDENTS SHOULD ALWAYS

LEARN HOW TO SLOW DOWN AND
- SOME GOOD WAYS FOR STUDENTS
REALLY THINK ABOUT THE
TO REPORT THE RESULTS IS TO
RESULTS IN ORDER FOR THEM TO
CREATE DRAWINGS,
FULLY UNDERSTAND WHAT HAS
DIAGRAMS OR GRAPHS WHICH CAN
TRANSPIRED IN THE
LATER BE ASSESSED.
ACTIVITY.

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ANALYZING AND INTERPRETING

- AFTER AN ACTIVITY, - BY ANALYZING THE - FOR SOME

STUDENTS MUST ABLE DATA, STUDENTS EXPERIMENTS,
TO TRY TO MAKE WILL RECOGNIZE PATTERN
SENSE OF WHAT THAT THE DATA RECOGNITION
THEYVE THEYVE COLLECTED THROUGH THE
OBSERVED AND IS NOT ALWAYS COLLECTION OF DATA
EXPERIENCE. GOING TO LEAD THEM POINTS IS THE KEY TO
TO A CONCLUSION MAKING A STRONG
THAT'S EASY TO SPOT. CONCLUSION.

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 COMMUNICATING
- STUDENTS MUST ALWAYS KNOW HOW TO COMMUNICATE
THE RESULTS OF THE WORK THEYVE DONE.

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 - COMMUNICATING IS A GREAT
WAY FOR THE STUDENTS TO
SHOW WHAT THEY
UNDERSTAND
ON WHAT THEY DID.

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- TEACHERS AND THE STUDENTS CAN TAKE ADVANTAGE OF MUCH
DIFFERENT COMMUNICATION
TOOLS SUCH AS:

ORAL PRESENTATIONS
CHARTS
GRAPHS
DIAGRAMS
WRITING TEACHER INTERVIEWS
DRAWINGS
COMMUNICATING
- HAVING STUDENTS COMMUNICATE THE RESULTS OF
THEIR WORK IS A GOOD TIME TO DO SOME
CROSS CURRICULAR ASSESSMENT.

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