Enquiry – Based Learning .

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 Inquiry-based learning

Inquiry-based instruction

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 The Science of Learning
(…or what makes for good teaching and
learning in the Cambridge classroom)
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Missing Fish

Two fathers took their sons fishing.

Each caught one fish, but when they returned to camp there were only 3 fish.
How could this be? (None of the fish were eaten, lost, or thrown back.)
 How confident are you using these words with teachers?

Scaffolding
Peer assessment
Questions Differentiation
Reflection
Self assessment Active
Assessment Learning
for learning
FeedbackEnquiry-led
Success criteria
activities
Metacognition
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 Active Learning

Assessment for Learning

Metacognition
+
Language awareness

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cambridge.org/education
 The Cambridge classroom
Teacher: activators of learning, creating a student-centred learning
environment

Ask questions Student: builds autonomy and takes responsibility for own
learning
Give feedback

Support self Think hard Constructivist approach: student has active role in
and peer constructing meaning, building on previous learning
assessment
Reflect on
Encourage learning
deep learning Assessment for
Active learning Metacognition
Understand Learning
Facilitate success criteria
progress
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 WALT…We Are Learning To.

WILF….What I am Looking For.

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 Techniques to Encourage Talking
• Thinking time
• I agree/disagree
• I think… because...
• Talk partners
• Talk on your tables
• Tell me what someone
else said
• Teacher modelling

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 In your Classroom

• Classroom display
• Word wall
• Weekly spellings
• Explain new words
at the start of a
lesson
• Praise when
learners use new
science words

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 Problem
Two boys wish to cross a
river. The only way to get to
the other side is by boat,
but that boat can only take
one boy at a time. The boat
cannot return on its own,
there are no ropes or
similar tricks, yet both boys
manage to cross using the
boat.
How?

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 Enquiry Terms
• The process of finding evidence to answer
a question
Enquiry Based Teaching
• Lessons where learners use activities to
answer a question

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 The scientific enquiry process
Exploring, observing and discussing lead to…

Questions which lead to…

…and often leads to more Questions

6 types of Scientific Enquiry
Fair Testing
Observing Changes
Pattern Spotting
Research
Identification and Classification
Modelling

Which result in Evidence

Which leads to Conclusions
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 The question asked determines the type of enquiry needed.

Fair Test
Do clean tomatoes go mouldy faster than dirty tomatoes?
Do smaller lumps of jelly dissolve faster?

Observing Changes
Why do plants have flowers?
What is the weather like in Spring, Summer, Autumn and Winter?

Pattern Spotting
Which materials are magnetic?
Are older children taller?

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 The question determines the type of enquiry needed.

Research
Which planets might humans be able to live on? (Classification)
How are fossils made? (Observing changes)

Identification and Classification

Which plants grow in our school?
Is plastic always flexible?

Modelling
How does electricity work?
What does the heart do?

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 Enquiry Skills
The Skills needed for successful scientific enquiry

Thinking Skills Physical Skills

Questioning Observation
Planning Measuring
Reasoning Communicating ideas

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 Tell me; I forget

Show me; I remember

Involve me; I understand

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 Q&A

What have we learned?

What went well?
What could be improved?

Any questions or comments?

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