InquiryBased Learning Instructional Strategies Link to Video InquiryBased

Inquiry-Based Learning Instructional Strategies Link to Video

Inquiry-Based Learning "Tell me and I forget, show me and I remember, involve me and I understand. ”

Inquiry-Based Learning Inquiry-based learning is an instructional style based on the idea that learning may be facilitated by giving students the opportunity to explore an idea or question on their own. To arrive at an answer or to better understand the concept, students often collect and analyze data.

English/Foreign Language How to use it: Why it is effective: Socratic Seminar 1 or 2 Days Before: Students read an article or a portion of a larger text Can be used in almost any subject area Provides alternate ways for students to experience a text Allows students to engage in ideas Students sit in a circle and one person speaks at a time Student-driven/Teacher facilitated No grade is given for discussion Students also respond to a prompt based on the reading before the seminar Teacher asks a thought-provoking opening question to begin Students discuss and support their answers with evidence from the textno “right answer” Students have a follow-up assignment afterward

Math How to use it: Why it is effective: Student understanding is the focus Inquiry based learning leads Students will actively participate by developing questions and investigations to find solutions Teachers facilitate learning as students engage in active problem solving by asking probing questions relating to the work they are doing students to ask questions during investigating which will ultimately develop a deep understanding of the concepts used

Science How to use it: Inquiry-based learning in a science class is any lab activity. Students hypothesize and then develop a procedure to prove or disprove their hypothesis Why it is effective: In the process of the experiment, students construct reasoning as to why the hypothesis is true or not

Social Studies How to use it: Why it is effective: Inquiry-based teaching provides the opportunity for more rigorous learning by using a discussion-based lesson Allows students to be more involved in their learning and keeps them motivated and engaged Calls for teachers to facilitate learning, not dictate it Places value on student ideas, which is essential in shaping the lesson Teachers pose open-ended questions and students interpret primary source documents to support their arguments to answer the questions Requires students to engage thoughtfully with information Helps students to learn how to support their ideas with evidence Provides skills needed for reading and writing Allows for students to get deeper into the details and helps them become better thinkers and speakers Interpretation of the document will not just call for “what does this document mean, ” but “what does this document mean to you” Leads to students posing questions of their own to explore

Business, Computers and Information Technology How to use it: Try to center lessons & projects on real-world situations that make the students think like they are working in a specific industry If creating a video game, give them specific features & requirements that a customer may have if they hired them to make a game The student has to research what the customer wants & brainstorm ideas to discuss with the customer to make sure that the ideas match & the customer will be happy with the game The student then has to create the game & submit it to the customer to test. The customer gives the student feedback & then the student has to reflect on the feedback & make changes to the customer’s requirements Why is it effective: • Requires students to go through the cycle below & be able to relate the classroom learning to the real-world, which helps them retain the information longer

Special Education How to use it: Ensure your students are able to process question based information and able think ahead Why it is effective: Lets students shape the direction of the lesson Allows for lesson to be adjusted and adapted based on monitoring what works for the student (formative assessment) Lets lesson go where it needs to based on students different academic/ functional levels (differentiated instruction) Students need to be able to plan, formulate questions, and make predictions about outcomes Use scaffolding if necessary

Examples of Use in Real Classrooms English/Foreign Language Video (focus on 9: 54 -12: 00) Math Video Science Video Social Studies Video BCIT Video

Additional Resources www. teachingchannel. org http: //www. thirteen. org/edonline/concept 2 class/inquiry/i ndex. html https: //www. youtube. com/watch? v=wf. KHu 7 N-hr. E http: //edapps. ca/2011/12/10 -ways-inquiry-learning/