Inquiry-based learning

Inquiry-based learning

1. Objective

   • That the teacher helps students to outsource all the great ideas through questions and constant inquiry
     • The teacher motivates the ss and help them to acquire the knowledge without do things for them
   • That the students look with interest, so that they analyze understand and reflect
     • Develop the critical skills of the student so that he can ask and generate questions and also motivate himself to discover

2. What is?

   • Is an approach to learning that emphasizes the student’s role in the learning process
     • Its purpose is not only for the student to acquire a series of knowledge, but also to develop autonomous thinking procedures
   • Activate the the curiosity of the student by posing questions and problems
     • This approach makes the student interested in a certain topic and motivates them to answer the questions
   • Students learn by doing
     • Instead of memorize information, the ss learn in a kinesthetic way

3. Role of the learner

   • Guide their own learning
     • Reflect ontheir learning, learn from from successes and failtures,
   • Become autonomous
     • Learn time manage, think creaively, figure out what they are passionate about. Acquire new knowledge proactively

4. Role of the teacher

   • Facilitator of the ss learning
     • Rather than the provider of information the teacher plays the role of driver of learning, motivates more experimentation and reasoning
   • Proper materials designer
     • Introduce the tools according to the content of the learning; guide students in the use of these learning aids
   • Create a proper atmosphere
     • The teacher should motivate students to participate in the inquiry process. Is there for the students, interact, talk with them, ask questions, make suggestions.

5. The 4 steps pf IBL

   • Students develop questions that they want to learn
     • Have them develop a problem that requires them to analyze their questions
   • Research the topic using the time in class
     • It is crucial to have some classwork, where the teacher can guide them
   • Have ss present they have learned
     • Ss should create and present a project, the student should be able to understand and communicate what they learnt
   • Reflection
     • Ask the ss to reflect, make the think on what worked well and what did not, and how do better for the next activities

6. Skills that the ss need to develop

   • Limited/confirmation inquiry
     • Ss confirm a principle through an activity when the results are known in advance
   • Structured inquiry
     • No predetermined answer: conclusions based solely on ss Investigation
   • Guided inquiry
     • No predetermined method: ss must determinate how to investigate the problem
   • Open inquiry
     • ss propose and pursue their own questions

7. Phases of inquiry (Pedaste, 2015)

   • Interaction
     • Dive into engaging. relevant media Forms to identify a "need
   • Clarification
     • Summarizing and categorizing data and under. Standing with teacher or expert support
   • Questioning
     • Asking relevant questions to drive continued. self-directed inquiry
   • Design
     • Designing an accessible, relevant and curiosity driven action or product to justify inquiry

8. Materials

   • 1. Keep Guiding Principles in Mind
     • Learners are at the center of the inquiry process.
   • 2. Demonstrate the ss how to Participate
     • Ss must learn how to: ● Contribute ideas. ● Develop those ideas. ● Question themselves. ● Investigate, to the fullest extent possible, their ideas and hypotheses.
   • 3. Surprise Students
     • To spark curiosity and enjoy its benefits, run a surprise inquiry activity
   • 4. Use Inquiry when Traditional Methods don’t Work
     • Guided inquiry activities can lend themselves to topics that students typically struggle to grasp
   • 6. Don’t Wait for the Perfect Question
     • A student can ask a question that stimulates classmates’ curiosity, signaling the teacher to prepare or launch an inquiry activity. But this is rarely the case. And the teacher shouldn’t wait for it.
   • 5. Understand When Inquiry Won’t Work
     • Students can improve certain transferable skills through inquiry-based learning, many of which relate to initiative and self-direction.
   • 7. Run a Check-In Afterwards
     • Allotting time for class-wide reflection lets students discuss challenges and discoveries, filling knowledge gaps and supplementing find