Inquiry can be defined as a process that is used to resolve uncertainty by examining an individual ideas and beliefs. According to Lemlech 2010, Inquiry is a vibrant approach to learning that involves exploration, questioning, making discoveries, and testing discoveries to search for new understanding.

1. *Skill development in students through
inquiry as a teaching learning strategy*
DR. RAKHI SAWLANI

2. INTRODUCTION
Skill development is an efficacious tool for empowering the youth to
act responsibly, take initiative and take control.
Skills to be developed in today’s world:
1.Interpersonal skills 2.Creative thinking
3.Decision making 4.Communication skills
5.Problem solving 6.Building relationship
7.Critical thinking
According to Crawford 1999, Teachers need to shift their emphasis
from textbooks to exploring questions .
The paper focuses on two inquiry based instructional strategies: THE
7E model, Inquiry training model and Scientific inquiry model.

3. What is Inquiry?
 Inquiry can be defined as a process that is used to
resolve uncertainty by examining an individual
ideas and beliefs.
 According to Lemlech 2010, Inquiry is a vibrant
approach to learning that involves exploration,
questioning, making discoveries, and testing
discoveries to search for new understanding.

4. What is Inquiry-based learning?
 The process of inquiring begins with gathering
information and data through applying the human
senses: seeing, hearing, touching, tasting, and
smelling.
 Inquiry - based learning is used to engage students
of all ages, to learn by exploration and discovery.
 Inquiry-based strategies incorporate questioning
and active engagement for student learning

5. Goals of Inquiry Based Learning
 Inquiry-based strategies incorporate questioning
and active engagement for student learning
 It stresses skill development and nurtures the
development of good habits of mind.

6. Inquiry-based learning in developing skills.
 Builds 21st
century skills.
 Improves information skills and media literacy.
 Improves study skills.
 Develops inquiry skills.
 Develops information processing skills.
 Creation skills.
 Ability in finding information.

7. Advantages of Inquiry Based Learning.
 Versatile.
 Flexible for students.
 Highly motivated.
 Connected to the real world.

8. Role of a teacher in inquiry classrooms.
 The role of the teacher in an inquiry-based
approach is to be a facilitator, guide, and partner.
 The teacher must be willing to allow time for
discoveries, to encourage dialogue among class
members, and to allow mistakes to be made.
 Learning in IBL should come from experiments and
inquiry activities which should be conducted by
collaboration and interaction with other students
and teachers.

9. Steps of Inquiry Based Learning.
An inquiry-based approach to learning incorporates
the following basic steps or components:
 Ask questions.
 Explore by observing and investigating.
 Analyze and describe findings.
 Communicate and share by writing and discussing.
 Reflect on what has been learned.

11. INQUIRY TRAINING MODEL
ITM was developed by Richard Suchman in1962.
 ITM is designed to assist students in developing skills to raise
questions and seek out answers stemming from their curiosity.
It enhances creativity, independent inquiry skills, process skills.
Phase I : Present a discrepant event or a puzzling situation to the
students
Phase II : Encourage students to ask questions (only Yes or No type)
Phase III : Ask students to collect and arrange data on the basis of
questions
Phase IV : Ask students to analyze and verify data
Phase V : Ask students to reflect on the learning process

12. Seven “E” Instructional Model
 The seven “E” instructional model progresses through
five phases that begin with the letter
“E”: elicit, engage, explore, explain, elaborate,
evaluate and extend.

13. 1.Elicit
 In the first phase, teachers try to capture students’
attention for the subject matter and examine
students’ prior knowledge.
 Activities that are conducted:
 Videos
 citing other similar phenomenon
Development of skill: Creative skills

14. 2.Engage
 In the first phase, the teacher’s role is to motivate and raise student interest in
the subject.
 Activities that help students engage and stimulate their thinking include:
 Teacher Demonstration
 Free Writing
 Brainstorming
 Using a KWL chart (Know already-Want to know-Want to learn)
 Analyzing a graphic organizer
 A short reading from a journal or piece of literature
 Watching a short video
 Development of skill: Questioning, psychosocial competencies and
interpersonal skills, critical thinking, creative thinking, effective communication
skills, building relationships.

15. 3.Explore
 Exploring is the essence of inquiry learning, students design their
own question and hypothesis in order to engage in hands-on
activities which are aligned by exploration.
 Activities that help student explore include:
 Performing an investigation
 Reading resources to collect information
 Problem solving
 Constructing a model
 Development of skills: Higher thinking, problem solving,
investigating, observing, listening, process skills, recording,
observation, testing, discussion, creating, exploring.

16. 4.Explain
 The teacher’s task in the explain stage is to formally
present the concept, process, or skill.
 Examples of teacher explanation activities include:
 Structured Questioning
 Reading and discussion
 Student analysis and explanation
 Supporting ideas with evidence
 Development of skills: compare, classify, error analysis.

17. 5.Elaborate
 In the elaborate phase, the students are involved in activities that
have them to apply, extend, or elaborate on the concepts and/or
processes they explored.
 Activities that help students elaborate and apply learning to real-
world situations include:
 Problem solving
 Decision making
 Experimental inquiry
 Development of skills: apply, extend, elaborate, decision making,
problem solving, inquiry, designing, vocabulary, expalining.

18. 6.Evaluate
 In the final phase, students work with each other to check their
understanding. Students are expected to ask each other open-ended
questions based on evidence, observations, and previous explanations.
 Activities that assess student performance, skills, and processes,
include:
 Using a scoring tool or rubric
 Using a performance assessment
 Producing a product
 Producing a Portfolio
 Development of skills: evaluation, recording, reporting, reflecting

19. 7.Extend
 Students are encouraged to apply or extend the
concepts and skills in new situations. They can make
connections not just with the idea but beyond it.
Activities that are conducted:
 Demonstrations
 generalizing and transferring principles.
development of skills : Self-reflection

20. Scientific Inquiry Model
 Its goal is to teach students to process information
according to the research biologists. It has the focus
to develop problem solving ability. It has following
four phases in teaching process:
 Phase I : Area of investigation is posed to students.
 Phase II : Students structure the Problem.
 Phase III : Students identify problem.
 Phase IV : Students speculate on ways to clear up
difficulty.

21. Conclusion
 Inquiry-based learning describes a range of philosophical,
curricular and pedagogical approaches to teaching
 Pedagogy and curriculum requires students to work
independently to solve problems rather than receiving direct
instructions on what to do from the teacher.
 Inquiry learning is concerned with in-school success, but it is
equally concerned with preparation for life-long learning.
 Inquiry learning is concerned with in-school success, but it is
equally concerned with preparation for life-long learning.