Inquiry Based Learning

In the Inquiry Based Learning Approach, teachers need to teach students to be flexible in the way they respond.  I notice that in my classroom, there are some students who provide very simple explanations, in which case I need to prompt or encourage them to explain their thinking.  Other students see the big picture, but need help clarifying their thoughts for their peers; that is why it is vital to bring everyone together to share and discuss the big ideas so that everyone learns.

Moving students from initial curiosity to regular inquiry is the big idea of inquiry based learning.  It is the idea that the educator is the provocateur rather than the teacher that teaches only what he/she knows that will move learners forward into becoming more inquisitive individuals.  It is OK for the teacher not to know the answers, because the learning community involves both students and teachers learning together.

As a teacher, there is not always a need to wait for the perfect question from students, because all questions are valid.  Questions posed by students are meaningful to them.  And those genuinely curious questions can be a good place to begin the inquiry process.  Keeping a record of students’ questions is a good idea, since they offer “inquiry potential” and learners can refer to them throughout their investigations.

RESOURCES:

1.  Cartier J.L. and Pellathy S.L. (April/May 2009).  Integration with Big Ideas in Mind.     Science and Children.

2.  Ministry of Education (May 2013).  Inquiry Based Learning.  Capacity Building Series, Vol. 32.  Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf