The document describes inquiry-based learning and how it differs from traditional education. Inquiry-based learning is more student-centered and focuses on developing skills like problem-solving over mastery of content. It emphasizes how knowledge is acquired rather than just facts. Students are actively involved in constructing their own understanding through hands-on projects, asking questions, and utilizing a variety of resources. The teacher acts as a facilitator rather than dispenser of knowledge. Inquiry teaching aims to help students learn how to continue learning on their own.

1. Inquiry-Based Learning
How It Looks,
Sounds and Feels
http://www.suhsd.k12.ca.us/suh/---suhionline/inquirybased.htm

2. http://www.thirteen.org/edonline/concept2class/inquiry/index_sub1.html
How does Inquiry Lessons differ from
the traditional approach?
In general, the traditional approach to
learning is focused on mastery of content,
with less emphasis on the development of
skills and the nurturing of inquiring attitudes.
The current system of education is teacher
centered, with the teacher focused on giving
out information about "what is known."
Students are the receivers of information, and
the teacher is the dispenser. Much of the
assessment of the learner is focused on the
importance of "one right answer." Traditional
education is more concerned with preparation
for the next grade level and in-school success
than with helping a student learn to learn
throughout life.

3. What Is Inquiry and Why Do It?
Inquiry-based Learning
The inquiry approach is more focused on using
and learning content as a means to develop
information-processing and problem-solving
skills. The system is more student centered, with
the teacher as a facilitator of learning. There is
more emphasis on "how we come to know" and
less on "what we know." Students are more
involved in the construction of knowledge
through active involvement. The more interested
and engaged students are by a subject or project,
the easier it will be for them to construct in-
depth knowledge of it. Learning becomes almost
effortless when something fascinates students
and reflects their interests and goals.

4. Definitions from Students
 “When you do stuff that is
real.”
 “It is like projects and things
that take a long time.”
 “When kids work in groups or
with partners and make big
things.”
 “It’s fun!”

5. Five Characteristics
of
Inquiry-Based
Learning

6. 1. Bloom’s Taxonomy
Inquiry-based Learning
asks questions that come
from the higher levels of
Bloom’s Taxonomy.

7. BLOOM’S TAXONOMY

8. 6. Evaluation: appraise, argue, assess, attach, choose compare, defend
estimate, judge, predict, rate, core, select, support, value, evaluate
5. Synthesis: arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set up,
write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment,
question, test.
3.Application: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write.
2. Comprehension: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate,
1. Knowledge: arrange, define, duplicate, label, list, memorize, name,
order, recognize, relate, recall, repeat, reproduce state.
handouts

9. .
2. Asks Questions that Motivate
Inquiry-Based Learning
involves questions that
are interesting and
motivating to students.

10. 3. Utilizes wide variety of resources
Inquiry-based Learning
utilizes a wide variety of
resources so students
can gather information
and form opinions.
Inquiry in the Classroom

11. 4. Teacher as Facilitator
Teachers play a new
role as guide or
facilitator

12. Teacher as Guide
 What does facilitating a class really
mean?
Rather than teach content, you will manage team member
interactions so that teams stay focused and make progress.
With your careful encouragement, each team's problem, plan of
action, and outcome will emerge on its own, the unique
product of its members' collective strengths and interests. In
your role of facilitator, you will begin by briefing students on
their projects they will be doing. When team work begins, you
will spend most of your time observing team members to
determine what problems they are having working together and
completing their assignments.

13. 5. Meaningful products come out
of inquiry-based learning

14. Learning in the Classroom
 Cooperative Learning
 Teamwork
 Excitement
 Presenting
 Movement

15. Five Kinds of Questions Need to be
Asked in Inquiry-based Learning
1.Inference Questions
2.Interpretation Questions
3.Transfer Questions
4.Questions about Hypotheses
5.Reflective Questions
The Art of Questioning by Denise Wolf
Research project for the Rockefeller Foundation.

16. Inference Questions…
 Ask students to go
beyond the immediately
available information.
 Ask students to look for
clues, examine them and
decide if they have a role
in the question.

