EBL VEDIO

Enquiry-based Learning

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What is enquiry-based learning?

Enquiry-based learning (also known as EBL) emphasizes a pupils' role in the

learning process and asks them to engage with an idea or topic in an active way,
instead of sitting and listening. This learning approach is all about asking questions
and being curious.

Enquiry-based learning is often led by a question. The teacher will guide the pupils
through a scaffold learning process with the aim of answering this question in the
end. The end result could be a piece of writing, performance, or any other type or
project or challenge which showcases the pupils' learning and the answer to the
overall question.
Learner and learning- centered approach
Involves students in the active and careful analysis of a situation or problem- in the
light of the student sorts of information available to them
Student use their own thinking skills to make their own generalizations or
conclusions-and thus are actively involved in generating knowledge.
 Enquiry-based learning in primary education

In primary education, enquiry-based learning usually follows a three-step process that

can be easily applied to any curriculum. Pupils ask themselves three questions before
the teacher begins a new topic:

1. What do I already know about the subject?

2. What do I want to know about the subject?
3. What have I learnt about the subject?

KWL (Know, Want to know, Learnt) grids are often used as a template for this.
 CHARACTERISTICS OF-
T-TRAINED S-STUDY
E-EFFICIENT T-TRUTHFULNESS
A-ABLE U-UNITY
C-CHEERFUL D-DISCIPLINE
H-HONEST E-ENERGY
E-ENTHUSIASTIC N-NEAT AND CLEAN
R-RESOURCEFUL T-TREASURE
These templates can be used in two ways. Children can fill in their grids
independently and the teacher will use the response to inform the next step
of their enquiry-led teaching approach.

Alternatively, the teacher leads a discussion for each question and notes
down what the pupils' say for their own record.
 Finding out what pupils already know
•Finding out what pupils already know about a topic before teaching it is a great
way for teachers to form a basis for lessons plans and activities.
•Pupils should actively take part in sharing what they already know, drawing
from personal life experiences or what they might have learnt in another lesson
previously.
•After they discuss this, they could write it down in the 'K' section of the KWL
template, or the teacher will record this themselves
Finding out what pupils want to know
•Once the pupils and the teacher are aware of what the pupils already know, it's
easier to determine what they want to know.
•This part of the process encourages children to freely wonder about what
they'd like to learn. The teacher can steer the discussions by asking questions
themselves which are related to the topic. If the topic is about the human body,
for example, the teacher might say, 'I wonder how we get energy from food' or
'What do hearts do for our bodies?'.
•Again, the responses from children could be written down themselves or by the
teacher.
 Finding out what pupils have learnt

•The third step of enquiry-based learning takes place after a series of lessons about
the topic. It's a way for both pupils and teachers to reflect on what the pupils have
learnt, and it's a great way to spot any gaps in their learning as well.
•In the third and final section of the KWL grid, children can write down anything
and everything that they've learnt since the first step. This could be new vocabulary
or phrases, or facts about the particular topic. For example, they might write, 'the
heart pumps blood all around the body'.
•This is also an opportunity for class discussion, where the pupils share their learning
experiences and the new things that they now know.
•This is usually followed-up with a class project, where pupils use what they've learnt
and work together to create something or achieve a goal.
 What are the benefits of enquiry-based learning?

•EBL allows for both independent and group learning.

•Children can work at their own pace in a positive learning environment.
•Children have the space to ask questions and follow their own path to learning. It
encourages them to follow their own interests and passions.
•Teachers can use the pupils' questions to shape their lesson plans and play to their
curiosities.
•It provides an opportunity for reflection for both the pupils and the teacher. Pupils can
look back on what they've learnt and achieved, and teachers can reflect on their successes
and what could be improved for future lessons.
•Children become more confident speakers by participating in a number of class
discussions.
•Children feel motivated and inspired to answer the 'big question'. This propels them
through their learning and the project at the end of the three-step process.
•It's an active teaching and learning approach which means children are more involved in
their learning, and therefore more likely to remember what they've learnt.
 The Traditional Classroom v s. Enquiry
Classroom
Traditional
 Focused on mastery of content
 Lectures , assigned readings ,
problem sets and lab work
 Teacher centered ,with the
teacher focused on giving out
information about “what is
known “
 Students learn not to ask too
many questions , instead to
listen and repeat the expected
answers
Enquiry
 Focused on using and learning
content as a means to develop
information – processing and
problem – solving skills.
 Student centered, with the teacher as
a facilitator of learning.
 There is move emphasis on “how we
come to know and less on “what
we know.”
 Students are more involved in the
construction of knowledge through
active involvement.
 Enquiry-based learning helps student to be:

•inquisitive and curious about things that they experience in their everyday lives.
•able to pose problems ,ask questions and recognize issues that they would like to
explore.
•able to develop an understanding that knowledge changes over time as people
contribute to it.
•responsible for deciding what they learn and how they learn it.
•confident that they too can contribute to knowledge.
•aware that there are always multiple perspective for looking at ,analyzing and
understandings things.
•able to propose solutions to problem and questions and to know how to pursue
these solutions.

Enquiry –based teaching supports teachers to be:

•open to students’ ideas about the processes and directions of their learning.
•Keen to learn about how ideas and knowledge are produced in subject other than
their own.
•able to research topics and make connections between ideas.
•Interested in students’ lives and cultures.
•able to challenge students to critique ,expand and build upon the knowledge they
have from their own experience and ideas.
fi ve Es of EBL
The Enquiry Cycle

Investi
gate

Ask Create

Discus
Reflect
s
ASK :- It begins with the desire to discover. Meaningful questions are inspired by
genuine curiosity about real-world experiences. A question or a problem comes into
focus at this stage, and the leaner begins to define or describe what it is.

INVESTIGATE :- Taking the curious impulse and putting into action is what we call the
investigation process. At this stage the learner begins to gather information: researching
resources, studying , crafting an experiment observing, or interviewing, to name a few.

CREATE :- As the information gathered in the investigation stage begins to coalesce,

the leaner begins to make connections. The ability at this stage to synthesize meaning is
the creative spark that forms all new knowledge. The learner now undertakes the
creative task of shaping significant new thoughts, ideas, and theories outside of his/her
prior experience.

DISCUSS :- At this point in the circle of enquiry ; learners share their new ideas with
others. The learner begins to ask others about their own experiences and investigations.
Shared knowledge is a community building process, and the meaning of their
investigation begins to take on greater relevance in the context of the learner society.

REFLECT :- Reflection is just that: taking the time to look back at the question, the
research path, and the conclusions made. The learner steps back, takes, inventry makes
observations, and possibly makes new decision