Session 5 Teaching and learning approaches Enquirybased learning

Session 5 Teaching and learning approaches: Enquiry-based learning

Introduction Aim • to support you to use enquiry-based learning as an approach to teaching controversial issues Objectives • to develop your understanding of enquiry-based learning • to develop your understanding of your role and the pupil’s role in enquiry-based learning • to enable you to use the enquiry process to plan teaching controversial issues

Enquiry-based learning photo © jacoblund i. Stock

Enquiry-based learning involves: • learning stimulated by enquiry or a problem • a learner-centred approach with the teacher acting as a learning facilitator • focusing on the process of constructing knowledge and deepening understanding • active learning • using effective questions and collaborative working • self-reflection/evaluation • independent learning

Activity 1: The role of the teacher Work in groups of four or five. 1. What is the teacher’s role in enquiry-based learning? 2. Write down your ideas on the teacher role on Post-its and place them on the flip chart paper. 3. Share your ideas.

Five stages of enquiry-based learning Enquiry-based learning involves the following: 1. Asking questions formulated by the teacher or pupils. 2. Planning and predicting a plan for investigating their questions. 3. Investigating the answers to their questions. 4. Recording and reporting findings in a variety of ways. 5. Reflecting on how learning can be improved and planning further investigations.

Models of enquiry Closed • Teacher selects issue • Questions • Information • Structure Framed • Teacher encourages, mediates and models • Pupils acquire skills and knowledge of the enquiry process Open • Pupils select issue • Questions • Information and structure • Arrive at their own conclusions

Activity 2: Identifying a question/problem to investigate 1. Work in groups of four. 2. Think of an example of a controversial issue. 3. Discuss your ideas and questions about the issue. 4. Write down one question you would like to address on a large sheet of paper. 5. Pass your sheet of paper to the next group. 6. Discuss the question at the top of the new page and write down your amendments. 7. Share your questions across the group.

Using the enquiry process photo © michaeljung i. Stock

Using the enquiry process Questioning Planning Investigating • What type of enquiry model will you use? Why? • What should be the focus of the investigation? • What do you want pupils to learn about? • What do you want pupils to find out? • How will pupils plan and manage the investigation? • What information is required? • Where can pupils find the information? • What attitudes, skills and capabilities will pupils develop? • How long should the enquiry take? • What research methods should pupils use? • How will pupils gather their research evidence? • How will pupils analyse and evaluate the information? Recording and Communicating • What information will pupils record? • How will pupils record and present the information? Reflecting • Did pupils answer the main question about the issue? • What did pupils learn about the controversial issue? • What attitudes, skills and capabilities did pupils develop? • What would you do differently?

Activity 3: Using the enquiry process for planning Work in groups of four. • Use the controversial issue you identified in Activity 2. • Use the enquiry process template to plan teaching on the controversial issue. • Share your work.

Debrief • Is enquiry-based learning a ‘good’ approach to teaching controversial issues? • Would you feel confident/comfortable using this approach? • Is asking questions useful during the different stages of the enquiry process?