3-DAY ENHANCEMENT TRAINING ON

INSTRUCTIONAL SUPERVISION FOR

INSTRUCTIONAL LEADERS CUM
DEMONSTRATION TEACHING ON
DIFFERENT PEDAGOGICAL
APPROACHES AND STRATEGIES

August 4 – 6, 2022
FCG Catering Services and Function Hall,
Binoligan, Kidapawan City
INQUIRY-BASED
LEARNING

DEPAR TMENT OF EDUCATION

OBJECTIVES OF THE SESSION:
1. Describe the features of an inquiry- based
learning.
2. Explain the four levels of inquiry.
3. Provide the importance of Inquiry-based
learning in teaching.
4. Identify the competencies in the CG where
inquiry-based learning approach in teaching
can be applied.
5. Prepare a DLP employing principles of
inquiry-based learning approach in teaching.
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Activity 1A:
3 minutes
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 Investigate and
explore the single
strip

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Activity 1B:
Möbius Strips
DEPAR TMENT OF EDUCATION
The Möbius Strip
was discovered by German
Mathematician August Mobius.

t’s investigate the fascinating

result when you explore and
engage with Möbius strips.
DEPAR TMENT OF EDUCATION
DEPAR TMENT OF EDUCATION
 Procedure:

1. Begin with a strip of paper

Mark one end A and the back
of the opposite end B as in the
Figure.

A
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 Procedure:
2. Turn over one end of the
paper so as to form a half-twist
and mark it B.

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 Procedure:
3. Now, join the ends so as
to form the figure known
as the Möbius strip.

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 Guide Questions:
1. How did you
find the
activity?
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 Guide Questions:

2. How many
among you were
able to make/not
able to make the
Mobius Strip?
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 Guide Questions:
3. For those who were
able to make the
Mobius Strip, what are
the techniques that you
used to make the
Mobius Strip?
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 Guide Questions:

4. For those who did not

make it, what problems
did you encounter
while making the
Mobius Strip?
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 Guide Questions:

5. What interesting
information can you get
from the Möbius strip?

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Activity 1C:
Möbius Strips
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 Guide Questions:

1. Using the mobius strip

from the last activity.
What can you infer if you
draw a line from A to B?

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Activity 1D: (5 minutes)
Möbius Strips

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 Group Activity
Group 1
• Form a new Mobius Strip again, cut
out the band down the middle and
discover the resulting figure.
Group 2
• Form a new Mobius Strip again, but
this time cut out a line that is
approximately one-third of the way
across the band until both ends meet
and discover the resulting figure
DEPAR TMENT OF EDUCATION
 Group Activity
Group 3
• Form again a band with two-half
twist. Cut out the center and discover
the resulting figure
Group 4
• Repeat the preceding activity, but
begin with the band that has three-
haft twist.
• Cut out the center and discover the
resulting figure
DEPAR TMENT OF EDUCATION
 Group Activity
Group 5
• Cut the two ends of the strip into three.
• Mark top end from right to left side A1, A2, A3,
and mark the back of the bottom end from right
to left side B1, B2, & B3.
• Twist the band with one-half twist and connect
the ends of A2 & B2 making strip A2B2, connect
A1 & B3 over strip A2B2 making strip A1B3, and
connectA3 & B1 over strip A1B3 making strip
A3B1.
• Then cut strip A1B3, after that, flip the mobius
strip vertically then cut it all throughout the strip
and discover the resulting figure.
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5 minutes
5 minutes

End
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 SHARING (3 minutes)
• Answer the following questions
• Write your answers on a sheet
paper.
• Choose a rapporteur
• Present your work to the group.

DEPAR TMENT OF EDUCATION

 Guide Questions

1. How did you find the

activity?
2. What happened to the
strip?
3. What is the resulting
figure?
DEPAR TMENT OF EDUCATION
 Guide Questions:
4. How many among you were able to
make/not able to make the Mobius
Strip?
5. For those who were able to make
the Mobius Strip, What are the
techniques that you used to make
the Mobius Strip?
6. For those who did not make it, what
problems did you encounter while
making the Mobius Strip?
DEPAR TMENT OF EDUCATION
 Guide Questions:

7. What have you

learned from your
experience in making
mobius strips?
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Guide Questions:

8. What word/s can

you give to describe
your learning
experiences?
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 Guide Questions:

B. What is
Inquiry Based-
Learning?
DEPAR TMENT OF EDUCATION
WHAT IS INQUIRY-BASED
LEARNING
Inquiry-based learning (IBL) is a
pedagogy which best enables
students to experience the processes
of knowledge creation and the key
attributes are learning stimulated by
inquiry, a student-centered approach,
a move to self-directed learning, and
an active approach to learning.

DEPAR TMENT OF EDUCATION

WHAT IS INQUIRY-BASED
LEARNING
Inquiry-based learning
is an approach to
teaching and learning
that places students’
questions, ideas and
observations at the
centre of the learning
experience.
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WHAT IS INQUIRY-BASED
LEARNING
are engaged in essentially open-ended,
centered, hands-on activities.”

student-

•Questioning
•Investigating
•Using evidences to describe,
explain and predict
•Connecting evidences to
knowledge
•Sharing of findings

DEPAR TMENT OF EDUCATION

INQUIRY-BASED
LEARNING
finds its antecedents to…

CONSTRUCTIVISM
(Piaget)

EXPERIENTIAL SOCIAL
LEARNING DEVELOPMENT
(Dewey) (Vygotsky)

DEPAR TMENT OF EDUCATION

WHY INQUIRY-
BASED?

