Emily, Bec, Tildi, Umberto 26 March 2018

USING INQUIRY AS A TEACHING STRATEGY

What is inquiry?
- Form of research that promotes
student-directed learning.
- Systematic attempt to answer a
specific question that changes a
project or activity into a genuine
inquiry.
- Flexible, can be used on its own
or in conjunction with other
strategies e.g cooperative learning/
problem solving
- Driving force of the strategy is Reasons for using inquiry
students desire to query and learn
Independence; Metacognition; Integration; Challenge,
- New knowledge is generated, not
simply regurgitated engage, motivate all students; Skepticism; Encourages
critical thinking and reflection; Communication;
Structure Organisational and time management skills; Experience;
how to make best use out of resources; understanding of a
- Compelling question: focus; specific subject area; Interaction and observation;
comes from either student or
Computing skills/modern technologies; Fun and
teacher (must be related to
motivation; Parent involvement
learning outcomes)
- Investigation: find answer to Issues to consider
question
- Creative phase: formulate and Time; Inability to reach desired learning; Engagement and
articulate developing enjoyment; Student disadvantages e.g poor reading/
understanding during investigation writing/research skills; Guidance; Working environment
- Share: learning experiences and
too complex; Unmanageable tasks; frustration; time
new understanding
wasting
- Reflect: question, approach,
conclusions (could result in new Web Quests
questions)
“A web quest is a carefully scaffolded form of structured
Approaches inquiry in which the information students work with
comes primarily from the Internet. It is designed to give
1.  Research based on finding,
students easy access to relevant information and the tools
interpreting and using information
that has been produced by to transform this information to a new level of
someone else understanding.” (Effective Teaching Strategies, pg. 289)
2. Research based on gathering,
3 Parts:
interpreting and using information
that did not exist before the Building of understanding and expertise by individual
students
research was conducted
3. Research based on some kind of Sharing of understanding
experimentation Application of it in some collaborative way.

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Emily, Bec, Tildi, Umberto 26 March 2018

- Great for motivation, working collaboratively, problem-

solving, and learning to judge information sources for
themselves
- There is usually an expected conclusion for students to draw
on themselves
- Open-ended questions are very effective
- Self-directed learning
- Information sources should be relevant, reliable, at an
appropriate level, show different perspectives, encourage
The negatives of critical thinking, and be media-rich
internet access
Planning for and using inquiry as a teaching strategy
- Not all sources are reliable. Identify what prior knowledge is needed
- Not all students can identify Structure the inquiry so that it will build on their existing
which are or not accurate. knowledge and skills,
Provide appropriate resources,
The positives of Determine ways to monitor their progress,
Explain to students why you are using an inquiry,
internet access Ensure students have adequate communication skills and are
appropriately motivated.
- Opportunities to interact with
Involve students in all aspects of the inquiry**It is important
others abroad. to remember that students are still novices in the field of
- Ability to post their own info study so they will need careful guidance)
online.
- Allows access to detailed info, Generating an Inquiry Question
students can find different - The question you use should motivate and engage students,
perspectives on issues, and can and should be aimed towards achieving curriculum outcomes
trace info back to its origins.8 - Essential questions require students to ‘make a decision or
Phases of an Inquiry Task plan a course of action’
- Foundational questions provide the factual framework
8 Phases of an Inquiry necessary for answering the essential questions. They help
structure the inquiry so students know what to research
1. Clarify the purpose of the - Foundational questions should be developed by the students
inquiry so they understand why prior to starting the inquiry
they are doing the research and
the expected outcomes (should Interdisciplinary inquiry
be the focus of the initial group o New basics – what is taught,
discussion) o Productive pedagogies – how it is taught,
2. Develop their inquiry o Rich task – way students show their learning.
questions • Based on the idea that people optimally learn when
3. Develop an inquiry strategy they are confronted with substance/real problems,
4. Locate information (gather What can go wrong
data) • Where will the student start,
5. Filter, organise, analyse and • Disconnection between learning and topic,
evaluate the data/information • Lack of information,
6. Develop an answer to the • Ability to evaluate information,
inquiry question • Students process of concluding.
7. Report the results of the Reflecting on success
inquiry in an appropriate way • Did the students have reasonable research skills,
8. Evaluate the effectiveness of • Were the students interested,
their inquiry strategies, to • Issues when gathering reasonable and accurate data,
prepare them for future inquiries • What changes can be implemented

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