Inquiry-Based+Learning

In inquiry-based learning (IBL), student interest in a topic leads to questions that drive the learning process towards greater understanding, culminating in a productive application of what the student has learned. IBL can complement other teaching methods, or in its full-blown application, IBL becomes the curriculum, drawing upon the tools of science, mathematics, and the language arts in the pursuit of greater understanding and meaningful action. **Inquiry-based learning** and **project-based learning** are not identical although they share many of the same essential elements. One way to differentiate the two forms of learning is think of IBL as focused on a process of discovery that is driven by student questions and PBL as focused on the creation of a meaningful product. While IBL usually results in a project and questions most often drive PBL, in the constraints of the classroom, teachers often limit the inquiry process, focusing students' attention on a more narrowly defined question with an associated project or range of projects as outcomes. You can access information from last year's Learning and Teaching Team on inquiry-based learning.

You should consider the arc of inquiry as you design a project. According to Wilhelm (2007), the Arc of Inquiry includes the following five steps:


 * 1. Factual Comprehension:** Students learn what there is to know about their topics.


 * 2. Interpretive Exploration:** Students look for patterns in the information, interpret their findings, and begin to evaluate the merits of the information (e.g., What sources or opinions are included or omitted?).


 * 3. Critical Literacy:** Students develop a broad, critical perspective about their topics.


 * 4. Articulate New Understanding:** Students take their own stance related to the topics.


 * 5. Applicative Understanding:** Students communicate their stances in writing, through products, or by taking social action.

Owens, Hester, and Teale (2002) emphasize the importance of the following facets of IBL:

//1. Student Curiosity//

//2. Making Inquiry Visible//

Teachers should share their own research and model proper research and processing behaviors, including how to formulate driving questions, how to collect information from a range of resources, and how to make meaningful use of the information they have collected.

//3. The Importance of Topics and Questions//

a. The Scope of the Question b. The Driving Nature of the Question c. Differing Perspectives on the Topic (Disciplines, Professions) d. The Proposed Application or Action (Communication, Invention, Decision Making, Service, Scientific Investigation, Simulation)

//4. Facilitating the Process of Gathering and Presenting// //Information//

Embracing the goal of student choice, teachers need to take the time to get to know their students' interests and knowledge about a topic. Teachers could use guided practice sessions to sit down with each student as he or she brainstorms about the topic, or teachers could ask students to make brief presentations about what they know about a topic and why it is important.

//5. Technology and Inquiry//

Teachers should consider how various technologies can be used in the research as well as the presentation phases of the inquiry.

Glossary of Terms

Owens, R. F., Hester, J. L., & Teale, W. H. (2002). Where do you want to go today? Inquiry-based learning and technology integration. //The Reading Teacher//, //55// (7), 616-625. Wilhelm, J. D. (2007). //Engaging readers & writers with inquiry.// New York, NY: Scholastic Inc.