17. Examples of Inference Questions
 “What conclusions can you
draw by looking at this
photograph?”
 “How did the author feel about the
character in the story?”

18. Interpretation Questions…
 Ask students to predict what
consequences may occur as a
result of a given scenario.
 Ask students to combine
past knowledge of situations
and new factual information.

19. Examples…
“You found that Sports Illustrated
actually had more tobacco ads than
any other magazine we looked at.
What does that say about Sports
Illustrated?”
“We read and loved two books by
Hill. What patterns did you see that
you think might be present in the
third book?”

20. Transfer Questions…
Ask students to take their
knowledge and apply it to new
situations.
Ask students to expand their
thinking.

21. Examples…
“We found many patterns in math
today. Now let’s look at our Language
Arts lesson on adverbs. Let’s see
what patterns you find there?”
“We learned how to make Inspiration
webs from paragraphs in our
textbook. Now let’s try going the other
way and making a web and then
writing a paragraph from it.”

22. Questions about Hypotheses…
 Ask students to predict
outcomes and carry out tests to
discover new knowledge.
 Questions are often seen in
science, but belong in all
disciplines.

23. Example:
“How can we find out
if Energizer batteries
really last the longest?”

24. Reflective Questions…
Ask students to look again at
the beliefs they have and the
evidence that supports them.
Lead students back into
investigation.

25. Examples…
 “How do we really know
that there are no aliens out
there?”
 “How do we know that
the show on TV was telling
the truth?”

26. Where do You Begin?
Examine your lessons
Listen to the questions you ask.
Start with small projects and
slowly expand.
Remember, children who are not
used to thinking may not know how
to approach problems. Be the
guide.

27. Planning an Inquiry Lesson
1.Think of a topic or standard you
might teach in your area.
2.Write down several questions you
might ask to motivate your students.
3. Label the type of question it is as
explained in this PowerPoint
presentation.

28. Inquiry-based Learning in Classrooms
http://www.thirteen.org/edonline/concept2class/inquiry/demonstration

29. Students Doing Inquiry-based Learning
Students view themselves as learners in the
process of learning.
*They look forward to learning.
*They demonstrate a desire to learn more.
*They seek to collaborate and work cooperatively
with teacher and peers.
*They are more confident in learning, demonstrate
a willingness to modify ideas and take calculated
risks, and display appropriate skepticism.
http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.html

30. Students accept an "invitation to
learn" and willingly engage in an
exploration process.
*They exhibit curiosity and ponder
observations.
*They move around, selecting and
using the materials they need.
*They confer with their classmates and
teacher about observations and
questions.
*They try out some of their own ideas.

31. Students raise questions, propose
explanations, and use observations.
*They ask questions (verbally and
through actions).
*They use questions that lead them to
activities generating further questions
or ideas.
*They observe critically, as opposed to
casually looking or listening.
*They value and apply questions as an
important part of learning.
*They make connections to previous
ideas.

32. Students plan and carry out
learning activities.
*They design ways to try out their ideas,
not always expecting to be told what to
do.
*They plan ways to verify, extend,
confirm, or discard ideas.
*They carry out activities by: using
materials, observing, evaluating, and
recording information.
*They sort out information and decide
what is important.
*They see detail, detect sequences and
events, notice change, and detect
differences and similarities.

33. Students communicate using a
variety of methods.
*They express ideas in a variety of ways,
including journals, drawing, reports,
graphing, and so forth.
*They listen, speak, and write about
learning activities with parents, teacher,
and peers.
*They use the language of learning,
apply the skills of processing
information, and develop their own
"ground rules" appropriate for the
discipline.

34. Students critique their
learning practices.
*They use indicators to assess
their own work.
*They recognize and report their
strengths and weaknesses.
*They reflect on their learning
with their teacher and their
peers.

35. The importance of inquiry
learning is that students learn
how to continue learning. This is
something they can take with
them throughout life -- beyond
parental help and security,
beyond a textbook, beyond the
time of a master teacher, beyond
school -- to a time when they will
often be alone in their learning.