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What the Heck Is Inquiry-Based Learning?

What the Heck Is Inquiry-Based Learning?
Inquiry-based learning is more than asking a student what he or she wants to know. It’s about triggering curiosity. And activating a student’s curiosity is, I would argue, a far more important and complex goal than mere information delivery. Despite its complexity, inquiry-based learning can be easier on teachers, partly because it transfers some responsibilities from teachers to students, but mostly because releasing authority engages students. Teachers who use inquiry-based learning combat the “dunno”—a chronic problem in student engagement. When you ask a student something like, “What do you want to know about _____?” What inquiry-based teachers do isn’t easy at all; it’s just hidden, and some people confuse the two. Learning Something New Triggering inquiry is about learning something new, and triggering curiosity is no small feat. Let’s say you’re clicking through your Twitter or Facebook feed and you stumble on a link in your content area. You have to bring that “whaaa?!” 1. 2. 3.

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Linking librarians, inquiry learning, and information literacy - To thrive, schoolwide inquiry learning programs need support from librarians. The particulars of inquiry learning may vary from school to school, but the underlying principle is the same: Students choose a topic of interest to them, study it at depth, and share what they’ve learned. While teachers offer guidance and support, students “form their own questions through experiences, reflection, conversation, and writing [and] gain a sense of ownership and accomplishment in the work they are producing that gradually leads to competence, independence, and expertise” (Kuhlthau, Maniotes, & Caspari, 2015, p. 5). The process is iterative, engaging them in “posing questions, finding answers, and developing critical-thinking and communication skills through information exploration” (American Association of School Librarians, 2018, p. 54). Today, inquiry-based approaches to teaching and learning are well-integrated into curriculum standards in science, social studies, math, and language arts.

Bringing Inquiry-Based Learning Into Your Class Adopting an inquiry-based learning (IBL) approach in my classroom has been the most meaningful change I have made in my teaching. The benefit of increased student agency in learning, the authentic connections we make to the world around us, and the 21st-century skills IBL nurtures are great reasons to explore how inquiry can enhance what you are doing in your classroom. But with great opportunity come challenges all educators should consider before diving into inquiry. Perhaps one of the greatest mistakes the inquiry teacher can make is to give too much agency over learning to learners too soon. Many teachers get so inspired by the Free Inquiry process I share at conferences, as well as the demonstrations of learning students produce, that they have their students dive right into Free Inquiry when they make this powerful change in their teaching. In my experience, without scaffolding students will not feel as confident or supported through their inquiry journey.

Backward Planning – How Assessment Impacts Teaching and Learning - IDRA • by Nilka Avilés, Ed.D., and Kristin Grayson, Ph.D. • IDRA Newsletter • August 2017 • Assessments are a critical step in the education process as they determine whether the learning objectives of a lesson have been met. By showing students’ understanding of concepts taught, assessments enable teachers to see if their teaching has been effective. The art of inquiry: 10 practices for the inquiry teacher — Kath Murdoch Of all the blog posts I have written, the one that has been read, reposted and mentioned most often- is “How do inquiry teachers teach?” That was back in 2014. In the intervening years, more and more of my work has centred on the question of how.

Chapter Four - Curiosity Order McKenzie books online with a credit card Bring Jamie to your school or district for a great workshop. Vol 25|No 1|September 2015 Chapter Four - Curiosity (about author) This is a sample chapter from Jamie's new book, The Great Report.

Lesson Planning Using The Four Critical Questions - Edunators If your school operates as a Professional Learning Community, chances are you’re very familiar with the Four Critical Questions originally developed by Rick DuFour. They’re essential whenever first starting a collaborative team in a school and well worth reviewing from time to time as you carry on your work. However, what if we re-imagined these questions through the eyes of our students? What sort of impact would this have on the way we lesson plan? Using Project-Based Learning To Flip Bloom’s Taxonomy For Deeper Learning Using Project-Based Learning To Flip Bloom’s Taxonomy For Deeper Learning by Drew Perkins, Director of TeachThought PD One of the central features of high quality project-based learning is the pedagogical relationship between the Driving Question and the “Need to Knows” that stem from it. In the video below I use the Explain Everything app to show how teachers and schools, using a process of rich inquiry, can leverage great thinking and learning by flipping how you approach the concepts behind Bloom’s Taxonomy. Instead of starting at the bottom and focusing on the teaching and learning of content prior to moving up, consider flipping that approach by starting at the top and asking students to create an authentic product with a strong Driving Question. Doing this can help the teacher facilitate deeper learning of the content and skills we find at the lower level as students identify and pursue what they need to know, remember, and understand to create and meet the challenge of the project.

Question Families Connecting the Dots In 2009 I outlined this approach in "Connecting the Dots," an article that first appeared in Knowledge Quest, a publication of the American Association of School Librarians. A class exploring the question of what they should do about floods starts with a simple diagram like the one below. But it soon becomes much more complex. Three Easy Ways To Differentiate Instruction - Edunators Differentiated Instruction is a popular buzzword in many education circles, and while some teachers pass it off as “chaotic” or “too much work” the true Edunators amongst us have learned how to embrace this as one of the essential Weapons of Mass Education. While many teachers use Differentiated Instruction to provide more targeted instruction where kids need it most, usually after some bit of formative assessment, it can also be used as means of delivering initial instruction. There are essentially three ways in which teachers can easily differentiate instruction, give them a once over and see if there’s anyway you can tailor your instruction to meet the needs of the individual a bit more in your classroom. 1) Differentiate how students learn necessary course material. Whether it’s by taking notes during a class lecture, playing a game, reading a textbook, or watching a video at home, there are a variety of ways students can come to “know” course material.

This is an article I found on Facebook espousing the use of inquiry based learning. It does not specifically relate to any content area, however, it can easily be applied in the context of the History Curriculum. It speaks of avoiding the shrugs when the children are asked questions and of engaging the children through the use of the unknown. It eludes to the benefit of inquiry based learning to the teachers, however, recognises that it is the teachers behind the scenes 'pulling the strings' (or facilitating). There are simple steps laid out to show you how to run an inquiry unit as well. by moneil Aug 31