by TeachingThe Staff of Thought
Inquiry-based learning is a student-guided approach to learning through questions, inquiry, and/or curiosity.
Inquiry-based learning strategy is simply a way to facilitate research during the learning process. It might be helpful to think about ways to repress survey to focus on strategies that could be used to promote it.
Years ago in the (very ironic language) 12 Ways to Kill a Learner’s CuriosityI said that limiting choices, thinking in black and white, and focusing on answers rather than questions were just a few ways to stifle inquiry and curiosity.
In Strategies for Creating an Inquiry-Focused Classroomprofessional development facilitator Irena Nayfeld explained that “children want to understand the world around them and naturally reveal their interests by asking questions – sometimes even too many questions! As educators, we may feel pressure to continue with our planned lesson plan or to get to our “point.”
Let’s look at how to promote inquiry-based learning in your classroom.
14 Ways to Promote Inquiry-Based Learning in the Classroom
1. Instructional design
One of the most powerful ways to promote inquiry-based learning in your classroom is to design activities, lessons, and units that benefit, promote, or require inquiry. Without a “place” or “role” for inquiry in your classroom, it will be difficult to “provoke” in a lasting way.
Good essential questions can be useful here too.
2. Question-based learning
Question-Based Learning is a TeachThought framework for learning through training and reviewing questions over a specific period of time. You can find out more at Question-based learning. This can also be combined with student-led activities or self-directed learning where students ask their own questions which, if asked authentically (for the student), should also result in more lasting inquiry.
See also questions to guide inquiry-based learning.
3. Survey-Based Rubrics and Scoring Guides
By defining and detailing the individual facets of inquiry and defining what this looks like at different skill levels, students can be clearer about exactly what you hope to see them capable of and “doing” as a result of the activity or lesson.
4. Model request
This can be done in several ways, including dialogic conversation, Socratic seminars, and thinking aloud, among others.
5. Use question and statement stems
Sometimes students are unfamiliar with the mechanics or models of research, and questions and statements can act as training wheels to help students progress toward sustained, authentic research. You can see some examples of the sentence arises from a higher level discussionFor example.
6. Intentional Feedback Loops
Reward “cognitive endurance” by encouraging students to “linger” on a topic or investigate further even when they hit dead ends, the assignment is “done,” or they don’t know where “go” next. Consider some sort of “inquiry-based grading” in which you adjust grading processes to account for this unique approach to learning.
The brain works through feedback loops. Basically, students do something and something happens in response. The tighter and more intentional the feedback loops are to apply the inquiry, the more likely it is to “stick.”
See also What is a feedback loop in learning?
7. Gamification
Reward points for correct questions. Even consider assigning a “point value” to interesting questions – perhaps even higher “point values” than the answers themselves.
You can also offer “levels” allowing students to progress (based on points, for example). Reward curiosity with immediate positive feedback. (See point 6 above.)
8. Crop content
Math, science, social studies, language arts, and other traditional content areas are full of concepts, topics, histories, heritages, people, and more. fascinating. “Position” content in a new, novel, provocative, or even controversial way (see below). ). Research is more natural when the ideas are interesting.
9. Controversy sells
“Banned books” or other controversies (mild to moderate) can go a long way in keeping students engaged, paving the way for investigation.
10. Clarify the role of mindset in investigation
This can be done in part by clarifying the value of errors and uncertainty in the learning process.
11. Use “smart” learning spaces
Design physical learning spaces to promote interaction, access to digital and physical media, and spontaneous collaboration. Artfully design spaces with color, light, furniture, etc.
12. Leverage interdisciplinary learning
Work with teachers across content areas and grade levels to increase the connectedness and “gravity” of student work.
13. The power of “place”
Connect students with local experts and organizations to embed work in places native to that student. This is obviously more complex than what can be explained as a line item in a single post, but just imagine the role of “frame”: how much more comfortable, natural, and connected students are in places that are dear to them – communities, houses, neighborhoods or the streets or cities that are close to their hearts and with which they have an inseparable history from the student.
14. Emphasize humility
You can read more about this idea in a separate article I wrote on learn through humility.
Founder and Director of TeachThought
