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.

TE vs. IBL - Differences

  • 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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