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 WHY INQUIRY-
BASED?
“If we are only teaching what we
know, our children can only do
as bad as we are doing, and this
is the challenge we are facing –
we have to go beyond it.”

(Pauli, 2009, TEDx)

DEPAR TMENT OF EDUCATION
 For 3 Minutes by group:

1. What is the
importance of Inquiry –
Based Learning in
teaching competencies?

DEPAR TMENT OF EDUCATION

IMPORTANCE OF INQUIRY – BASED LEARNING IN
TEACHING

• Develop useful problem solving

skill
• Prepare learners to live in a world
that is non - static
• Enable learners to cope with
changes that will increase in
complexity throughout their lives
• Provides learners tools for
continuing to learn
• Attain important outcomes in the
classroom
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LEVELS OF INQUIRY

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 LEVELS OF INQUIRY

http://portal.ou.nl/documents/7288585/0/Levels+of+Inquiry+Based+Learning.pdf

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 LEVELS OF INQUIRY

Limited/Confirmation inquiry is useful

when a teacher’s goal is to reinforce a
previously introduced idea; to introduce
students to the experience of conducting
investigations; or to have students
practice a specific inquiry skill, such as
collecting and recording data.
DEPAR TMENT OF EDUCATION
 LEVELS OF INQUIRY

Structured inquiry, the question

and procedure are still provided
by the teacher; however,
students generate an
explanation supported by the
evidence they have collected.
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 LEVELS OF INQUIRY

Guided inquiry, the teacher

provides students with only the
research question, and students
design the procedure (method) to
test their question and the resulting
explanations.
DEPAR TMENT OF EDUCATION
 LEVELS OF INQUIRY

Highest level of inquiry, Open inquiry,

students have the purest opportunities to
act like scientists, deriving questions,
designing and carrying out investigations,
and communicating their results. This level
requires the most scientific reasoning and
greatest cognitive demand from students.
DEPAR TMENT OF EDUCATION
 LEVELS OF INQUIRY
1A- OPEN INQUIRY
1B- LIMITED/CONFIRMATION
INQUIRY
1C- STRUCTURED INQUIRY
1D- GUIDED INQUIRY

DEPAR TMENT OF EDUCATION

Which of the following can be considered Inquiry-
based Learning?

DEPAR TMENT OF EDUCATION

Which of the following can be considered
Inquiry-based Learning?

DEPAR TMENT OF EDUCATION

Which of the following can be considered Inquiry-
based Learning?

DEPAR TMENT OF EDUCATION

Which of the following can be considered
Inquiry-based Learning?

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APPLICATION:

1. Each group shall identify

the competencies in the
CG by which teachers
can apply the inquiry-
based learning.
APPLICATION:

2. Prepare a learning plan for

your chosen competency
employing the principles of
IBL.
DEPAR TMENT OF EDUCATION
REFERENCES
Biological Sciences Curriculum Study. (2005). Doing Science: The Process of Scientific Inquiry. Colorado:
BSCS.
Gall M. (1970). Gall M.D. (1970). The Use of Questions in Teaching. Review of Educational Research. 40, 707-
721
retrieved
from http://rer.sagepub.com/ content/40/5/707.full.pdf
Harlen W. (2014). Helping Children’s Development of Inquiry Skills. Inquiry in Primary Science Education, 1 , 5-
19
retrieved from http://prisci.net/ipse/papers/
%20IPSE%20Volume%201%20No%201%20Wynne%20Harlen%20p%205%20%2019.pdf
Llewellyn D. (2011). Differentiated Science Inquiry. California: Corwin. National Research Council (2000).
Inquiry
and the National Science Education Standards. Washington: National Academy Press.
Ostlund K. (1996). Rising to the Challenge of the National Science Education Standards. Fresno, California: S & K
Associates.

Padilla, M. (1990). Research Matters to the Science Teacher.

NARST.
Waite-Stupiansky, S. (1997). Building Understanding Together: A Constructivist Approach to Early
Childhood
Education. New York: Delmar Publishers
Witt C & Ulmer J (2010) The Impact of Inquiry Based Learning on the Academic Achievement of Middle
School
Students
Shymansky, J. A., Kyle, W. C., & Alport, J. M. (1983). The Effects of New Science Curricula on
Student
Performance.
Journal of Research in Science Teaching, 20, 387-404.
Shymansky, J. A., Hedges, L. V., & Woodworth, G. (1990). A Reassessment of the Effects of Inquiry-Based
Science
Curricula of the Sixties on Student Achievement. Journal of Research in Science Teaching, 27(2), 127-144

DEPAR TMENT OF EDUCATION

“A mentor empowers a
person to see
a possible future,
and believe it can
be obtained”-Shawn Hitcock
Thank You for Listening..

To God be all The

Glory.