Embracing Inquiry-Based Instruction

A veteran teacher shares the frustrations and challenges of this student-centered teaching
model—and why she finds it so powerful.

The key to success for students is making sure they are engaged with any material they are
learning.

Sometimes, that’s easier said than done

For many students, the traditional classroom approach leaves them bored and unengaged. As a
result, they aren’t effectively learning (or understanding) the material being taught.

WHAT IS INQUIRY-BASED LEARNING?

Inquiry-based learning is an approach to learning that emphasizes the student’s role in the learning
process. Rather than the teacher telling students what they need to know, students are encouraged
to explore the material, ask questions, and share ideas.

Inquiry-based learning uses different approaches to learning, including small-group discussion and
guided learning. Instead of memorizing facts and material, students learn by doing. This allows
them to build knowledge through exploration, experience, and discussion.

For the many educators who aren’t, it is a learning and teaching method that prioritizes student questions, ideas and
analyses. To highlight the pedagogy’s nuances, it is important to define inquiry-based learning from both a learner and
teacher perspective.
From a student point-of-view, inquiry-based learning focuses on investigating an open question or problem. They must
use evidence-based reasoning and creative problem-solving to reach a conclusion, which they must defend or present.
From a teacher point-of-view, inquiry-based teaching focuses on moving students beyond general curiosity into the
realms of critical thinking and understanding. You must encourage students to ask questions and support them through the
investigation process, understanding when to begin and how to structure an inquiry activity.
Using methods such as guided research, document analysis and question-and-answer sessions, you can run inquiry
activities in the form of:

 Case studies
 Group projects
 Research projects
 Field work, especially for science lessons
 Unique exercises tailored to your students

Whichever kind of activity you use, it should allow students to develop unique strategies for solving open questions.
IS INQUIRY-BASED LEARNING EFFECTIVE?
Just like experiential learning, inquiry-based learning actively engages students in the learning
process. Students aren’t just hearing or writing what they are learning. Instead, students get the
chance to explore a topic more deeply and learn from their own first-hand experiences.

We retain 75% of what we do compared to 5% of what we hear and 10% of what we read.
Inquiry-based learning allows students to better understand and recall material by actively engaging
with it and making their own connections.

The 4 Types of Inquiry-Based Learning

There are different kinds of inquiry-based learning, which become decreasingly structured and suit different
classrooms:

 Confirmation Inquiry — You give students a question, its answer and the method of reaching this answer. Their goal is to
build investigation and critical-thinking skills, learning how the specific method works.

 Structured Inquiry — You give students an open question and an investigation method. They must use the method to craft
an evidence-backed conclusion.

 Guided Inquiry — You give students an open question. Typically in groups, they design investigation methods to reach a
conclusion.

 Open Inquiry — You give students time and support. They pose original questions that they investigate through their own
methods, and eventually present their results to discuss and expand.

Regardless of the type, inquiry-based learning aims to develop students’ abilities to analyze, synthesize and evaluate
information — indications of high-level thinking according to Bloom’s Taxonomy.

7 Inquiry-Based Learning Strategies and Activities for Teachers

Like any teaching method, there are strategies to help you successfully run an inquiry activity. These strategies will also
allow you and your students to enjoy the full extent of inquiry-based learning’s benefits.

1. Keep Guiding Principles in Mind

To run an inquiry activity, there are broad principles you should follow:

 Learners are at the centre of the inquiry process. You, along with the resources and technology you provide are there to
support them.

 Inquiry activities themselves should concentrate on building information-processing and critical thinking abilities.

 You should monitor how students develop these skills as they build conceptual understanding of the topic in question.

 As well as facilitating the exercise, try to learn more about your students’ learning habits and inquiry-based learning in
general.

Keeping these principles in mind should keep you and your students focused on the overarching purposes of inquiry-
based learning.

2. Demonstrate How to Participate

Because students may not be familiar with inquiry-based learning, consider demonstrating how to participate in an inquiry
activity.
Specifically, they must learn how to:

 Contribute ideas
 Develop those ideas
 Question themselves and group members in a constructive manner
 Investigate, to the fullest extent possible, their ideas and hypotheses

Launching a mock-exercise for the class to tackle as a group, actively participate to give students a first-hand look at how
to complete these steps. For example, after presenting an open question, facilitate and contribute to a brainstorming session.
This will exemplify pitching and developing ideas.
Demonstrating how to participate in this way should prepare students for future exercises.

3. Surprise Students
To spark curiosity and enjoy its aforementioned benefits, run a surprise inquiry activity.
With little to no context, start class by:

 Playing a video
 Handing out a mathematical formula or list of math word problems
 Distributing a primary source document

The content piece must relate to a topic that interests students, effectively engaging them. After they’ve examined the
content, split them into small groups and give them an open question to answer.
For example, you may ask them to determine applications for the mathematical formula or word problems.
As research about curiosity indicates, their findings and conclusions should stick with them beyond the activity.

4. Use Inquiry when Traditional Methods Won’t Work

Structured or guided inquiry activities can lend themselves to topics that students typically struggle to grasp, allowing
them to process content in different ways.
Investigating a question you present, they should be able to use their own techniques to analyze information that may
normally be too challenging otherwise. As a result, they’ll likely form conclusions that make sense to them.
You can then discuss these conclusions and fill knowledge gaps to ensure everyone is on the same page.
Furthermore, monitoring students throughout the activity can teach you about their learning styles, informing how to
approach other difficult lessons. If you are writing report card comments, you may use the opportunity to observe student
behavior.

