SU ES FOCUSED

D
E FD U
F C
O O
C
IQ NU INQUIRY
RI YI QN UR I Y
RROOAPPROACH
A CCHHP A P P A P
N T ES LE EL SE
M E ELEMENTS
II MMT TAIMPORTANCE
AN NC CE EP PO OR R
FOCUSED
INQUIRY
 FOCUSING INQUIRY

means the center sometimes termed as

of interest or discovery, heuristic, and
activity of attention problem solving.
and concertation.
 What is Inquiry?
is quite simply a systematic investigation into a problem,
issue, topic or idea. It is a dynamic process of being open to wonder
and puzzlement and coming to know and understand the world.

 Investigation probe examination

review analysis exploration
Focusing Inquiry
Approach
 CONTENT OF FOCUSING INQUIRY

It is focused on using It puts more emphasis

learning content. on “how we come to
know” and less on “
what we know”.
 Focusing Inquiry Approach
The system is more student
centered, with the teacher as
a facilitator of learning. There
is more emphasis on "how we
come to know" and less on
"what we know."
Learning becomes almost
effortless when something
fascinates students and
reflects their interests and
goals.
The inquiry approach is more
focused on assessment
determining the progress of
skills development in
addition to content
understanding.
Students are more involved in
the construction of knowledge
through active involvement. The
more interested and engaged
students are by a subject or
project, the easier it will be for
them to construct in-depth
Elements Of Effective Inquiry Learning

1.Essential
Questions

Variety of Student
Responses Engagement

Performance Cooperative
Evaluation Interaction
 Lessons begin with a question that sparks curiosity and a sense of
wonder.
Essential
 Students are encouraged to ask questions.
Questions
 Students know their questions are valued.
 Student questions might even be posted in the classroom, or as
part of an online course.
 The answers to essential questions cannot be found, but must
be invented or constructed. It can’t be found by reading one
paragraph or sentence in a textbook or online source.

The teacher asks students the essential questions to be addressed in

a learning activity. Essential questions reside at the top of Bloom’s
Taxonomy. They require students to EVALUATE (make a
thoughtful choice between options, with the choice based upon
clearly stated criteria), to SYNTHESIZE (invent a new or different
version) or to ANALYZE (develop a thorough and complex
understanding through skillful questioning).
 Student This focuses upon students participating in their own
Engagement learning. Qualities of a learning environment with Student
Engagement include:

The teacher becomes a facilitator.

 Students are not passively filling in the blanks or answering

questions at the end of a chapter, but are involved in creating a
unique product that shows their understanding.
 Students carry out activities by: using materials, observing,
evaluating, and recording information.
 Students sort out information and decide what is important.
 Students see detail, detect sequences and events, notice change,
and detect differences and similarities.
Cooperative
Interaction Students create their own learning and there is a
process in place for doing so. These include:

 Students are asked to communicate, work

in pairs or groups, discussing ideas.
 Students are not in competition with each
other.
 Answers may reach a “correct” answer
without everyone having exactly the same
product.
 Instructors need obviously create instruction that can
Performance measure student learning. These will allow the
Evaluation students to demonstrate their level of understanding.
Teachers rely upon the following:

 Students creating an end product to

communicate their knowledge, such as
an essay, video, slide show, graph,
poster, song, or mural.
 Products involve the use of higher
order thinking.
 Scoring Guides (rubrics) are commonly
used for evaluation, with students seeing
it prior to creating their product.
 Students use multiple resources: textbooks, web
Variety of
Responses sites, videos, posters, experts, etc., to support
their learning. The instructor selects these
sources.
WITH INQUIRY
 IMPORTANCE OF INQUIRY
Inquiry implies a “need or want to know” premise.
Inquiry is not so much seeking the right to answer, is rather
seeking appropriate resolutions to questions and issues.
Inquiry-based learning is not a technique instead is a process that
helps to increase the intellectual engagement and deep
understanding of learners by:

