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OUTLINE!

I. Introducing yourselves and the subject

you teach
II. Introducing the course syllabus
III.Lesson 1: Inquiry-Based Learning
IV.Assignment
LESSON 1: INQUIRY BASES LEARNING (IBL)
1- Definitions of IBL
2- Traditional Teaching Vs. IBL teaching
3- Teacher’s Role in IBL
4- Students’ Role
5- Levels of IBL
6- Models of IBL
a- The 5 E’s Model
b- Biological Science Inquiry Model
c- Inquiry Training Model
7- Assignment
1- DEFINE “INQUIRY”:
Inquiry implies involvement that leads to understanding.
Involvement in learning implies possessing skills and attitudes
that permit you to seek resolutions to questions and issues
while you construct new knowledge.
DEFINE “INQUIRY BASES LEARNING”
“The essence of the model is to involve students in a genuine
problem of inquiry by confronting them with an area of
investigation, helping them identify a conceptual or
methodological problem within that area of investigation, and
inviting them to design ways of overcoming the problem.”
“For educators, inquiry implies emphasis on the development of
inquiry skills and the nurturing of inquiring attitudes or
habits or mind that will enable individuals to continue the
quest for knowledge throughout life!!!”
CAN INQUIRY HAPPEN IN ALL SUBJECTS?

Considerations
Will I have time to plan meaningful
inquiry experiences?
Will I be able to cover the curriculum
that has to be taught?
Will I be willing to let go of the control
I now have in my class?
 INQUIRY IS A CONSTRUCTIVIST CONCEPT.
Jean Piaget viewed constructivism as a way of explaining how
people come to know the world around them.

Discovery learning is an inquiry-based constructivist

learning theory.
Jerome Bruner stated that discovery learning takes place in
problem solving situations where the learner draws on his or
her own past experience and existing knowledge to discover
facts and relationships and new truths to be learned.
2- TRADITIONAL TEACHING VS. IBL TEACHING

Traditional IBL
teaching teaching Construct their
Teacher
own knowledge
provides all
through
information
experience
Students are
learning the
Students recite
skills to
what they have
synthesize,
learned
interpret and
evaluate
OTHER REFERENCES TO INQUIRY LEARNING:
• Discovery learning Inquiry is not so
• Guided discovery much about
seeking the “right”
• Problem-based learning answer.
• Simulation-based learning
• Case-based learning
It’s about seeking
• Incidental learning appropriate
resolutions to
questions and
issues.
 A LOOK AT SCHOOL ENVIRONMENTS
TRADITIONAL CLASSROOMS
• Curriculum is presented part to whole,
with emphasis on basic skills.
• Strict adherence to fixed curriculum is
highly valued.
• Curricular activities rely heavily on
textbooks and workbooks.
• Students are viewed as “blank slates”
onto which information is etched by the
teacher.
• Teachers generally behave in a didactic
manner, disseminating information to
students.
• Teachers seek the correct answer to
validate student learning.
• Assessment of student learning is
viewed as separate from teaching and
occurs almost entirely through testing.
• Students primarily work alone.
CONSTRUCTIVIST CLASSROOMS
• Curriculum is presented whole to part with
emphasis on big concepts.
• Pursuit of student questions is highly valued.
• Curricular activities rely heavily on primary
sources of data and manipulative materials.
• Students are viewed as thinkers with emerging
theories about the world.
• Teachers generally behave in an interactive
manner, mediating the environment for
students.
• Teachers seek the students’ points of view in
order to understand students’ present
conceptions for use in subsequent lessons.
• Assessment of student learning is interwoven
with teaching and occurs through teacher
observations of students at work and through
student exhibitions and portfolios.
• Students primarily work in groups.
3- TEACHERS’ ROLE IN IBL AS A FACILITATOR

• Content expert
• Carefully plans
• Develops a question or a topic to
explore
• Design activities to engage students
• Raise open ended questions
4- STUDENTS’ ROLE IN IBL

Open Research Present

ended & Reflect
investigate & discuss
questions
FOUR “MYTHS” ABOUT INQUIRY:
• Inquiry-based instruction subordinates the
curriculum to the interests of the child.
• All subject matter should be taught through
inquiry.
• Student engagement in hands-on activities
guarantees that inquiry teaching and learning
are taking place.
• All inquiry-based lessons are open-ended
FEATURES OF CLASSROOM INQUIRY:
• Students are engaged with a question.
• Students give priority to evidence.
• Students develop explanations based on their
evidence.
• Students evaluate their explanations in light
of alternative explanations.
• Students communicate and justify their
proposed explanations.
 INQUIRY BASE LEARNING CHECK LIST
Question
 Hypothesis
 Experimental Design
 Analyze data
 Research Conclusion
 Communicate Results
5- LEVELS OF IBL

