Inquiry Based Learning

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Inquiry based learning
* Inquiry-based instruction is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework. * Inquiry-Based instruction complements traditional instruction by providing a vehicle for extending and applying the learning of students in a way that connects with their interests within a broader thematic framework. Students acquire and analyze information, develop and support propositions, provide solutions, and design technology and arts products that demonstrate their thinking and make their learning visible. . Inquiry-based instructional approaches place students at the helm of the learning process and teachers in the role of learning facilitator, coach, and modeler. The Benefits of Inquiry-Based Instruction

* teaches problem-solving, critical thinking skills, and disciplinary content * promotes the transfer of concepts to new problem questions * teaches students how to learn and builds self-directed learning skills * develops student ownership of their inquiry and enhances student interest in the subject matter Principles of Inquiry-based Learning

The main components of inquiry-based learning include:
* a question(s) related to the topic of inquiry to be explored (problem statement), * followed by an investigation and gathering of information related to the question (data collection), * continuing with a discussion of findings (analysis),

* Commencing with a reflection on what was learned (implications/conclusion). The 7 steps of inquiry based learning
1-Tuning in
* Identifying and defining the issue
This involves activities design to:
* Provide students with opportunities to become engaged with the topic * ascertain the students initial curiosity about the topic * allow students to share their personal experience of the topic Questions to ask

-what is the issue?
-what do they want to find out?
-what feeling or opinions do they already have?
2- Preparing to find out;
-formulation of hypothesis
This involves activities design to:
* Find out what the students already know about the topic * To provide the students with a focus for the forthcoming experience * To help in the planning of further experience and activities. Questions to ask

-what would happen if?
-what do we already know?
-what questions do we need to ask?
- Why is this happening?
3- Finding out
The collection of the data is not an end itself but a means towards developing an understanding This involves activities design to:
- Further stimulate the students’ curiosity
- provide new information which may answer some of the students’ earlier questions * raise other questions for the students to explore in the future * challenge the students knowledge, beliefs and values

* help students make sense of further activities and experiences which have been planned for them Questions to ask
-who, what, where has/is information we need?
-how relevant or useful is this information?
-how else might we find out about this?
4-Sorting out
Processing and analyzing
This involves activities design to:
* Provide students with concrete means of sorting out and representing information and ideas arising from the ‘finding out’ stage * Provide the students with the opportunity to process the information they have gathered and present this in a number of ways * Allow for a diverse range of outcomes

Questions to ask
-how might we sort out this information?
-how can we categories this information?
5- Going further
This involves activities design to:
- To extend and challenge students about the topic
* To provide more information in order to broaden the range of understanding available to the students Questions to ask
-what more do we need to know?
6- Making connections
Drawing conclusions
This involves activities design to:...
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