• Develop their questioning, research and communication skills

• Collaborate outside the classroom
• Solve problems and create solutions
• Participate in the creation of ideas and knowledge
 HOW INQUIRY IS APPLIED?
1.Think about
1.Conduct 1.Communicat the
1.Probe into
1.Ask analyses and e findings, information
various
questions provide verbally or in and
situations
descriptions writing knowledge
obtained
 VARIATIONS OF INQUIRY-BASED
LEARNING

CONFIRMATION STRUCTURED GUIDED INQUIRY OPEN INQUIRY

INQUIRY INQUIRY

Learners are given a Learners are given the Learners are only given Learners must form
question, as well as a question and the a question. The main their own questions,
method, to which the method of achieving goal is to design the design investigative
end result is already the result, but the goal method of investigation methods, and then
known. is to provide an and then test the carry out the inquiry
The goal is to confirm explanation that is question itself. This itself. They must
the results. This already supported by type of inquiry is not present their results at
enables learners to the evidence gathered typically as structured the end of the process.
reinforce already during and through the as the previously
established ideas, and investigative process. mentioned forms.
to practice their
investigative skills
 MAJOR TYPES OF
QUESTIONS IN
INQUIRY LEARNING

FACTUAL
QUESTION
Helps students inquire into
terminology or other factual aspects
of unit concepts or text.
CONCEPTUAL
QUESTION
Generates open-ended, thoughtful
exploration of the ideas in the
statement of inquiry.
Might start with “How” or “Why”
DEBATABLE
QUESTION
Ask students to form an opinion related
to the statement of inquiry
Might start with “Do”, “Is”, “Could”,
“Should”, “Would”, or “To what
extent”…

Questions should provoke curiosity, should spur inquiry, should encourage deep thinking about
the content, context and concepts all leading towards understanding the statement of inquiry.
OUTCOMES IN INQUIRY LEARNING
GENERIC COMPETENCY MODEL

KNOWLEDGE
SKILLS
COMPETENT

ATTITUDE
 What is Competency?
The combination of observable and measurable knowledge,
skills, abilities and personal attributes that contribute to
enhanced employee performance and ultimately result in
organizational success.

To understand competencies, it is important to define the

various components of competencies.
 is the cognizance of facts, truths and principles

KNOWLEDGE gained from formal training and/or experience.

Application and sharing of one's knowledge base is
critical to individual and organizational success.

is a developed proficiency or dexterity in mental

SKILL operations or physical processes that is often

acquired through specialized training; the execution
of these skills results in successful performance.

is the power or aptitude to perform physical or

mental activities that are often affiliated with a

ABILITY particular profession or trade such as computer

programming, plumbing, and so forth. Although
organizations may be adept at measuring results,
skills and knowledge regarding one's performance.
 Generic Competency Model
• Generic Competency Model enables students to develop "competencies".
These competencies are acquired through connecting one subject from the other.
• Personal development, social competence and work/special skills are the most
common competencies being integrated in two or more subjects. (Losabia, 2010)
Example:
Objective in Makabayan (Social Study), "Identify
material and non-material culture and to affirm
their importance through preparing an exhibit
about the culture of the Philippines", can be
integrated in the three competencies stated.
 GENERIC MODEL
Identify Integrated Subject area integration Culminating Activity
Competencies
Social Studies
Personal Dev’t EXHIBIT
HELE
Social competence (Material and Non Material
MAPEH Culture)
Work Skills
Values Ed

SUBJECT: MAKABAYAN
TOPIC: MATERIAL AND NON MATERIAL CULTURE AND THEIR IMPORTANCE

Personal Dev’t
(Knowledge) Develop love and appreciation for own culture
Work Skills
(Skills) Working in groups
Social competence
(Attitude) Utilization of creative and artistic skills
 BENEFITS DERIVED IN THE GENERIC
COMPETENCY APPROACH
• Focuses on learner needs
• Student centered
• Allowing learners to choose relevant and useful competencies
• Mastering elements one at a time
• Teaching and testing specific and public competencies; hence the
learner knows exactly what needs to be learned