Inquiry-based Learning includes teaching methods built on students' individual knowledge and interests and emphasizes learning how to learn and how to find out, using both traditional and contemporary media. Each teacher has the mandate that the learning within their classroom must be engaging, relevant challenging and

1. ATL
Approaches to teaching and
learning
Based on Inquiry
By Mrs. Mariam Ohanyan
Date: October 5, 2018
“Anania Shirakatsy” International Scientific Educational Complex

2. The
objectives
of the
seminar
include
the
following:
• The familiarization with what learning and
teaching processes involve through
observation and reflection.
• The acquisition of theoretical elements for
classroom research design and development.
• The recognition of strengths and limitations
of a variety of data collection instruments such
as observation, interviews, surveys and diaries.
• The practice and implementation of
qualitative and quantitative data analysis, and
of ways of organizing and presenting the
information.
• The incorporation of all these elements into
the design and implementation of a research
project in educational institutions.
By MS Mariam Ohanyan

3. What is
Inquiry-
based
Learning?
• Inquiry-based Learning
includes teaching methods built
on students' individual
knowledge and interests, and
emphasizes learning how to
learn and how to find out,
using both traditional and
contemporary media. Each
teacher has the mandate that
the learning within their
classroom must be engaging,
relevant challenging and
significant.
By MS Mariam Ohanyan

4. Inquiry
Inquiry is natural to learning.
Inquiry is conceptual based.
Inquiry is able to pose questions
and than try to solve problems.
Inquiry is a collaboration between
teacher and students.
Inquiry is a process of going
beyond what you already know
and experience and asking
”Why?”, “What if?”
“A well-educated mind will
always have more questions than
answers”.
Hellen Keller
By MS Mariam Ohanyan

5. How can students record an
information?
By MS Mariam Ohanyan

6. Recording Information
By MS Mariam Ohanyan

7. Graphic
Organisers
• These provide a structure for
comparing and contrasting information
working out what is similar and what is
different.
• Once the student have completed the
graphic organizer/s, they should have a
better understanding of the topic,
which information they can use, and if
there are any gaps where they need to
find more information, and be in a
position to begin drafting their
assignment.
By MS Mariam Ohanyan

8. Graphic organizer
By MS Mariam Ohanyan

9. Cornell
Notes
By MS Mariam Ohanyan

10. KWL Chart
• A KWL Chart gets the student thinking
and asking questions before they begin
to research a topic. The K stands for
Know, W stands for What, and L stands
for Learn.
• Students don’t always need a template;
they can rule one up in their subject
book.
By MS Mariam Ohanyan

11. KWL chart
By MS Mariam Ohanyan

12. Concept
maps
A brainstorm/concept map can be
used for most topics and
assignments, such as orals,
reports and essays. To prompt the
students thinking, teacher must
put the main topic word in the
center and use the words who,
what, when, where, why and how.
By MS Mariam Ohanyan

13. Concept maps
By MS Mariam Ohanyan

14. How to develop research skills?
Source: https://www.flickr.com/photos/danahlongley/4472897115
By MS Mariam Ohanyan

15. Getting
started
Brainstorming a topic.
Narrowing topic choices by learning more about it through
presearch.
Generating different kinds of questions (10) for the same topic.
Narrowing and selecting your top three choices for your research
questions from your list of 10 (top 2 choices with the 3rd as your
alternate).
Understanding and using the CRAAP test to evaluate the quality
and relevance of any information source.
Using scholarly sources from GALILEO like SIRS Discoverer and
Britannica as well as NewsELA.
Tips for searching and using Google.
By MS Mariam Ohanyan

16. Narrowing the Topic
By MS Mariam Ohanyan

17. The CRAAP
Test and
Presearch
• Before introducing the
presearch phase of the project,
students spent about four days
learning about the CRAAP test.
After introducing the CRAAP
test with a video and the
checklist, students spent about
three days doing small group,
paired, and individual practice
using the CRAAP test. Students
had opportunities to evaluate
different resources and then
share why they evaluated the
assigned resource as they did.
By MS Mariam Ohanyan

18. By MS Mariam Ohanyan

19. Applying the
CRAAP Test
By MS Mariam Ohanyan

20. Introduction to Scholarly Sources and Search
Tips for Google/The Open Web
• In order to do presearch, students needed some mini-
lessons on scholarly sources and search tips for Google.
• The GALILEO is a wonderful resource, it is heavily
dominated by EBSCO databases; in addition, the search
interface and filters are challenging for student.
• Most students found Britannica and SIRS Discoverer to
be the most helpful resources through GALILEO though
some did find articles of interest (and that they could
read) with the teachers assistance from the EBSCO
databases in GALILEO.
By MS Mariam Ohanyan

21. By MS Mariam Ohanyan

22. Research Project
Plan
By MS Mariam Ohanyan

23. Nancy Steinke’s text annotation codes
By MS Mariam Ohanyan

24. By MS Mariam Ohanyan
CORNELL NOTES
Main ideas, Key words, questions, command terms. Summary of useful information. Write as you read
Key Words:
Questions:
Command terms:
Main idea:
Summarize your notes. Add facts and vocabulary
Notes:
Vocabulary:

25. By MS Mariam Ohanyan
KNOW
What I already know about this topic
WHAT
What I need to find out
LEARN
What I have learned
1.
1. 1.
2.
2. 2.
3. 3. 3.
KWL chart

26. By MS Mariam Ohanyan
Concept mapping

27. Thank you
for
collaboration
By MS Mariam Ohanyan