21st Century Learning & Development
INQUIRY BASED LEARNING
Inquiry-based learning is an approach to teaching that contrasts a “sage on the stage” method in which a teacher stands at the front of the class and transfers information to the class. Instead learning begins with a question and students must pull on their own knowledge and experiences while exploring potential answers. Students ‘discover’ these solutions by manipulating and interacting with objects and technologies (Bruner, 2007). Students who are given the task of finding solutions for themselves are more likely to become engaged with the information and excited about what they are doing. By doing so, students are able to work more intimately with the information, ask themselves and their peers’ questions and form their own understanding of the end result. Consequently students form a deeper understanding of concepts that they discover and knowledge that they construct. In an inquiry-based class the teacher is a guide for students and learning is student-centred (Stephenson, 2012).
The steps to inquiry-based learning involve asking a question, having students investigate, create, discuss their findings and then reflect on their learning. This learning theory can be very useful in the classroom if done correctly. Asking good questions is key to promoting critical thinking and problem solving. The best questions are those that pull on students’ interests or previous inquiries, are clear and provide enough information for students to work with (Ulmer & Witt, 2010). Another consideration when planning effective inquiry-based learning is the reflection aspect. In order for accurate, deep understanding to be formed there must be consolidation practice. That is, time for teacher to clear up any misunderstanding students may have, for students to ask questions, and to reflect on the learning process as a whole (Bruner, 2007).
There are some limitations to inquiry-based learning. Many teachers question whether there is really enough time to use this method often (Ulmer & Witt, 2010). Having students explore potential answers to a question takes a lot longer than simply telling students the answer and discussing it. Additionally, this type of learning requires teachers to use formative, qualitative assessment as opposd to quantitative test-based evaluations. This can prove more difficult than passing out a worksheet or quiz with which students can be given a concrete mark. Although using inquiry-based learning takes practice and lots of consideration and planning, it proves to be an effective method of instruction for students to develop deep understanding of subject matter (Ulmer & Witt, 2010).
Teaching Strategies
1. Use a pre-assessment survey or method of understanding students' prior knowledge. Teachers should do this to ensure that in posing a question and asking students to find potential answers, they are also given adequate tools to do so. If students are not given enough information or do not have sufficient background knowledge on the topic of interest, they will not only be unable to complete the task, they will disengage from the lesson.
2. Use checklists during observation of the learning process to
assess student learning. Effective observation during the
learning process can be aided by using detailed checklists along
with a class list. This allows teachers to assess students based
on previously considered "look-fors"while circulating the
classroom instead of simply making notes and trying to form a
mark off of those notes after the fact.
3. Conclude with 'sense-making' discussion and reflection to
fill in any gaps and correct misunderstandings.
Tech Tools
1. Mindmeister: A program for online mind-mapping that students can use in individual or group brainstorming, to collect their thoughts and make meaninful connections between material. It could also be used with the whole class as part of the consolidation to organize information that the class came up with.
2. Poll Everywhere: An online tool that allows for groups to participate in polls in real-time. Students can respond to questions posed using any of their devices. Teachers can use this tool to pre-assess student knowledge. Responses can be anonymous and can be collected and displayed for the class to see immediately. This way not only can teachers view and assess student responses, students have access to this information as well. Additionally, it could be used to ask students what questions they would like to investigate as responses can be in text, multiple choice selection or true and false.
3. Pearltree: This is an online tool that allows collaboration in curating and organizing online information, visual representations, notes, presentations and videos. This tool can be used by students if they are using a research approach in their learning and are working in a group to gather information. This allows students to display what they have found in a way that can be shared with others.
