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IBL Inquiry Based Learning

This document compares true inquiry-based learning to a flawed approach. True inquiry involves a back-and-forth exchange where the teacher poses open-ended questions and students share ideas and ask their own questions. This fosters student ownership and promotes creativity. In contrast, flawed inquiry relies on one-directional sharing of information from teacher to student with limited questioning or opportunities for higher-order thinking.

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177 views1 page

IBL Inquiry Based Learning

This document compares true inquiry-based learning to a flawed approach. True inquiry involves a back-and-forth exchange where the teacher poses open-ended questions and students share ideas and ask their own questions. This fosters student ownership and promotes creativity. In contrast, flawed inquiry relies on one-directional sharing of information from teacher to student with limited questioning or opportunities for higher-order thinking.

Uploaded by

Santamaría Pimiento Esposos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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INQUIRY-BASED LEARNING:

Can You Identify What True Inquiry Looks Like?

True Inquiry Flawed Inquiry


Back & Forth Flow of Knowledge One Directional Flow of Knowledge

• Teacher poses an idea or concept and asks targeted questions which • Teacher poses an idea or concept and asks specific questions
leads to students sharing ideas and asking
additional questions • Teacher provides direct resources or learning
activities from which the answers to the
• Teacher responds with additional questions can be found
thought-provoking questions
that encourage students to • Students complete the
investigate on their own and activity or research
analyze and present the
their answer to the
findings question with
little or no higher
• Students build on and level thinking
defend new explanations
and understandings based
on evidence

Teacher as a Facilitator Teacher as an Instructor

• Teacher prompts student • Teacher lectures and does not encourage


questioning and idea communication and questioning
sharing with purposeful
questions • Teacher provides resources

• Teacher ensures that • Teacher strictly monitors and


students have access to micromanages student behavior
the resources as they
determine what they need

• Teacher sets expectations


but students are held accountable
for their own actions

Student Ownership No Buy-In From Students

• Student ownership increases when students are given meaningful • No sense of ownership when they have no choice in how to inves-
tasks that are engaging and challenging. tigate a problem

• Accountability also increases when students are part of a cooper- • Students working independently have no one depending on them
ative group and others are depending on them. and therefore not much incentive to perform beyond minimum
expectations

Promotes Curiosity and Creativity Stifles Curiosity and Creativity

• Students’ natural curiosity is • Implies that students’ questions are irrelevant, and they only
piqued in true inquiry as they need to focus on what is in the textbook or taught by the teacher
explore a concept and ask their
own questions to further understand • Little to no opportunities for creative thinking
what they are learning

• Students are encouraged to think


outside the box and creatively test
their theories

Prepares Students for Future


Limits Students in Their Thinking
Challenges and Roles

• Students learn valuable 21st • No opportunity to practice 21st century skills


century skills such as creativity, through “sit and get” learning
collaboration, perseverance, and
problem solving • Work has no authentic purpose

• Authentic work is • Higher order thinking skills are not


representative of what involved, only rote knowledge and
adults do in the real world comprehension questions

• Mimics the adult thinking


process of analyzing an idea,
breaking it into manageable
parts, and seeking comprehension
of each part to build a conceptual
understanding

Wide Range of Resources Limited Resources

• In addition to books and online


resources, students consult experts
or conduct their own investigations

• Students use the resources to • Research is limited to books and online sources
explore their ideas
• Students use the resources by following a plan already built by
the teacher

Increased Opportunities for


Limited Communication
Communication

• Students must communicate their needs and


• Communication is limited to
offer progress updates
written work or perhaps asking
questions by the teacher
• Students may present their findings verbally,
in writing, or through a media presentation

Rigorous Questions and Activities Low-Level Questions & Activities

• Questions increase in rigor to include • Questions are often limited to


upper level Bloom’s Taxonomy such knowledge and comprehension
as synthesis and evaluation
• Activities are often limited to
• Activities reach levels 2 through level one in Webb’s Depth of
4 of Webb’s Depth of Knowledge Knowledge
(Working with Skills and Concepts,
Short-Term Strategic Thinking, • Students complete a task or
and Extended Strategic Thinking) activity by following step-by-
step instructions, with little to no
• Students practice their critical thinking higher-level thinking
by planning their own investigations using
the experimental design process

Model Teaching Professional Development Courses www.ModelTeaching.com | courses@modelteaching.com | 888.828.7950

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