Inquiry-Based Learning

1
Inquiry-Based Learning

• How It Looks,
• Sounds and Feels

http//www.suhsd.k12.ca.us/suh/---suhionline/inqui
rybased.htm
2
http//www.thirteen.org/edonline/concept2class/inq
uiry/index_sub1.html
How does Inquiry Lessons differ from the
traditional approach?
In
general, the traditional approach to learning is
focused on mastery of content, with less emphasis
on the development of skills and the nurturing of
inquiring attitudes. The current system of
education is teacher centered, with the teacher
focused on giving out information about "what is
known." Students are the receivers of
information, and the teacher is the dispenser.
Much of the assessment of the learner is focused
on the importance of "one right answer."
Traditional education is more concerned with
preparation for the next grade level and
in-school success than with helping a student
learn to learn throughout life.
3
What Is Inquiry and Why Do It?
Inquiry-based Learning
The inquiry approach is more focused on using and
learning content as a means to develop
information-processing and problem-solving
skills. 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." 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
knowledge of it. Learning becomes almost
effortless when something fascinates students and
reflects their interests and goals.
4
Definitions from Students
nWhen you do stuff that is real. nIt is like
projects and things that take a long
time. nWhen kids work in groups or with
partners and make big things. nIts fun!
5
Five Characteristics of Inquiry-Based Learning
6
1. Blooms Taxonomy
Inquiry-based Learning asks questions that come
from the higher levels of Blooms Taxonomy.
7
BLOOMS TAXONOMY
8
6. Evaluation appraise, argue, assess, attach,
choose compare, defend estimate, judge, predict,
rate, core, select, support, value, evaluate
5. Synthesis arrange, assemble, collect,
compose, construct, create, design, develop,
formulate, manage, organize, plan, prepare,
propose, set up, write.
4. Analysis analyze, appraise, calculate,
categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test.
3.Application apply, choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use,
write.

• 2. Comprehension classify, describe, discuss,
  explain, express, identify, indicate, locate,
  recognize, report, restate, review, select,
  translate,

1. Knowledge arrange, define, duplicate, label,
list, memorize, name, order, recognize, relate,
recall, repeat, reproduce state.
handouts
9
. 2. Asks Questions that Motivate
Inquiry-Based Learning involves questions that
are interesting and motivating to students.
10
3. Utilizes wide variety of resources
Inquiry-based Learning utilizes a wide variety of
resources so students can gather information and
form opinions.
Inquiry in the Classroom
11
4.  Teacher as Facilitator
Teachers play a new role as guide or facilitator
12
Teacher as Guide
nWhat does facilitating a class really mean?
Rather than teach content, you will manage team
member interactions so that teams stay focused
and make progress. With your careful
encouragement, each team's problem, plan of
action, and outcome will emerge on its own, the
unique product of its members' collective
strengths and interests. In your role of
facilitator, you will begin by briefing students
on their projects they will be doing. When team
work begins, you will spend most of your time
observing team members to determine what problems
they are having working together and completing
their assignments.
13
5.  Meaningful products come out of  
inquiry-based learning
14
Learning in the Classroom
nCooperative Learning nTeamwork nExcitement nPrese
nting nMovement
15
Five Kinds of Questions Need to be Asked in
Inquiry-based Learning
1.Inference Questions 2.Interpretation
Questions 3.Transfer Questions 4.Questions about
Hypotheses 5.Reflective Questions The Art of
Questioning by Denise Wolf Research project for
the Rockefeller Foundation.
16
Inference Questions
nAsk students to go beyond the immediately
available information. nAsk students to look for
clues, examine them and decide if they have a
role in the question.
17
Examples of Inference Questions
nWhat conclusions can you draw by looking at
this photograph? nHow did the author feel
about the character in the story?
18
Interpretation Questions
nAsk students to predict what consequences may
occur as a result of a given scenario. nAsk
students to combine past knowledge of situations
and new factual information.
19
Examples
nYou found that Sports Illustrated actually had
more tobacco ads than any other magazine we
looked at.  What does that say about Sports
Illustrated? nWe read and loved two books by
Hill.  What patterns did you see that you think
might be present in the third book?
20
Transfer Questions
nAsk students to take their knowledge and apply
it to new situations. nAsk students to expand
their thinking.
21
Examples
nWe found many patterns in math today.  Now
lets look at our Language Arts lesson on
adverbs. Lets see what  patterns you find
there? nWe learned how to make Inspiration webs
from paragraphs in our textbook.  Now lets try
going the other way and making a web and then
writing a paragraph from it.
22
Questions about Hypotheses
nAsk students to predict outcomes and carry out
tests to discover new knowledge. nQuestions are
often seen in science, but belong in all
disciplines.
23
Example
nHow can we find out if Energizer batteries
really last the longest?
24
Reflective Questions
nAsk students to look again at the beliefs they
have and the evidence that supports them. nLead
students back into investigation.
25
Examples
nHow do we really know that there are no aliens
out there? nHow do we know that the show on TV
was telling the truth?
26
Where do You Begin?
nExamine your lessons nListen to the questions
you ask. nStart with small projects and slowly
expand. nRemember, children who are not used to
thinking may not know how to approach problems. 
Be the guide.
27
Planning an Inquiry Lesson
1.Think of a topic or standard you might teach in
your area. 2.Write down several questions you
might ask to motivate your students.  3. Label
the type of question it is as explained in this
PowerPoint presentation.
28
Inquiry-based Learning in Classrooms
http//www.thirteen.org/edonline/concept2class/inq
uiry/demonstration.html
29
Students Doing Inquiry-based Learning
Students view themselves as learners in the
process of learning.
  They look forward to learning. They
demonstrate a desire to learn more. They seek
to collaborate and work cooperatively with
teacher and peers. They are more confident in
learning, demonstrate a willingness to modify
ideas and take calculated risks, and display
appropriate skepticism.
http//www.thirteen.org/edonline/concept2class/inq
uiry/index_sub2.html
30
Students accept an "invitation to learn" and
willingly engage in an exploration process.
 They exhibit curiosity and ponder observations.
They move around, selecting and using the
materials they need. They confer with their
classmates and teacher about observations and
questions. They try out some of their own
ideas.
31
Students raise questions, propose explanations,
and use observations.
 They ask questions (verbally and through
actions). They use questions that lead them to
activities generating further questions or ideas.
They observe critically, as opposed to casually
looking or listening. They value and apply
questions as an important part of learning.
They make connections to previous ideas.
32
Students plan and carry out learning
activities.  
They design ways to try out their ideas, not
always expecting to be told what to do. They
plan ways to verify, extend, confirm, or discard
ideas. They carry out activities by using
materials, observing, evaluating, and recording
information. They sort out information and
decide what is important. They see detail,
detect sequences and events, notice change, and
detect differences and similarities.
33
Students communicate using a variety of methods.
  They express ideas in a variety of ways,
including journals, drawing, reports, graphing,
and so forth. They listen, speak, and write
about learning activities with parents, teacher,
and peers. They use the language of learning,
apply the skills of processing information, and
develop their own "ground rules" appropriate for
the discipline.
34
Students critique their learning practices.
They use indicators to assess their own work.
They recognize and report their strengths and
weaknesses. They reflect on their learning with
their teacher and their peers.
35
INQUIRY-BASED LEARNING
The importance of inquiry learning is that
students learn how to continue learning. This is
something they can take with them throughout life
-- beyond parental help and security, beyond a
textbook, beyond the time of a master teacher,
beyond school -- to a time when they will often
be alone in their learning.