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Inquiry Based Learning
Transcript of Inquiry Based Learning
noun, plural: 'inquiries'
A seeking or request for truth, information, or knowledge.
We learn best when we are at the
of our learning.
I believe that if a learner is truly
about their investigation, it will encourage them to use their newly obtained knowledge to
in their own lives, or the lives around them.
“Nurturing the natural curiosities within a child helps create a child who strives for knowledge and understanding both within herself and in the world around her.”
Paula Sincero (2006)
that knowledge, get involved in the ongoing change, contribute to social learning and push boundaries of understanding various perspectives.
Now, if we expand this theory into the classroom, I believe that C H I L D R E N can become the
catalyst of change
by exerting their knowledge unto others, pushing their learning beyond their own self; to community, environment, society, nationally, globally.
What sort of results does this ensue?
Further cognitive and social development
An ongoing cycle of learning.
Effective teaching strategies
Talk to them, not at them (student-centred)
Create a stimulating environment; full of information and motivation
Boost their sense of identity and confidence by constantly asking for their input and using those in constructive ways
Recognize and reward achievements
Stories, charts, posters/signage, role plays, blogging, pod casting, take-home projects, group work, film and media, music, books and most importantly discussions.
2. Provide time to process learning (thinking time) (Ginnis, 2002 as cited in Reid 2005).
1. Allow discussion of ideas related to HSIE, as interaction may help the student refine those ideas
If effective teaching takes place within the classroom
then it will result in high student learning attainment
‘There needs to be a fine understanding of the different forms of learning styles within the active learning classroom. Subsequently the teacher can plan a learning environment for the children which guides them through stages of higher order thinking, as well as supporting these learning styles.
K-6 Draft History Syllabus, Board of studies, 2006
As a result of learning in Human Society and Its Environment, students should develop a sense of personal, community, national and global identity and the knowledge, skills, values and attitudes that will equip them to participate as responsible citizens in maintaining and improving the quality of their society and environment.
K-6 Draft History Syllabus, Board of studies, 2006
The Inquiry Cycle
Empowering children by emphasizing them as the centre of learning, allows for them to develop natural dispositions for learning, while also providing an opportunity to resource their own knowledge.
K-6 Draft History Syllabus V2 (p 10):
"History is a disciplined
into the past that helps to
for students to
human actions and achievements in a range of historical
The syllabus itself highlights many features of IBL, allowing it to be a fitting method to build on HSIE knowledge through the years.
Teachers have a facilitative role in this student-centred experience. They provide foundation, ideas, suggestions and constructive guidance, creating an overall dynamic learning environment.
The foundation of learning is best set, when it begins with the self. Children are the best advocates of this.
The following interests, outlined by Dewey (as cited in Hartel, 2010) is very relevant to how a students interests interlink with the effectiveness and potential success of IBL.
1. A child's instinctive desire to find things out - as in the Ask and Investigate stage of IBL
2. In conversation, the propensity children have to communicate - as in the Discuss stage
3. In construction, their delight in making things - as in the Create stage
4. In their gifts of artistic expression - as in the Reflect stage of IBL.
Technology in IBL
Knowledge, according to Bloom, encompasses such areas as order, arrange, define, recall, and label; technology could be used in the forms of word processing pages and excel pages to order and arrange information.
...in the area of e v a l u a t i o n, students discuss, debate, compare, judge, predict, value, and evaluate. Again web 2.0 tools and social networking sites allows students to compare ideas, discuss and defend their views with others and critique others work and end products.
Hobgood, Thibault, Walbert (n.d)
It's clear that technology is a useful tool in the inquiry process; providing resources outside immediate reach, not only makes it convenient, but also provides a range of perspectives and ideas which allows children to learn to distinguish between genuine and bogus.
With the prevalence of technology in today's society, it is of paramount importance that children familiarize themselves with it's uses.
The importance of IBL is interlinked with the learning of syllabus outcomes, making it central and extremely useful in the modern day classroom.
Board of Studies (2011). History K-10 Syllabus V2.0. Retrieved from: http://www.boardofstudies.nsw.edu.au/syllabus-draft-k10/pdf_doc/history-k10-draft-syllabus-v2.pdf
Berk, L. E. (2011). Infants, children, and adolescents (7th ed). Boston: Pearson Education.
Bray, B (2011) 12 Tips for Inquiry-based learning. Retrieved 24 August 2012 from: http://barbarabray.net/tag/inquiry-based/
Hartel, A (2010) Relevant research on Inquiry based learning. Retrieved August 22 2012 from: http://www.classroom20.com/group/inquirybasedlearning/forum/topics/relevant-research-on-inquiry
Hobgood, B, Thibault, M, Walbert, D. Kinetic connections: Bloom’s taxonomy in action. Retrieved 24 August 2012 from: http://www.learnnc.org/lp/pages/778
Reid, G (2005) Learning styles and inclusion. California: SAGE publications
Reynolds, R (2009) What is effective teaching? Retrieved 23 August 2012 from: http://inquiry-learning-representation.wikispaces.com/Effective+Teaching
Sincero, P (2006) What is Inquiry based learning? Retrieved 22 August 2012 from: http://www.inquirylearn.com/Inquirydef.htm
Images retrieved 20 August 2012 from:
When moving through these stages there needs to be the frequently engagement within peer and educator collaboration and hands on experiences. The reasoning being as this social process is where understanding and learning is created and passed on between group members