Concept of the method
12. Role of Teacher – Inquiry Based Learning (IBL)
- Reflects on the purpose and makes plans for inquiry learning;
- Plans for each learner to be actively involved;
- Encourages/Enables learner to take increasing responsibility for his learning;
- Facilitates classroom learning;
- Accepts that teaching is a learning experience;
- Is constantly alert to learning obstacles;
- Asks key types of questions – Why? How do you know? What is the evidence?
- Student assessment made an ongoing part of the facilitation of the learning process;
- Learners in the process of learning;
- Accept an “Invitation to learn” and willingly engage in exploration process;
- Raise questions, propose explanations, and use observations;
- Plan and carry out learning activities;
- Communicate using a variety of methods;
- Critique their learning practice;
- IBL Nurtures Questions and Reflections
Questions like:
How do you know? What is the evidence? How did you arrive at that decision?
In traditional education (TE), the teacher is usually the questioner – asked to provoke feedback. In IBL, the teacher asks questions that more open and reflective in nature. This should encourage self-initiated questions from students.
- Traditional Education Classrooms:
- Focuses more on Learning about Things;
- Focuses on thinking WHAT;
- Inquiry Based Learning Classrooms:
- Focuses more on Learning Things;
- Focuses more on thinking HOW;
- The importance of Brainstorming in IBL
Capitalises on natural enthusiasm and creativity:
- Must have structure that constrains and channels inquiry towards manageable task;
- Facilitates students in choosing tasks and planning for investigation;
- Provides whole group instruction to prepare students for inquiry;
- Move from “Can you think it?” TO “Can you do it?”.
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