Structured Guided Open Coupled Inquiry

Students take Students take Guided+

more the lead Open
Teacher responsibility Requires high Inquiry
Directed Teacher order customized to
Guides the thinking students’
inquiry skills abilities
INQUIRY IS A CONTINUUM!
One end is “teacher Other end is “learner self-
guided;” he/she… directed;” learner…
• Provides question • Poses question
• Provides data and method • Determines what constitutes
of analysis evidence & collects it
• Provides evidence • Summarizes evidence & forms
• Tells the connections explanation
• Provides steps & • Independently forms
procedures for connections
communication. • Communicates & justifies
explanations
6- MODEL OF INQUIRY BASED LEARNING
a- The 5 E’s Learning cycle
Instructional Model

b- Biological Science Inquiry

Model (BSIM)

c- Inquiry Training Model(ITM)

THE 5 E’S LEARNING CYCLE INSTRUCTIONAL MODEL
Engage
Explore
Explain
Elaborate
Evaluate
 ENGAGE
• Activities mentally engage students by asking a
question, defining a problem, or showing a discrepant
event.
• Activities capture the
learners’ interest and helps
them make connections with
what they know and can do.
 ENGAGE
• Demonstration Activity which will focus
student’s attention, stimulate
• Reading their thinking, and access prior
• Free Write knowledge.
• Analyze a Graphic Organizer
Student asks questions such as,
• KWL
Why did this happen?
• Brainstorming What do I already know about this?
What have I found out about this?
Shows interest in the topic
EXPLORE
• Students encounter specifically designed
exploration activities allowing them to have
common, concrete experiences that begin
building concepts.
• Experiences are provided that a teacher can
use later to formally introduce a concept,
process, or skill.
EXPLORE
Activity which gives students
time to think and
investigate/test/make
decisions/problem solve, and
collect information.
• Perform an Investigation
• Read Authentic Resources
to Collect Information
• Solve a Problem
• Construct a Model
 EXPLAIN
• Students and the teacher are provided with common terms
relative to the learning task.
• The teacher directs student attention to specific aspects of the
engagement and exploration experiences.
• Students give their explanations; then the teacher introduces
[mathematical] explanations based on what the students shared.
• The teacher connects the explanations to experiences in the
engagement and exploration phases.
EXPLAIN
Activity which allows •Student Analysis &
students to analyze their Explanation
exploration. Student’s •Supporting Ideas with
understanding is clarified and Evidence
modified through a reflective •Structured Questioning
activity. •Reading and Discussion
• Teacher Explanation
• Thinking Skill Activities:
compare, classify, error
analysis
ELABORATE

• Further activities help students

elaborate on their understanding of the
concepts.
• Interaction between students is
essential; it allows students to construct
a deeper understanding of the concepts.
ELABORATE
Activity which • Problem Solving
expands and solidifies • Decision Making
student thinking and/or • Experimental
applies it to a real- Inquiry
world situation.
• Thinking Skill
Activities:
compare, classify,
apply
 EVALUATE
• The teacher evaluates students’ understanding of
concepts and their proficiency with various skills.
• Students should receive feedback on the adequacy
of their explorations.
• The teacher can use a variety of formal and
informal procedures for evaluation.
• Students should do more than recite isolated bits of
information and vocabulary words.
EVALUATE
Activity which allows • Any of the Previous
the teacher and student Activities
to assess student • Develop a Scoring Tool or
performance and/or Rubric
understandings of • Performance Assessment
concepts, skills, • Produce a Product
processes, and • Journal Entry
applications. • Portfolio
 BIOLOGICAL SCIENCE INQUIRY MODEL
Social System Teacher Skills
• Moderate structure • Nourishes Inquiry
• Cooperative activities • Flexibility
• Rigorous and intellectual • Well versed in inquiry
skills

• Designed for students in science classes

• Students become part of the scientific community through
research
• Students create knowledge instead of being fed to them
4 PHASES OF BSIM
• Phase 1: The area of investigation is
posed to students
• Phase 2: Students structure the
problem
• Phase 3: Students identify the problem
• Phase 4: Students speculate on ways to
clear up difficulty
 THE INQUIRY TRAINING MODEL (ITM)
Social System Teacher Skills
• Highly structured • Set of confronting materials
• Teacher controls Information • Understanding of inquiry
release • Resource material for problem
• Cooperation and intellectual
freedom required

• Designed for teachers in all content areas

• Teaches students to organize knowledge and construct principals
• Based on the scientific method. Teaches students to apply the skills
of inquiry to life.
5 PHASES OF ITM
• Phase 1: Confront the problem
• Phase 2: Data gathering- Verify
• Phase 3; Data gathering- Experiment
• Phase 4: Organize- Explain
• Phase 5: Analyze the process
ASSIGNMENT

Create an inquiry-based lesson (the subject you teach)!

Steps of the Activity:
1. Choose a lesson of your subject.
2. Choose one objective of this lesson.
3. Plan an inquiry-based lesson (of 15-20 minutes
duration) using the 5 E’s to achieve this learning
objective.
4. Capture your writing and send it to my e-mail: