The document provides materials for a teacher training workshop on inquiry-based learning for 21st century education. It includes objectives to help teachers develop understandings of 21st century learning and apply inquiry-based learning methods. The document outlines phases of inquiry-based learning and provides sample tools for assessing student projects and observing teacher training.

1. Teacher Training Workshop
Middle and High School Educators
Supplementary Workbook
Wahyu Ihdia Dipl.Ed, S.Si
(wahyu.ihdia@gmail.com) 2015

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Table of Contents
Resources Page
Workshop objectives, Fundamental Concept, Big Idea, and
Unit Question
3
Notable Quotation 4
Group Activity 1 and Essential Agreement 5
KWL Graphic Organizer (Column K and W) 6
Collecting Data and Information 7
Watching Videos of 21st Century Learning 8
Spider Web 9
Definition of 21st Century Learning 10
Definition of Inquiry-Based Learning 11,12
Research of Inquiry-Based Learning 12
Phases of Inquiry-Based Learning 13,14,15
Group Activity 2 and Inquiry-Based Project Circle 16
Watching Video of PBL, project assessment tasks, and
assessment tools and strategies
17
Sample of Oral Presentation Checklist 18
Sample of Teacher Training Observation Rubric 19

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Sample of Subject (Science) Continuum 20
Reflection-KWL Chart (Column L) 21
Action-watching Videos 22
Teacher Action-Concept Wheel 23
Closing-Watching Video 24

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Teacher Training Workshop
Workshop objectives:
This workshop is for administrators, coordinators and teachers
who:
 have been working with the particular national school programme for at
least one school year
 have previously attending a Diknas workshop (regional or in-school)
facilitated by Ministry Education of Indonesia (Kemendiknas) workshop
leaders organized by or through the regional office.
The purpose of this workshop is to develop the following
understandings:
 Develop new paradigm of thinking about 21st
Century Learning.
 Acquire 21st
Century Learning knowledge, understanding, and skills.
 Recognize and apply phases of inquiry based-learning as representative
of 21st
Century Learning.
Fundamental Concept:
The 21st Century Education provides students with concepts and skills to
achieve extend and deepen understanding of contextual learning.
Big Idea:
Inquiry-based learning is ―best fit‖ teaching method in 21st
Century
Learning perspective.
Unit Question:
―How would inquiry-based learning develop students’ learning experience?‖

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Notable Quotations for Inquiring Minds
“Students cannot possibly learn everything of value by the time
they leave school, but we can instill in them the desire to keep
questioning throughout their lives.”
Grant Wiggins and Jay McTighe,
Understanding by Design, 2004
“The spirit of philosophy is one of free inquiry. It suspects all
authority. Its function is to trace the uncritical assumptions of
human thought to their hiding places, and in this pursuit it may
finally end in denial or a frank admission of the incapacity of pure
reason to reach the ultimate reality.”
Muhammad Iqbal (Poet, 1877 – 1938)
“Educationists should build the capacities of the spirit of inquiry,
creativity, entrepreneurial and moral leadership among students
and become their role model.”
Dr. Abdul Kalam, President of India, b. 1931
“Inquiry is the dynamic process of being open to wonder and
puzzlements and coming to know and understand the world.”
Galileo Educational Network, 2004
“In the inquiry process, metacognition means becoming aware of
one‟s own thinking processes (thinking about thinking) and
acknowledging and understanding the feelings associated with
each of the phases.”
Focus on Inquiry, Alberta Education, 2004
“Inquiry is an approach to learning that involves a process of
exploring the natural or material world, that leads to asking
questions and making discoveries in the search for new
understandings.”
(Exploratorium Institute for Inquiry)

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Group Activity 1
Draw Number
Determine the number and size of the groups you want to create, put
numbers on individual slips of paper, and place them in a box. Participants
then draw a number from the box indicating which group number they
belong to. For example, if you want four groups of four, you would have
sixteen slips of paper with four each of the numbers 1 through 4.
“How would you organize our training sessions to show
you have good class management?”
Essential Agreement:

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KWL Chart

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“What ways would you use to collect data and
information?”
Add more:

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“How would you provide a definition for 21st
Century
Learning?”
Watching Video:
https://www.youtube.com/watch?v=Ax5cNlutAys
https://www.youtube.com/watch?v=EjJg9NfTXos

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The skills, knowledge and expertise students must master to
succeed in work and life; it is a blend of content knowledge,
specific skills, expertise and literacies.
(http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf)
The 21st century skills are a set of abilities that students need to
develop in order to succeed in the information age. The
Partnership for 21st Century Skills lists three types:
Learning Skill
Critical Thinking
Creative Thinking
Collaborating
Communicating
Life Skill
Flexibility
Initiative
Social Skills
Productivity
Leadership
Literacy Skills
Information Literacy
Media Literacy
Technology Literacy
(http://www.thoughtfullearning.com/resources/what-are-21st-century-skills)
The term "21st-century skills" is generally used to refer to certain
core competencies such as collaboration, digital literacy, critical
thinking, and problem-solving that advocates believe schools
need to teach to help students thrive in today's world. In a
broader sense, however, the idea of what learning in the 21st
century should look like is open to interpretation—and
controversy.
(http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html)

