Inquiry-based learning offers something unique to students with its different approach to the learning experience. A four-part model that promotes fluid learning and insightful problem-solving.
Inquiry-based learning offers something unique to students with its different approach to the learning experience. A four-part model that promotes fluid learning and insightful problem-solving.
Described by Indiana University as an instructional model with learning centered on problem-solving and question-answering, inquiry-based learning is a unique and fluid way to consider how students develop skills and improve their knowledge.
The method of this model can’t be individually split or broken into important stages to support the teaching process. Instead, this model can be used as a guideline for teachers, thanks to its inclusion of indicators for both students and educators at every stage. There are also apps and information about tones provided for each phase, to ensure the model is used effectively.
As a way of gaining knowledge, inquiry-based learning can accommodate project-based learning easily. The approach also lends itself well to blended learning, as well as challenge-based and place-based education. This makes it a versatile and practical choice for many different educational trends.
The main concept of inquiry-based learning’s first phase is encouraging students to dive into relevant, credible and engaging media source, both to identify an opportunity for inquiry, and to understand the ‘need’ behind it. There are many ways in which interaction can play a large part in learning, and many methods to interact.
An inquiry is, by nature, fluid and based on curiosity. Traditional schoolwork can often stifle this more organic form of inquiry, by forcing students into a particular type of cognitive method. This can be caused by students only learning through narrow or restrictive practices. In this model, teachers are facilitators of more extensive learning, offering resources and allowing students to follow their own curiosity.
The general tone of interaction is curious, unburdened, playful and open-minded.
For teachers, indicators of complying with phase one of the inquiry-based learning model include asking probing questions, encouraging more free thinking and investigation. As well as modeling curiosity and thinking aloud when interacting with media.
There are many questions that can help students develop the right mindset for the interaction phase of this model.
In the second phase of inquiry-based learning, the emphasis is on paraphrasing, categorizing and summarizing with the support of both experts and teachers. This is characterized by the analysis, identification, and clarification of data, as well as getting a better feel for topics of inquiry, such as their scale, possibility and overall nature.
Once phase one is complete, students are ready to move on to the clarification of their own thought processes. As well as gaining an understanding of the nature of the knowledge and information around them.
It’s vital that students are allowed to be both reflective and communicative; but inward and outward thinking patterns working in collaboration. This helps students to better reflect on their existing knowledge, as well as identifying pathways forward from their current position.
The tone of clarification should be more reflective, as well as gaining additional focus, independence, and caution.
For teachers, indicators will include offering frequent and non-evaluative feedback, as well as providing graphics organizers and ways to frame student thinking. Probing questions are also positive indicators, including why they think they know something.
The third phase of inquiry-based learning, examining questions encourages students to become more self-directed. And also to continue asking all the questions to push themselves further and do more. A critical part of the process, it enables students to identify misunderstandings, uneven confidence or even lack of organization clearly and effectively.
Both students and teachers at this stage should be able to have a level of trust when it comes to inquiry, and the nature of the concept to move in both a recursive manner and an iterative one. Unlike more ‘tidy’ forms of academic models, it’s important to understand that this type of learning isn’t just a straight line. A straight line makes it more difficult to measure in terms of distinct progress of quality.
The overall tone of this phase is one of confidence, creativity, and inter-dependency, evolving beyond the clarification of stage two.
For teachers, positive indicators in this phase include modeling of the questioning process, thinking aloud when revising or reworking flawed questioning. It also includes utilizing tools such as concept-mapping and finally hosting QFT sessions or Socratic-style seminars.
The final stage in the process of inquiry-based learning, reflection incorporates actions that are driven by curiosity, and that is both accessible and relevant – and must to justify and culminate inquiry as a whole.
The tone of the fourth phase is explicitly focused on becoming more calculating, as well as remaining creative, and introducing restraint into the process.
For educators, positive indicators of the design phase can include creating collaborative conditions and means, the identification of areas that require revision, and the ability to reflect on the process as a whole.
Once you have completed all four steps of the inquiry-based learning model, it can be useful for both students and teachers to follow up their experiences with reflection, both for the sake of processing and also to offer added insight into the value of the model.
Classful supports teachers to go above and beyond for their students. With our unique way of funding, we can help you bring inquiry-based learning to your classroom. See more about what we do online today.