What is inquiry-based learning and

how are teachers building lessons

around current events and critical
thinking
What is inquiry-based learning?

Inquiry-based learning is a method of teaching that involves high-level questioning and exploration to
help students make real-world connections. Learners who use the inquiry-based learning approach
are more likely to engage in experiential and problem-based learning.
Inquiry-based learning is about arousing students’ curiosity, and arousing a student’s curiosity
achieves considerably more complex aims than simply delivering facts. Despite its complexity,
teachers perceive inquiry-based teaching and learning to be easier since it not only shifts
responsibility from educators to students but also engages them.
What is inquiry-based learning?

Inquiry-based learning is crucial for piquing children’s attention. It motivates students to become
specialists in their own education. This type of learning, on the other hand, needs a certain level
of self-discipline, critical thinking and problem-solving skills. It’s safe to assume that the children
have grown up.
• Multiple formats for inquiry-based learning that exist, includes:
• Field-work
• Case studies
• Investigations
• Individual and group projects
• Research projects
What makes Inquiry-Based Learning so special?

Teachers can use inquiry-based instruction in a variety of ways, but here are some of the basics:
Observation/Orientation: The instructor introduces a new concept or topic, and students
investigate it via hands-on activities, direct instruction, and research.
Conceptualize: Students develop questions about the material, hypothesize, and make
predictions as they conceptualize/question it. An investigation is the most time-consuming
aspect of inquiry learning. Students are encouraged to take the initiative with the help of their
professors. They also use the teacher’s assistance to find answers, do research, and gather data
to support or refute hypotheses.
What makes Inquiry-Based Learning so special?

Conclusion: Students arrive at conclusions and answers to their inquiries after gathering facts and
required information. They determine whether their hypothesis or concepts are correct or have
flaws. More questions may arise as a result of this.
Discussion: At this point, all students have the opportunity to learn from one another while sharing
their results. More questions from the teacher direct the discussion, encouraging debate and
contemplation.
The inquiry-based learning approach allows for a lot of flexibility. Teachers usually start with
inquiry-based science lessons, but the inquiry-based approach can be used to any topic and
subject by teachers. In the long run, these transferrable talents can be employed to help students
become more effective learners.
‘The primary learning style’ is another method for effective learning.
The Importance of Inquiry-Based Learning
Teacher Training
Inquiry-based learning and teaching is a fun approach to educate and learn. It can be intimidating if
you’ve never done something like this before. You might be unsure where to begin or what to do
next. That is why, in addition to inquiry-based learning, teacher training and professional
development are critical to student achievement.
• Teachers must receive training in order to successfully execute these concepts in the classroom.
Several key findings emerged from a study of teachers who have undergone inquiry training:
• Student involvement was improved as a result of teacher training.
• Teachers’ attitudes toward inquiry-based instruction increased as a result of the training.
• The availability of appropriate resources resulted in a good attitude toward inquiry lessons.
• Teachers’ confidence in their own abilities to lead these classes grew as a result of the training.
The Importance of Inquiry-Based Learning
Teacher Training

Despite this, teachers observed that systemic constraints limited their capacity to apply inquiry
learning. Administrators and school culture must accept this learning approach.
Students benefit greatly from inquiry-based learning. Most importantly, it boosts student
participation with critical thinking and problem-solving. Great things happen in classrooms and
schools when students are engaged and empowered to direct their own learning.
Implementing Inquiry-Based Learning:
Tips for Teachers

These examples serve as a starting point for teachers who want to try out inquiry-based teaching.
You can build on these, use them as a springboard for new ideas, or make your own lessons and
projects. If you’re new to inquiry learning, consider the following suggestions:

Avoid the temptation to answer all of the students’ inquiries. Keep in mind that this is a student-
centred learning and exploring experience.
Implementing Inquiry-Based Learning:
Tips for Teachers

Spend as little time as possible introducing an idea or lesson. A lecture can easily become tedious
and uninteresting. Only provide pupils what they need to get started on their own research.

Be ready to be adaptable. Varying classes and students demand different levels of assistance. Some
lesson strategies may appear to be excellent at first but fall short halfway through. To keep the
inquiry continuing and involvement high, be willing to adapt and alter.
Implementing Inquiry-Based Learning:
Tips for Teachers

Allow your own curiosity to grow. Asking and exploring your own questions with students can serve
as a model for lifelong learning and engagement. It will be greatly appreciated.

At the end of each inquiry lesson, set aside time for reflection. This could be a class discussion or a
period of silent journaling. The learning process, as well as the concepts taught, should be reflected
on. “How did investigation increase your understanding?” or “Was it frustrating not to acquire
immediate answers?” are examples of leading inquiries.
Note to self

• Don’t wait for the right opportunity to ask a question.

• Make ideas the focal point of your presentation.
• Work toward a common understanding aim.
• Keep your grip on the class.
• Maintain your commitment to the students’ course of inquiry.
• Directly teach on a need-to-know basis.
Conclusion

Certain programs such based on the Primary Years Program can be criticized for their claims to be an
inquiry based learning program. While there are different types of inquiry (as stated above) the rigid
structure of this style of inquiry based learning program almost completely rules out any real inquiry
based learning in the lower grades. Each “unit of inquiry” is given to the students, structured to
guide them and does not allow students to choose the path or topic of their inquiry. Each unit is
carefully planned to connect to the topics the students are required to be learning in school and
does not leave room for open inquiry in topics that the students pick. Some may feel that until the
inquiry learning process is open inquiry then it is not true inquiry based learning at all. Instead of
opportunities to learn through open and student-led inquiry, SOS inquiry based learning program is
viewed by some to simply be an extra set of learning requirements for the students to complete.
 THANK YOU
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