AMERICAN UNIVERSITY OF SCIENCE &

TECHNOLOGY
FACULTY OF ARTS AND SCIENCES
Teaching Diploma Program

Teaching Methods I
Exam I
Spring 2019-2020

Name: Pascale Bou Najem Date: 31/3/2020

ID #: 61930019 Instructor: A. Khalil
1- Inquiry implies involvement in learning that implies possessing skills and
attitudes that permit you to seek resolutions to questions and issues while
you construct new knowledge. Inquiry is a constructivist theory that leads
people to discover the world around them and to build a relationship
between their own past experience and their existing knowledge and
discover new truths to be learned.
The benefits held by inquiry based learning in classrooms is that students
will be engaged to a question, gives priority to evidence, evaluate their
explanations in the light of alternative explanations, communicate and
justify them.
Inquiry is continuum, on one end there is the guidance of a teacher and on
the other end there is the learner self-directed.

In a constructivist classroom, the curriculum is presented whole to part,

students questions are highly valued, activities rely on data and manipulative
materials, students are viewed as thinkers with emerging theories about the
world, teachers behave in an interactive manner and seek the students point
of view in order to understand them, assessment of students occur through
observations of students work and through exhibition and portfolio, and
students primarily work in groups.
2-
 Incidental-based learning is some form of accidental or unplanned
learning within an informal or formal learning situation. Incidental
learning takes place without any intent to learn.
 Case based learning is an established approach used across discipline
where students apply their knowledge to real-world scenarios. In
classrooms, students typically work in groups on case studies, stories
involving one or more characters and/or scenarios.
 Simulation-based learning today mostly relies on usage of computers and
advanced technologies to provide a near authentic experience for the user
and enhance learning. As a learning tool, simulations mostly rely on
some other learning theory and implement its principles.
 Problem-based learning is a teaching method in which complex real-
world problems are used as the vehicle to promote student learning of
 concepts and principles as opposed to direct presentation of facts and
concepts. In addition to course content, PBL can promote the
development of critical thinking skills, problem-solving abilities, and
communication skills. It can also provide opportunities for working in
groups, finding and evaluating research materials, and life-long learning.
 Guided-discovery learning refers to a teaching and learning environment
where students are actively participating in discovering knowledge. The
goal of discovery is to facilitate deep learning on the part of the students
– learning that has its basis in fundamental understanding and often arises
from viewing a problem from multiple perspectives. The pedagogical
underpinning is that if the students discover the knowledge, they will, in
the process, have created and added to their own scaffolded
understanding. 
3-
 Inquiry Model
This model helps students to establish facts, build concepts, and generate
explanations or theories that explain the phenomenon under
consideration.
There are two types of inquiry model:
 Biological Science Inquiry
 Inquiry Training Model
Biological science inquiry is designed for students in science classes, it consists of
4 phases:
 Pose an area of investigation
 Have students structure the problem
 Students identify the problem
 Students speculate on ways too clear up difficulty

Inquiry training model is designed for students in all content areas and
it consists of 5 phases:
 Confront the problem
 Data gathering- verify
 Data gather- experiment
 Organize – explain
 Analyze the process

 Inquiry-Based Learning
There are 6 gradual steps in an inquiry based learning to be applied properly in
classes:
First Step:
It starts with a clearly phrased question and then students have to discover
answers through their own experiences and researches.
Second Step:
Generate a hypothesis to give answers for the main question and prove these
answers.
Third Step:
Develop an experimental design and the results of this design should answer the
main question by testing the hypothesis and building knowledge.
Fourth Step:
Collect and record data, in which students collect the data to answer their
questions and record the data in a way to be clear and understood. There are
four methods to collect data either by observations, interviews, library research
or internet research.
Fifth Step:
Analyze data, students must now think about what the information means and if
there are any relationships.
Sixth Step:
Reach conclusions and in this last step students need to think in a critical way,
take time to compare the hypothesis with the results and finally share it with the
world.
 What is Inquiry-Based Learning?
Inquiry-based learning is a constructivist theory where people construct their
own knowledge through experience and the teacher is a facilitator unlike
traditional teaching methods where teachers used to provide their students with
all the information and then the students recite what they have learned.
There are different levels of inquiry, the structured inquiry where the teacher
directs the inquiry and the students develop their abilities to inquire, the quided
inquiry where the teacher generally choses questions and the students take more
responsibility, and the open inquiry where the teacher takes the supportive role
only while the students take the lead in establishing questions and methods.
Teachers can use 2 types of inquiry, coupled inquiry and the level of inquiry
can be customized to suit the student needs.

4- The 5 E’s model consists of 5 activities:

 Engage
Teachers provide students with activities to engage them mentally,
capture their interests and help them make a connection of what they
know and what they can do. For example, demonstration, reading, free
write, or brainstorming.
 Explore
Activities that allow students start to build a concept, process, or a skill to
be used later. Students will think and investigate, test, make decisions,
problem solve, and collect information.
 Explain
The students give their explanations and then the teacher provide them
with a mathematical explanation based on what they shared. For
example, student analysis and explanation, supporting ideas with
evidence, structured questioning, reading and discussion, teacher
explanation, or thinking skill activities.
 Elaborate
 Activities that deepen the students understanding of the concept. Such
activities expand student thinking and applies it to a real world situation.
For example, problem solving, decision making, experimental inquiry,
and thinking skill activities.
 Evaluate
The teacher uses a variety of formal and informal procedures to evaluate
the student’s understanding of concepts and their proficiency with
various skills. For example develop a scoring tool or rubric, performance
assessment, produce a product, journal entry, or portfolio.

5- Active learning is a method of learning in which students are actively or

experientially involved in the learning process and where there are different
levels of active learning, depending on student involvement. It is learning in
which students by acting on objects and interacting with other people ideas
and events, construct new understanding. It is conceived of as something the
learner does, not something that is done to a learner.
An active learning is more effective, it allows students discover their own
knowledge about a subject area, discover relationships among information
and organize subject matter by themselves.
Active learning has a better retention, higher-order thinking, students are
more involved, it encourages collaboration and emphasis on process.

Unlike passive learning that has poorer retention, lower-order thinking, more
teacher-centered, lower attention-level, student isolation and emphasis on
Memorization.
Passive learning is a method of learning where students receive information
from the instructor and internalize it, and where the learner receives no
feedback from the instructor. Passive learners may quietly absorb
information and knowledge without typically engaging with the information
received or the learning experience. They may not interact with others, share
insights, or contribute to a dialogue.