Inquiry-based Learning

The bulk of the information for this

What is Inquiry-based Learning? comes from an Ontario Ministry of Edu-
cation newsletter, “Capacity Building
“For students, the process often involves open-ended investiga- Series: Inquiry-based Learning; May
2013.” It can be found online at: http://
tions into a question or a problem, requiring them to engage in evidence www.edu.gov.on.ca/eng/
-based reasoning and creative problem-solving, as well as “problem literacynumeracy/inspire/research/
cbs_inquirybased.pdf
finding” (Capacity Building Series: Inquiry-based Learning; May 2013, 2).

Inquiry-based learning engages students because it has the potential to be real-world,

authentic work. The world is full of problems to solve and questions to answer; students
like stepping into this world. Inquiry-based learning allows learning to be more personal-
ized because each student is allowed to pick topics, within the parameter of the course,
which is of interest to the student. It’s deep-thinking, critical thinking, work.

Inquiry-based learning for teachers is a new approach to

teaching when compared to lecture style, teacher-directed in-
struction. It requires the teacher to work with students as indi-
vidual inquirers, researchers, and communicators.
Key to inquiry-based learning is a strong launch; asking a well-
structured, engaging question is important to the whole inquiry pro-
cess.
Inquiry-based learning is a process. The role of the teacher is to
guide the student through the process; the teacher has to know each of
their students and know when each is ready for the next step and when
each needs to spend more time on a portion of the process before mov-
ing on.

“Together, “Together, educators and students co-author the learning experience,

educators and accepting mutual responsibility for planning, assessment for learning and the
students co-author advancement of individual as well as class-wide understanding of personally
the learning
experience…” meaningful content and ideas (Fielding, 2012)” (Capacity Building Series: Inquiry-based

Learning; May 2013, 2).

“Inquiry-based learning concerns itself with the creative approach of combining the best ap-
proaches to instruction, including explicit instruction and small-group and guided learning, in an
attempt to build on students’ interests and ideas, ultimately moving students forward in their paths of
intellectual curiosity and understanding” (Capacity Building Series: Inquiry-based Learning; May 2013, 2).

Inquiry-based learning doesn’t mean other instructional strategies aren’t used. Instead, inquiry-based
learning guides and motivates students through a course and other teaching strategies are used to facilitate the
process. Do your students need to learn about research considerations for your field? Then use a whole-class
lecture to introduce them. Do a few students need guidance on conducting interviews? Then use small-group
instruction. Inquiry-based learning simply requires the teacher to have a menu of strategies at the fingertips
ready to go.
 Inquiry-based Learning
The teacher’s role in getting an inquiry started
“Moving students beyond initial curiosity to a path of regular inquiry is one of the great challenges
of inquiry-based learning” (Capacity Building Series: Inquiry-based Learning; May 2013, 2).

The key to a good inquiry is igniting a curiosity and framing it with the right question. There’s a
saying, “we don’t know what we don’t know” which applies to students. They can’t be curious about
something they have nothing to be curious about. The teacher needs to provide an engaging spark
to provoke them to ask questions. Begin filling their brains and then watch the questions come alive.

“...educators play an important role…. They play the Provocation could come from a vari-
role of “provocateur,” finding creative ways to introduce ety of sources. An engaging lecture, a
thought provoking question, or a reading
students to ideas and to subject matter that is of interest could spark students to ask more questions.
to them and offers “inquiry potential” or promise in terms Media sources such as a movie or short vid-
eo, a podcast, a song, an article, or a web-
of opportunities for students to engage in sustained in-
site can all add to the fire of inspiration to
quiry of their own” (Capacity Building Series: Inquiry-based Learning; May 2013, get students thinking.
page2).

Inquiry-based learning may sound like an
isolating approach to learning but it is far from
it. The classroom culture should become one of
collaboration where students are always shar-
ing updates on their progress.
Have the students sit ‘in-circle’ for pro-
gress updates and make these times opportuni-
ties to celebrate successes and to work through
challenges. If a student is stuck, the collective
thinking of the circle could help by providing
new ideas and approaches.
Awareness of the work of others is both
inspiring and demanding—it’s hard to check-out
“...while individual and small groups of students
might choose to take a different approach to a partic-
ular overarching question in the classroom, it is the
teacher who establishes a classroom culture in which
ideas triumph as “central currency” and class mem-
bers come together on a regular basis to discuss
each other’s learning.
Through hearing others’ perspectives, students
come to a better understanding of their own ideas and
approaches to questions and problems” (Capacity Building

when the rest of the class is working so hard and Series: Inquiry-based Learning; May 2013, page2).
expects to hear of the same from you.

“Teachers model…” The single most important role of

the teacher in inquiry-based learning is that of modeling. Ideally,
the teacher should do an inquiry-based project and work along-
side the students. Model for them how you identify a question
for your inquiry. Model for them your research strategies. Model
how you face challenges and turn to them for help. Model how
you can offer suggestions to other students on their work. Model
how you plan your report and communication of your work.
 Inquiry-based Learning
Inquiry-based Learning and Curriculum Expectations
Any inquiry-based learning would seem to be wide ranging and a bit of “A common concern
a free-for-all. But the structure of our school system requires us to teach the among educators new to
curriculum expectations and these are sorted by disciplines like science, fami-
ly study, history, etc. inquiry is how to teach with

When introducing the concept for inquiry-based learning teachers also an inquiry approach when
have to set some parameters for the inquiries and research—they need to fit there are so many curricu-
within the parameters of the course. An inquiry into something related to fam- lum expectations to ad-
ily studies hardly fits into a music course.
dress” (Capacity Building Series: Inquiry-
That said, if a teacher knows the curriculum document really well, in-
based Learning; May 2013, page 3).
quiry-based learning for any discipline can be quite liberating allowing stu-
dents to approach the expectations in new and refreshing ways.

“By focusing on the “big ideas” [in WRDSB we call these the Essential Learnings] rather than on
the specific expectations alone, students’ questions often lead to, and often exceed, overall curriculum
expectations (Natural Curiosity, 2011).

It is essential for educators to have a

deep knowledge and understanding of the
big ideas [Essential Learnings] of the cur-
riculum. This way, they are sensitive to the
types of student cues that, if explored fur-
ther, are likely to touch upon some of the
overarching curriculum goals.

Moreover, because ideas play such

an important role throughout the inquiry
process, it is only natural that opportuni-
ties exist in which students see the need to
gain access to ideas and to express them
in a variety of ways. In this way, inquiry-
based learning gives reason to value, use,
and develop skills, such as reading and
writing, and does so in ways that blur the
conventional boundaries between discrete
subject areas. Educator inquiry into prac-
tice supports this kind of integrative and
creative thinking about curriculum” (Capacity

Building Series: Inquiry-based Learning; May 2013, page 3).