To begin, write your own constitutes Inquiry-based learning, write your own definition. Be thoughtful about this even though I am not going to ask you to share this. Please do this now. Generally speaking inquiry based-learning provides the skills one needs to solve problems and make good decisions. Most of you have used inquiry-based strategies when you purchased a car, planned a trip or decided to take this course. In purchasing a car I assume you didn't serendipitously walk into an auto showroom and impulsively select a car you had never heard anything about. If you did I have a great buy for you on a bridge. How did you decide the manufacturer, model and where to buy it? Did you do some research first? Did you rely on prior knowledge? There's nothing new about inquiry-based learning, although implementing it in classrooms has been a slow process because our traditional educational systems have worked in a way to discourage the process of inquiry even though children and adolescents are curious and want to know the whys and hows of things. Now more than ever, we need to teach them how to make good decisions and to keep our practices parallel with their needs.
Although Inquiry-based learning has often been associated in teaching the sciences, it is an integral way of processing information into knowledge in all subject areas and presents an exciting way for students to learn content and to learn how to learn. When a mystery writing is developing a story or researching information for a new historic novel, they are using the inquiry process. When a journalist investigates a news event and a debater prepares to defend a point of view, they too use inquiry skills.
Inquiry based instructions
O my lord! Open my heart, make my work easy forme, and remove the impediment from my speech sothat they may understand my speech
An organized conversation The sourest way of learning Active pursuit of meaning involving thought process Change experience to bits of knowledge
JOHN JAQUES ROUSSEAU JEAN PIAGET 1712-1788 AD 1896-1980 AD Idea of learning Children construct through nature their own knowledge SOCRATES JOHN DEWEY 470-399 BC 1859-1952 ADLead students to a Knowledge comesseries of questions from questioning the experiences
Make groups Give topic Brief objectives Time to be fixed
Introduce the topic Discipline and organized way Patient learner Hesitating to speak be encouraged
Irrelevant matter be avoided Facts and opinion Control & management responsibility Conclusion be found before end
CHARACTERISTICS OFINQUIRY BASED INSTRUCTIONS • Creating questions of their own • Obtaining supporting evidence to answer the question • Explaining the evidence collected • Connecting the explanation to the knowledge • Creating an argument and justification for the explanation
Asking questions, Investigating solutions by researching, Discussesour discoveries and experiences, Creating new knowledge as wegather information, and Reflecting on our new-found knowledge
Students view themselves as learners in the process of learning Accept an "invitation to learn” Raise questions, propose explanations, and use observations Communicate using a variety of methods Critique their learning practices
The teacher reflects on the purpose and makes plans He facilitates classroom learning He models inquiry by leading questions Allows for diversions from intended goal
Develop thinking Whole topic is discussed Patience is there Confidence increase Emphasis is put on understanding and learning, not on memorization
Get rich knowledge Recovery of deficiency Focus remain high New ideas come Inquiry activities is more engaging and interesting than “chalk and talk”
Required lot of time Not suitable of all level of student Irrelevant matter involve Every topic can not be discussed
It is not a debate. The aim is to share ideas so as to gain information Each discussion aims to be achieved and time limit is set before it actually begins Maximum number of the individuals of the group is required to participate Conclusion is formed according to the ideas of the majority
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