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The inquiry teaching approach
The inquiry teaching approach
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In this artifact, Inquiry-Based Learning this teaching method on student investigation and hand on learning. While using this method, the teacher serves as the facilitator who know, understands, and uses a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Instead of presenting the information with facts, or answering the question. She asks questions, pose problems, or scenario in which children think, explore, and investigate to come to an answer or solution. The teacher guides and support children always, but she doesn’t do the work for them. The purpose of this approach is to increase intellectual engagement
1In the article, The Critical Importance of Retrieval for Learning, Jeffery D. Karpicke and Henry L. Roediger III expound on the long standing assumptions regarding the effects of repeated studying and repeated testing on learning in order to improve long-term retention on learning material. Recently studies have shown that research can occur during testing, contradictory to the traditional beliefs that learning occurs while people study and encode material. Another purpose of this research and this article was to examine a students’ assessments of their own learning, after getting a set of material under repeated study or repeated testing. Finally, The Critical Importance of Retrieval for Learning, explained further the relationship of speed
In the article, “The Critical Importance of Retrieval For Learning” the researchers were studying human learning and memory by presenting people with information to be learned in a study period and testing them on the information that they were told to learn in order to see what they were able to retain. They also pointed out that retrieval of information in a test, is considered a neutral event because it does not produce learning. Researchers were trying to find a correlation between the speed of something being learned and the rate at which it is forgotten
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
Inquiry-based learning is geared with a student-centered approach, where teachers use the scaffolding technique to help students move toward stronger understanding of the subject area. Being directed towards a Science class, Forrest discovered that the literacy skills of listening, reading, writing, and speaking are all components of the inquiry process and are essential to learning in a Science classroom. Methods of using inquiry-based learning in a Science classroom includes; active reading where students are given a purpose for reading, scaffolding or teacher provided guidance, and collaboration in small groups to provide feedback on a specific source. The goal of active reading is to help students focus their inquiries on specific topics in an effort to increase learning. Another discovery that was made is that Middle-school students enjoy gaining new knowledge, especially when it is presented in a social way where they can provide their own ideas and listen to the ideas of their classmates which further promote their literary proficiencies. The article concludes that using inquiry-based literacy strategies will motivate and engage students in all subject
Emergent curriculum is an educational theory that was founded by Loris Malaguzzi. It is based on social constructivist theory that believed a child in engaged in an activity that interests them, it’s the teacher’s role to collaborate and support that engagement (Robson, pg.17). An emergent curriculum approach is all inclusive. In compassing the child’s intellectual, social, and moral development which are cultivated to long term projects that may continue throughout the school year. Assessment of a child’s progress is different in an emergent curriculum classroom. Documentation is used for assessment including art work, photo of classroom activity and projects, journals, portfolio, even transcriptions of children’s remarks and discussions.
The desire to learn new things means that both sides, students and teachers, must have an engaged pedagogy. According to hooks, an engaged pedagogy is both sides are willing to learn and grow. Not only the students are empowered and are encourage sharing things about themselves and learning new things but teachers are also meant to do these things (21). This is a barrier because if students and teachers are not willing to learn and grow democratic citizens cannot be created. This is so because people will not be educated of differences and others react and deal with different things in society. This goes along with the importance of self-actualization of teachers in the class...
This theory helps to bridge the gap between what a child already knows and the new things are being taught. This theory is “about how we learn and the thinking process, rather than about how a student can memorize and recite a quantity of information” (Liu & Chen, 2010, p. 65). It also helps “children to ask their own questions” (Naylor & Keogh, 1999, p. 101) and is a way “for children to apply their ideas in a new situation” (Naylor & Keogh, 1999, p. 101). After all, when children ask questions this is how they learn. We should, and I will, always encourage my students to ask questions on anything and everything. This theory is very non-structured in what the teacher teaches a student to learn, not only in the classroom setting, but in the real world. This “theory of constructivism says children are actively engaged at something new and innovative” (Ramesh, 2013, p. 62). When you talk about something in their life it makes them feel very important and like you, as their teacher, actually care about their interests. Children not only acquire knowledge…but also their learning is affirmed when they practice it whatever they have learned” (Ramesh, 2013, p. 62). The students then are able to solve problems for themselves. Using this theory helps to strengthen a students learning. Let us say, for example, there is a class full of student’s and half of them have a learning disability and half of them do not, this theory would be effective, because the half that have the disability do not learn the say way as the ones that do not. So, each child is able to learn; at their own speed, their own level, and it encourages them to ask the questions that they need help
Table 2.2 describes these variations. I created activities that were concrete and straightforward. The investigations were a tool for me to connect students to abstract concepts such as force and motion. McDonald et al. (2002, p. 5) believes that “learners need access to the world in order to connect the knowledge in their head with the knowledge in the world”. To give this access, teachers need practices such as hand-on investigations. Each investigation was aligned with Newton’s Laws of Motion. The concepts in the investigations were observable, and students not only designed the investigations, but they were able to observe the scientific phenomenon through carrying out multiple trials. I chose activities that were not overly challenging or too easy and were suited to the skill and knowledge level of the 7th and 8th grade students. By using the recommendations of Colburn (2000) with structured-inquiry learning segments, students in my study had more control of their
In creating this artifact, I collaborated with a teacher and created an inquiry lesson based on a unit of study. I first created a backwards plan that included a project that resulted from student posed questions. In creating this plan, I ensured deep meaningful learning by incorporating proven strategies that promote student engagement.
Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
Inquiry Learning is a way to make the student find their own answers for their questions (Lakes Matyas, Ph.D). Posing a question for the students is a way to get them started. Then, by guiding the students on their own different searches, they all come together in the end to share their findings to answer the question.
These tools can be further adapted to suit the needs of the research such as also including eye-contact as a measurement of engagement. Assessments can also be done with the children to find out if they were engaged, such as providing them with a simple check-list to answer questions pertaining to the content of the story. This assessment can be done with facilitation from an educator to make sure that the child understands the questions asked and gave careful thought to their answers, to prevent any
There are methods that are considered very different than constructivism that are used in the classroom. One of the approaches is the traditional approach where the teacher teaches the information to the student, and the student does not contribute as much or convey the prior knowledge of the material during instruction (Airasian & Walsh, 1997). It has been said that traditional teaching can segregate students, especially ones with special needs, in the classroom (Bloom; Perlmutter& Burrell, 1999). In other words, traditional instruction is a more teacher-centered approach that uses rote, fact based learning. The teachers create the values, behaviors, and beliefs for the students. The teacher is in charge of the classroom, where they have rewards and consequences, and the students work mostly by themselves (this is very different that the constructivist classroom, which will be explained) (Windschitl, 1999).
Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.
I would like to teach K-3. I believe that these years of education is very crucial for learning and developing their skills. Inquiry-based learning will only enhance these curious students to explore, share ideas and ask questions. Our role as a teacher will help identify needed resources and monitor, guide the students inquiry. Children learn by doing.