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LESSON 1

Inquiry-based learning (IBL) is a teaching approach that encourages students to actively participate in finding answers to curricular questions, fostering skills such as complex problem solving, critical thinking, and creativity. The teacher plays a crucial role in planning and guiding the inquiry process, while technology serves as a valuable resource for information gathering. Four types of inquiry—structured, controlled, guided, and free—can be employed to facilitate learning in various contexts.

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30 views

LESSON 1

Inquiry-based learning (IBL) is a teaching approach that encourages students to actively participate in finding answers to curricular questions, fostering skills such as complex problem solving, critical thinking, and creativity. The teacher plays a crucial role in planning and guiding the inquiry process, while technology serves as a valuable resource for information gathering. Four types of inquiry—structured, controlled, guided, and free—can be employed to facilitate learning in various contexts.

Uploaded by

Antonette Anadia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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LESSON 1 : INQUIRY-BASED LEARNING and RESEARCH-BASED

LEARNING

NATURE OF INQUIRY-BASED LEARNING

Inquiry - a process of asking questions

Spurred the enumerable developments that we continue to enjoy in our society today.
It continues to usher the study of so many fields that enable various scientists and
experts to provide solutions to emerging issues affecting the society in general.

In the classroom, in particular, the process of inquiry is a basic learning activity that
every teacher is expected to facilitate. The development of the ability to ask among
learners is basic in the age of the Fourth Industrial Revolution.

According to the Future of Jobs Report during the World Economic Forum, the top
three of the ten skills needed in this age are complex problem solving, critical
thinking, and creativity (Gray, 2016) which all start from the process of asking.

Inquiry-based learning (IBL) as an approach essentially involves tasks requiring


learners’ active participation in finding answers to curricular questions. The questions
can run from very specific simple questions to more complex questions in relation to
the curriculum.

Learners are given opportunities to engage in self-regulated activities as they pursue


their investigation. Using this in a language classroom can facilitate the development
of communication skills as it involves activities such as writing questions,
deliberating on ways of finding answers to curricular questions, and presenting
outputs as evidence of inquiry among others.This approach encourages students to
work together in accomplishing their task.

The process of inquiry starts from positing a question aligned to a content standard in
the K to 12 curriculum for English. Investigation proceeds using various sources of
information and presentation of outputs of the students using a productivity tool.
Depending on the required output, the assessment tool that will be used should be
given to the students before the inquiry commences.

When to Use

Chrisholm and Godley ( 2011) purport the inquiry-based instruction (IBI)


offers an especially appropriate approach to learning about language variation,
identity, and power since IBI can provide students with opportunities to learn about
current issues in sociolinguistics through sharing and debating on a personal
experience with language from multiple perspectives.
Types of Inquiry

VIU (2020) presented four types of inquiry that can be used in facilitating
classes. These are:

1) Structured Inquiry - This lets the students follow the lead of the teacher as the
entire class engages in one inquiry together.

2) Controlled Inquiry - The teacher chooses topics and identifies the resources that
the students will use to answer questions.

3) Guided Inquiry - The teacher chooses topics or questions and students design the
product or solution.

4) Free Inquiry - Students are allowed to choose their own topics without any
reference to a prescribed outcome.

Role of the Teacher

The success of the IBL, largely depends on the careful planning of the teacher
in relation to the curriculum. The language teacher needs to look into the learning
competencies that can be satisfied by a simple inquiry or more complex inquiry.
He/she controls and prepares the topic for investigation and guides the learners by
setting the questions to be explored.

Learners are allowed to design their own way of investigation and present
their outputs using technology tools that are afforded to them. When technology is
coupled with IBL, a gateway to information is opened and students can have access to
information at anytime and anywhere. It is assumed that the teacher is knowledgeable
of the sources of information and whether the learners have access to these sources.

When designing an IBL, the teacher has to consider the following fields
proposed by Avsee and Kocijincic (2016):

1) Prior knowledge and capacity


2) Context -Learners requires meaning from experience
3) Content and learning materials
4) Process
5) Strategy of reactions and behavior
6) Course outcomes
Role of Technology

The internet or the World Wide Web offers lots of platforms for mining
information. It has become the most sought out source of information because of the
variety of tools that abound.

Language is no longer a barrier in one’s search for information. Depending on


the unit of study in a language curriculum, there are many free educational websites
that are available for the language teachers and learners.

Due to the vastness of sources of information from the WWW, any language
teacher who is using IBL has the responsibility to direct learners to websites that
provide the proper information.

The technology tools that are made available for the learners, whether online
or offline, should support the object of inquiry which is aligned to the learning
competencies in the K to 12 Language Curriculum.

It should be noted that the use of technology in IBL is just one of the many
other sources of information in the process of inquiry. This does not exclude the other
resources, human and non-human, in gathering information.

However, learners are undeniably familiar and probably more adept in


exploring the internet. Guiding them in locating online resources that are relevant in
developing their research and communication skills will let them learn the importance
of using educational resources in an explicit and implicit way.

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