“We only think when we are confronted with problems.” John Dewey “Wisdom begins in wonder.” Socrates
Inquiry-based learning is a constructivist approach, in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea. It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking action. Based partly on definitions from Sharon Friesen and www.galileo.org/inquiry-what.html
Student ownership of the learning and clear purpose Authentic contexts, meaningful learning An investigation into a question, problem, issue or idea Students construct meaning Scaffolding to support learning Teacher as guide or facilitator Knowledge creation Action as a result of the inquiry www.inquiringmind.co.nz
Higher order thinking Critical thinking Problem -solving Lifelong learning Information literacy skills Depth of understanding Engagement
Learning how to learn – developing an identity as a ‘lifelong learner’ and a greater emphasis on developing student autonomy School-based curriculum design is more explicit A more participatory view of learning (just having the knowledge is not enough – you need to be able to do things with your learning) A more holistic approach – interconnected nature of knowledge Dr. Rosemary Hipkins - NZCER “Inquiry and the Key Competencies – Perfect Match or problematic Partners ”
Dr. Rosemary Hipkins - NZCER “Inquiry and the Key Competencies – Perfect Match or problematic Partners” Learning to learn School-based curriculum design A more participatory view of learning Inter-connected nature of learning Inquiry skills/disposition Huge range of potential inquiry contexts Students active at all stages of inquiry process Fertile questions often span learning areas
Open - more than one possible answer Undermining - challenge existing beliefs Charged - have an ethical dimension Rich - requires grappling with rich content Connected - relevant to the life of the learners & to the community Practical – can be done “Teaching and Learning in a Community of Thinking ” Yoram Harpaz www.learningtolearn.sa.edu.au/Colleagues/pages/default/harpaz/
Thinking Using Language Symbols and Texts Managing Self Relating to Others Participating & Contributing How might inquiry foster these?
Creating a supportive Learning Environment Encouraging reflective thought and action Enhancing the relevance of new learning Facilitating shared learning Making connections to prior learning Providing sufficient opportunities to learn Summarise in relation to inquiry
“The learning area statements … rather than the achievement objectives should be the starting point for developing programmes of learning suited to students’ needs and interests.” p38)
English Social Sciences (p 30) Using a social inquiry approach, students: Ask questions, gather information and examine relevant social issues Explore and analyse people’s values and perspectives Consider ways in which people make decisions and participate in social action Reflect on and evaluate the understandings they have developed and the responses that may be required
“The values, competencies, knowledge and skills that students need for addressing real-life situations are rarely confined to one part of the curriculum. Wherever possible schools should aim to design their curriculum so that learning crosses apparent boundaries.” (p. 38)
What are some of the ways that e-learning can support inquiry- based learning?