This presentation reviews the basics of the inquiry process.

1. Inquiry Learning
Curriculum Renewal
Implementation

2. Best Teaching Practices
… instructional approaches and
strategies
for teaching and learning in today's
classrooms,
creating a differentiated learning
environment
http://www.centralischool.ca/~bestpractice/index.html

3. What is Inquiry Learning?
• Inquiry learning provides students with
opportunities to build knowledge, abilities, and
inquiring habits of mind that lead to deeper
understanding of their world and human
experience.
The inquiry process focuses on the development
of compelling questions, formulated by teachers
and students, to motivate and guide inquiries
into topics, problems, and issues related to
curriculum content and outcomes.
Ministry of Learning - Saskatchewan

4. What is Inquiry Learning?
• It is a philosophical approach to teaching and
learning, grounded in constructivist research
and methods, which engages students in
investigations that lead to disciplinary and
transdisciplinary understanding.
• Inquiry builds on students’ inherent sense of
curiosity and wonder, drawing on their diverse
backgrounds, interests, and experiences and
encourages active participation and
collaborative learning.
Ministry of Learning - Saskatchewan

5. Why Use the Inquiry Method?
• Students learn how to learn.
• Encourages higher level skills (observation,
reasoning, analyzing, critical thinking).
• Creative thinking and curiosity is stimulated.
• Student motivation and self-esteem increases
with the control over their learning.
• Learning becomes fun.

6. Benefits for Student Learning
• Leads to deeper understanding rather than
passively receiving knowledge
• Allows students to become active learners
• Introduces different perspectives and conflicting
ideas that will challenge thinking
• Allows for knowledge and skills to be applied
• Encourages students to take ownership for their
learning
(Adapted from Kuhlthau & Todd, 2008, p. 1)

7. Food For Thought …
• What topics might students be curious about,
and how can these topics be connected to the
students’ learning of any subject area?

8. How the Inquiry Classroom Differs
Traditional Classroom Inquiry Classroom
• Teachers give out information • Teachers facilitate and guide
students to understand how to
• Student goals are to master get and make sense of the
content. Memorizing facts and mass of data
information is a very important
skill • Student goals are to use and
learn content as a means to
• Lessons are organized for develop information processing
whole-class approach and problem solving skills
• Information is limited to what is • Mini-lessons focus on small
available in the classroom or group instruction
the school
• Technology is used to connect
• Technology focus is on learning students with local and world
about computers rather than it's communities
application
• Assessment includes a variety
• Assessment focus is on the of strategies to identify student's
importance of "one right ability to to utilize thinking skills
answer" on a test and mastery of content

9. Levels of Inquiry
• Controlled. In a controlled inquiry, the teacher chooses the
topic and identifies materials that students will use to address
their questions. Students are often involved with specific
exercises and activities to meet particular learning outcomes
such as retelling stories, evaluating sources, or comparing
approaches. Students often have a specific product such as a
Venn diagram, paragraph, or poster.
• Guided. In a guided inquiry, student have more flexibility in their
resources and activities however they are expected to create a
prescribed final product such as a report or presentation.
• Modeled. In a modeled inquiry, students act as apprentice
classroom teacher. The student has flexibility in terms of topic
selection, process, and product. The educators and students
work side-by-side engaging in meaningful work.
• Free. In a free inquiry, students work independently. They
explore meaningful questions, examine multiple perspectives,
draw conclusions, and choose their own approach for
presenting their learning.

10. The Importance of Questioning
• It is not only important to be able to “do”, but to think
about the “why” and the “how” and the “what”.
• When we ask good questions, we invite our students to
think, to understand, and to share a journey with their
classmates and teachers alike.
• Students are no longer passive receivers of information
when asked questions that challenge their
understandings and convictions about mathematics.
They become active and engaged in the construction of
their own mathematical understanding and knowledge.
 (Schuster & Canavan Anderson, 2005, p. 1)
• http://www.fno.org/nov97/toolkit.html

11. “…questions stimulate thought,
provoke inquiry, and spark more
questions—not just pat answers. . . .
The best questions point to and
highlight the big ideas.”
Wiggins & McTighe, 2005

12. • Instead of giving the information to the
students, is there a way of teaching them a
concept by leading them to the answer on their
own?
• Example – square root sign
 The meaning, purpose, and computation of
square roots are learnings that should be
discovered through the students’ investigation of
patterns, relationships, abstractions, and
generalizations.
 Opportunities must be provided for students to
explain, apply, and transfer understanding to
new situations.

13. Planning For Inquiry Learning
• Invite questions about the topic or unit.
• Teacher-Initiated Guided Inquiry
• Student Exploration
• Student-Initiated Open Exploration
• Inquiry Resolution
• Assessment

14. Instructional Strategies
Practical Suggestions for
Inquiry-Based Learning

15. Inquiry Learning Strategies
• Interviewing • Online projects
• Using time lines • Project-based learning
• Writing letters • Cooperative learning
• Creating surveys
• Constructing graphs
• Reading informational
materials
• Simulations and role play

16. Simulations
• http://www.centralischool.ca/~bestpractice/simulatio

17. Online Problem Solving
Projects
• http://www.centralischool.ca/~bestpractice/online/pro
• Geo-Game - Designed for middle - upper
elementary students, this project was created
by Tom Clauset of North Carolina to "lure
students to reference books and maps and get
them to practice their geography skills in a real-
life context." Participating classes provide clues
about their school through latitude, time zone,
population, direction from capital city, etc.
Students then try to solve the mystery locations
using a variety of reference materials.

18. • Parallel Problem Solving - similar problems are
studied by students in different locations who
then share and compare problem solving
methods and solutions. Example:
A Day in the Life of an Ice Cube

19. Exploration Stations
• Students explore materials in a basket or tub.
They record their observations and wonderings
through writing and sketching. It is followed by a
class sharing time.
• Classroom centres allow smaller groups of
students to work cooperatively.

20. Project Based Learning
• http://www.centralischool.ca/~bestpractice/project/ex
• Creating a virtual tour

21. Field Studies
• Whole class engagements could be field
studies such as observing birds at a feeding
station, noting traffic patterns, planting a
garden, sketching the layout of their bedrooms.
• Math or Science Walk in the community

22. Demonstrations
• Demonstrations are fun, interactive visual presentations
modeled by either a teacher or a student.
• They are used help to introduce or present new concepts or
topics, show students how to perform tasks, how to use
equipment, or how to approach an assignment or project.
• They not only set the standards for assignment or project
expectations, but they also help breakdown the skill into easy
steps or stages.
• To be an effective demonstrator, the teacher must be open to
step into an enthusiastic, inspiring role. Playing the part of the
mad scientist, or introducing Greek Mythology as the Greek God
Zeus are just two examples of interactive demonstrations.
The way that you choose to demonstrate will ultimately
affect the outcome of the learning!

23. Promote Lifelong Learning
You can develop lifelong learning traits:
 By showing curiosity about human nature and
how the world works.
 By seeking and valuing diversity.
 By persisting in seeking out new solutions.
 By using your unique talents and intelligence to
promote positive change.
 By learning and applying technology tools to
solve problems.

24. Online Information
• http://olc.spsd.sk.ca/DE/PD/instr/strats/inquiry/i
ndex.html