When giving our presentation on the Inquiry Model to the class, our objectives were to define what the inquiry model is, inform the class about the importance of inquiry, identify the outcomes of inquiry, explain how it differs from other approaches, and explain the benefits. We felt like going over these aspects would give the class a clearer and better understanding of the topic.
Our opening statement was giving the class a clear-cut definition of what the Inquiry Model means. It contains many different things in the definition. A few of the things that we highlighted were that it “implies involvement that leads to understanding; you have to possess skills to seek resolutions to questions while acquiring new knowledge, it means seeking information through the form of questioning, and most importantly it’s a student-centered and teacher-guided instructional approach (thirteen ed online).” Some of the most important parts of inquiry-based learning are “generating new questions, asking questions, creating hypotheses, investigation, constructing new knowledge, reflecting on discoveries, and applying newly-acquired knowledge in your own life (inquiry learn).”
We then went on to discuss the background information and how all of this started. One of the key events that we shared was the Ten Rational Powers which occurred in 1961. “The Educational Policies Commission came up with “ten rational powers” that they felt were essential for students. The “ten rational powers” were recalling and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducing and inferring. Today these are distinguished as the basic fundamentals of inquiry-based learning (thirteen ed online).”
Reviewing the history of the Inquiry Model and going over how it originated spurred our group to then discuss the importance of using it as an individual. The major idea that we wanted the class to take away from this was that it’s far more important to actually understand the information than to just memorize facts about the information given. Sure in certain situations or courses this may not be the case, but in life in general this is definitely true. Memorizing things is not suggested because the most important thing is to comprehend something as a whole rather than little specific random facts. Another thing that we highlighted was that in order to learn at an efficient pace, seeking appropriate resolutions to questions is absolutely mandatory. For instance in a chemistry class, your assignment is to come up with a hypothesis for the current lab you’re doing.
Postman then introduces his second concept: questions. We must understand that the wording and language used to pose a question influences the answer we will receive. It is suggested that students need to learn to
The Research Model was created at the William and Mary Center for Gifted Education. This model was created to strengthen the student’s critical thinking skills. The Research Model provides the student with an issue of importance and gives the opportunity to explore its content individually or in small groups. The student explores a issue of significance through an eight-step process. In the eight steps there are a series of questions that are to be answered through the process of research. The journey through this model begins with identifying an issue or problem. Next, students are to research the ...
Step one is focusing more on students critically thinking or thinking on their own. A great phrase of putting this idea to the test is, “focusing more on the question than the answer.” (Schlesinger 34). In The Power of “Why?” Schlesinger expresses her feeling towards what the bigger impact can be on students when focusing more on the depth of the question than how “quickly” and “correctly” students answer the question (34). She mentions that teachers are evaluated on how students test scores are rather than how critically they think. Schlesinger says that educators can help students think critically by, “letting the students speak their minds”, or teaching students that answers to our history has/will change as well as previous information that we once obtained from the past (34). Oftentimes teachers are afraid to let students open their minds and really think about the question because they think the books answer is the only right one. Teachers also may be more focused on making sure that the students know the right answer so they can do well on future test that the administration uses to evaluate the teachers. Students can significantly gain and profit from this tiny step in our education system. El...
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
These ideas are easily relevant to the online setting. Teachers must refocus their thinking away from individual mastery of the resources. The focus should be instead on teaching the process of information unearthing within the learner's own related meaning.
This practise of effective teaching and learning has relatively new in classrooms but has already made a great difference in the students’ abilities and interests both in and out of their studies. Constructivist teaching recognises and validates the student’s point of view rather then the necessity of a correct answer. The child is then able to reassess their knowledge and understandings, which in turn boosts self-esteem and confidence. It also encourages children to be involved in classroom activities by self-questioning, seeking answers, comparing situations and establishing links between different ideas. This is possible as constructive learning is transferable between different ideas. (Tutorial Notes, 28th July, 2004)
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
Constructivism theorists believe that learning is an ongoing collective application of knowledge where past knowledge and hands on experience meet. This theory also believes that students are naturally curious. If students are naturally curious, their curio...
“Who is My Audience” (Pg. 108) entailed asking inquiries to get into the heads of my audience and conduct a public profile. Using this for my news releases helped me understand why my audience would read it. I used “Establish Objectives” (Pg. 34) to help me create objectives for my writing assignment and organize my thoughts. “Handling Rejection” (Pg. 144) asked evaluation questions for my work after completion. It helped me understand where I succeeded and where I needed to improve. Multidimensional Visual Thinking (Pg. 88) required me to look at an object, close my eyes and recall as many details as I could. Inquiring questions helped to focus on the little details in my head. These questions solidified the answers and allowed me to plan a very detailed draft before continuing. Next, I created lots of questions in “Creativity is Learning!” (Pg. 62) as I wrote my name with my left hand. The inquiries helped me understand that more focus is needed when completing an unfamiliar task. This transfers to creativity, as well. When I am trying something new, creativity needs more focus. With “An Altered World” (Pg. 111), I continued questioning when I needed to take an inanimate object and envision what
The Early Years Learning Framework (EYLF) (DEEWR, 2009) identifies inquiry as central to effective early years learning. Teachers are able to provide opportunities for an inquiry-based approach to learning that can assist young children to explore their family through the history curriculum. Inquiry based learning is a comprehensive pedagogical approach to early years’ education. It is important for inquiry skills not to be taught in isolation, however they should be integrated into other subjects (Michalopoulou, 2014). Inquiry-based learning is deeply related to the EYLF, the history curriculum as well as creative and critical thinking. This essay will discuss inquiry based learning and how it can be positively incorporated into the history
You have taken a lead teacher position in a preschool program. A parent asks you to explain the program’s constructivist philosophy.
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.
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
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.
During my own classroom observation it was noted that the level of questioning with the students needed to be improved upon. Reynolds and Muijs (1999) mention one of the main requirements to be an effective teacher is knowledge of the content being taught. Spending more time reviewing the content and preparing a list of questions prior to each lesson would greatly help develop the level of questioning with the