Inquiry method of teaching

Inquiry method of teaching
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Presented by Tayyaba Maher
University of education
Department of Education

1. Inquiry method of teaching Tayyaba BEDF19M015

2. Definition of Inquiry “Inquiry” is defined as a quest “for truth, information, or knowledge…seeking information by questioning”. Individuals go through a process of inquiry from birth until they die. Babies begin to make sense of their surrounding through their curious observations. The process of inquiry begins with “…constructing and gathering information and data through applying the human senses”.

3. Inquiry method It is a student- centered method of education focused on asking questions. Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers Teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions. In this way it is similar in some respects to the Socratic method. The method was advocated by Neil Postman and Charles.

4. Foundations of Inquiry It is based on constructivist learning theory. Learning is enhanced through the inquirers‟ opportunity to engage in real life activities, situations and with real audience. From the theory teachers generate the facts that students: Can actively build their knowledge and understanding through their inquiries and information - seeking nature. Develop their cognition as well as meta cognition as they absorb the information. Experience changes in their affective and cognitive domains as they progress. Need time to reflect on their new - found knowledge and process the information.

5. WHY INQUIRY?

6. Types of Inquiry Inquiry-based instruction involves creating situations in which students take the role of scientists. These types of learning situations typically occur along a continuum. Directed Inquiry   Guided Inquiry   Open Inquiry Students follow precise teacher instructions to complete a hands-on activity . ←→ Students develop the procedure to investigate a teacher-selected question. ←→ Students generate questions about a teacher-selected topic and design their own investigations .

7. Inquiry Model An inquiry model provides a clear picture to the roles of the educators and learners pertaining to the concept. In this model 7 phases are involved: reflecting, planning, retrieving, processing, creating, sharing and evaluating.

8. Planning Phase At this initial phase students will experience a sense of interest or curiosity about the topic. Students will start by: Figuring out the general questions that need to be investigated. Finding the information and materials regarding the particular topic. Determining the way to present the information to the target audience. Suggesting the criteria pertinent to their research product and process evaluation.

9. Retrieving Phase

10. Processing Phase

11. Creating Phase At this phase the inquirers have a certain amount of readiness and are able to organize the information as well as create a presentation format but may be quite uncertain of their product and need teachers’ guidelines in producing the acceptable one. Teacher may also encourage cooperative and collaborative activities among the learners whereby they can be teamed up in their creative efforts and come up with the relevant resources, discussions and on-line projects.

12. Sharing Phase This is the stage where inquirers will learn to communicate and share their new understanding in a variety of ways with their target audience such as through project presentations. Student inquirers will also learn to develop positive feedback and questioning techniques. At this instant, collaborative effort will be demonstrated at the time where the inquirers support the other members in their sharing by participating as audience members. It is better to have inexperienced or novice researchers to be involved in small group sharing rather than having each individual student share their work with the whole class as it is often more successful and time –efficient

13. Evaluating Phase In order to reach successful outcomes in inquiry, the instructor must provide the inquirers with opportunities to reflect on the original brainstorming session and examine the development of their focus. It is essential that the inquirers make use of learning tools such as rubrics and checklists to evaluate their products and processes. Inquirers are also encouraged to work collaboratively at this stage to edit each other’s product.

14. INQUIRY LEVELS Level 1: Confirmation Inquiry The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.

15. Level 2: Structured Inquiry

16. Level 3: Guided Inquiry

17. Level 4: Open/True Inquiry Students formulate their own research question(s), design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions.

18. Advantages of Inquiry Learners direct their learning in a way that is similar to how science happens in real-world situations. Students are able to identify their own areas of inquiry and engage in hands-on learning using science process skills to seek information. This results in increased ownership of learning and enhanced critical thinking skills while creating a culture that values learners’ ideas.

19. Teacher’s Role Reflect on the purpose and makes plans for inquiry learning. Facilitate classroom learning. Serve primarily as a resource for the students. Guide the students through the learning process. Establish content-based parameters for learning objectives, and then allow students to direct their own learning. A co-learner with the students as they engage with real-world questions. Provoke additional inquiry of the questions presented by the student.

20. Characteristics of Teachers for inquiry inquiry teachers have the following characteristics They avoid telling students what they "ought to know". They talk to students mostly by questioning, and especially by asking  divergent questions . (with no specific answer, but rather exercises one's ability to think broadly) They do not accept short, simple answers to questions. They encourage students to interact directly with one another, and avoid judging what is said in student interactions. They do not summarize students' discussion. They do not plan the exact direction of their lessons in advance, and allow it to develop in response to students' interests. Their lessons pose problems to students. They gauge their success by change in students' inquiry behaviors

21. LEARNER’S ROLE

22. INQUIRY CHALLENGES Time-Consuming – More intense learning process Messy – More authentic replication of real-world situations Loud and Chaotic – Students are more engaged Unpredictable – More meaningful teachable moments

23. Summary