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“How would you adapt 21st Century Education concepts
and skills to create differences in the classroom?”
“What method would you use to engage your students in
learning process?”
Inquiry Based-Learning
“What is your opinion of applying inquiry-based learning is able to
increase students‟ thinking level?”
Watching Video:
https://www.youtube.com/watch?v=lwCmCJ8OhWY
Inquiry-based learning is an approach to teaching and learning
that places students‟ questions, ideas, and observations at the
center of the learning experience. Educators play an active role
throughout the process by establishing a culture where ideas are
respectfully challenged, tested, redefined and viewed as
improvable, moving children from a position of wondering to a
position of enacted understanding and further questioning
(Scardamalia, 2002)
E. Lee May, Salisbury State University, defines IBL:
Inquiry-based learning (IBL) is a method of instruction that
places the student, the subject, and their interaction at the center
of the learning experience. At the same time, it transforms the
role of the teacher from that of dispensing knowledge to one of
facilitating learning. It repositions him or her, physically, from
the front and center of the classroom to someplace in the middle
or back of it, as it subtly yet significantly increases his or her
involvement in the thought-processes of the students.
(http://www.inquirybasedlearning.org/?page=What_is_IBL)

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Inquiry-based learning is a process where students are involved
in their learning, formulate questions, investigate widely and then
build new understandings, meanings and knowledge. That
knowledge is new to the students and may be used to answer a
question, to develop a solution or to support a position or point of
view. The knowledge is usually presented to others and may
result in some sort of action.
(http://education.alberta.ca/media/313361/focusoninquiry.pdf)
“Why do you think to improve your teaching approach
using inquiry based-learning is important?”
“……the key characteristics of inquiry-based learning that offer
promise in supporting students to become thoughtful, motivated,
collaborative and innovative learners capable of engaging in their
own inquiries and thriving in a world of constant change.”
(http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.p
df)
Research suggests that using inquiry-based learning with
students can help them become more creative, more positive and
more independent. This is true for all students, including those
with special needs who require more individual attention during
the process.
(Babin, C and Rhoads, L. 2011)
The power of an inquiry-based approach to teaching and learning
is its potential to increase intellectual engagement and foster
deep understanding through the development of a hands-on,
minds-on and „research-based disposition‟ towards teaching and
learning.
(http://www.teachinquiry.com/index/Introduction.html)
Watching Video:
https://www.youtube.com/watch?v=82vEP4HzQwg

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“How would you formulate phases of inquiry-based
learning that we should recognize and understand?”

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http://www.iphys-ed.com/inquiry-in-pe

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Group Activity 2
“How do we discover what the students know and have
learned?”
Assessment:
Inquiry-Based Project

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“What is the function of Project-Based Learning (PBL) as
an integrated approach of Inquiry-Based Learning (IBL)?”
Watching Video:
https://www.youtube.com/watch?v=qNNff-hVg2s
Projects (Assessment Tasks):
• Compositions—musical, physical, artistic
• Creations of solutions or products in response to problems
• Essays
• Examinations
• Questionnaires
• Investigations
• Research
• Performances
• Presentations—verbal (oral or written), graphic—through various media
“How do we collect and analyze the data?”

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Oral Presentation Checklist
Criteria Score
1 2 3 4 5
Delivery
Content
Organization
Enthusiasm/
Audience
Awareness
Comment:
Final Grade : ________

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Teacher Training Observation Rubric
Category Excellent
(4)
20-15 pts.
Good
(3)
15-10 pts.
Satisfactory
(2)
10-5 pts.
Developing
(1)
5-0 pts.
Point
Information
gathering
Extracted
relevant
information.
Extracted
mostly
relevant
information.
Extracted a
lot of
information
which wasn‟t
relevant.
Extracted
irrelevant
information.
Quality of
information
Information
clearly relates
to the main
topic. It
includes
several
supporting
details
and/or
examples.
Information
clearly relates
to the main
topic. It
provides 1-2
supporting
details
and/or
examples.
Information
clearly
relates to the
main topic.
No details
and/or
examples are
given.
Information
has little or
nothing to do
with the main
topic.
Total Points:
Comment:

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“

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What can we do to review earlier thinking?”
Reflection
“How do we reflect students‟ learning understanding in
the classroom?”

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“How can you share your new knowledge/skill?”
ACTION
Watching Videos:
www.youtube.com/watch?v=41C5UYsRGSk
https://www.youtube.com/watch?v=s8lrl6JBBNk

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Closing:
Watching Video:
https://www.youtube.com/watch?v=ia5FxoeFJWI