5. Understand When Inquiry Won’t Work

Inquiry-based learning delivers its share of benefits, but you must recognize which lessons don’t call for inquiry.
Take this scenario as an example: You want to run a guided inquiry activity for math class, which (a) introduces negative
integers and (b) requires students to determine the concept’s application in real-life scenarios.
Asking students to read an introductory text about negative integers will likely drain time and cause confusion. On the
other hand, a brief overview will allow them to spend more time on the latter part of the activity, which focuses on
analysis and discovery.
As this example shows, there are cases when a simple explanation will suffice over an elongated activity.
6. Don’t Wait for the Perfect Question

A student can ask a question that stimulates classmates’ curiosity, signaling you to prepare or launch an inquiry activity.
But this is rarely the case. And you shouldn’t wait for it.
Rather, you can initiate an inquiry activity when you feel it is appropriate. But it must use a guiding question that:

 Reflects a core curriculum concept

 Has engaged students from past or other classes
 Interests students, as indicated in previous lessons and discussions

The question’s source, whether from you or your students, is secondary.

7. Run a Check-In Afterwards

Allotting time for class-wide reflection lets students discuss challenges and discoveries, filling knowledge gaps and
supplementing findings.
This prepares them for future lessons and inquiry activities. They’ll learn about an array of ideas to consider
throughout their study of the specific topic, and strategies to try during the next exercise.
It can be especially helpful for learners who struggle in small groups, giving them a different way to process the activity’s
outcomes.

Wrapping Up this Guide to Inquiry-Based Learning

Armed with a thorough understanding of inquiry-based learning and the strategies you need to run activities; your students
should see benefits.
These not only include an improved understanding of curriculum concepts and the development of transferable skills, but
— according to research and proponents — a greater appreciation for learning’s inherent rewards.
This, in itself, should create a more engaged classroom.
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The Benefits Of Inquiry-Based Learning
Now that you know more about this learning approach, let’s take a look at the advantages and
benefits of inquiry-based learning.
Enhances learning experiences for children
Sitting in a classroom taking notes isn’t always the most effective (or fun) way to learn. Rather than
memorizing facts from the teacher, inquiry-based learning enhances the learning process by letting
students explore topics themselves.
Teaches skills needed for all areas of learning
As they explore a topic, students build critical thinking and communication skills. The cognitive skills
that students develop can be used to improve comprehension in every subject, as well as in day-to-
day life.
Fosters curiosity in students
An inquiry-based learning approach lets students share their own ideas and questions about a
topic. This helps foster more curiosity about the material and teaches skills students can use to
continue exploring topics they are interested in.
Deepens students’ understanding of topics
Rather than simply memorizing facts, students make their own connections about what they are
learning. This allows them to gain a better understanding of a topic than they would get by just
memorizing and recalling facts.
Allows students to take ownership of their learning
Students have the opportunity to explore a topic, giving them more of a sense of ownership over
their learning. Instead of the teacher telling them what they should know, students are able to learn
in a way that works for them.
Increases engagement with the material
As a form of active learning, this approach encourages students to fully engage in the learning
process. By allowing students to explore topics, make their own connections, and ask questions,
they are able to learn more effectively.
Creates a love of learning
Inquiry-based learning is designed to teach students a love of learning. When students are able to
engage with the material in their own way, not only are they able to gain a deeper understanding—
they are able to develop a passion for exploration and learning.
At GradePower Learning, we believe in an active, engaging learning experience. Learn more about
our approach to learning and how we can get your child on the path to success.
7 Benefits of Inquiry-Based Learning
As well as building skills to help students reach a high level of thinking, inquiry-based learning can deliver other benefits
to students and teachers.

1. Reinforces Curriculum Content

Whereas some see inquiry-based learning as a departure from the curriculum, you can use it to reinforce relevant content
and improve understanding of core concepts.
This is due to curiosity’s effect on the brain. When a concept sparks curiosity, there is increased activity in the
hippocampus — the region of the brain responsible for memory creation.
When students show more curiosity than normal regarding a specific topic, satiate it by using their questions to
introduce an inquiry activity in the coming days.
In doing so, they should effectively retain essential information gleaned during the exercise, according to a study from the
Association for Psychological Science.

2. “Warms Up” the Brain for Learning

Running a brief inquiry activity to start class can help students absorb information throughout the day, according to the
same study.
Specifically, it states that curiosity prepares the brain for learning — allowing students to become more proficient at
understanding and remembering skills and concepts.
An easy way to inspire curiosity is by launching an inquiry activity as a surprise. Related to a recent topic students
found especially interesting, begin a lesson by playing a video or sharing a primary source document. Then, give students
an open question to answer either individually or as a group.
This will help start class in a curiosity-sparking, intellectually-stimulating way.

3. Promotes a Deeper Understanding of Content

By delving into a concept through inquiry, students should see it as more than a simple rule, idea or formula.
Many of them will understand:

 How the idea was developed

 Why the rule or formula works
 When they can properly apply the rule, idea or formula

This is because the process of asking open questions, solving them through original strategies, empowers students to take
ownership of their learning. Barring hiccups, they should be able to build understanding of a concept through their own
methods and thinking styles. The same principle applies to experiential learning, which puts students at the center of the
learning experience.
They won’t have to follow a process they can’t grasp, possibly arriving at a seemingly-unjustified conclusion.

4. Helps Make Learning Rewarding

Inquiry can help students see the intrinsic rewards of learning, says
The author states that many kids learn in an attempt to earn “the rewards of parental or teacher approval or the avoidance of
failure.” As a result, they may not appreciate the inherent benefits of learning.
He hypothesized that inquiry-based learning instills a different mindset.
It shows students how fulfilling the act of discovery is, and that theorizing a new strategy or original conclusion is a
reward. Because of this, they grow to enjoy the learning process itself — not parent or teacher approval.
This means that student appreciation for learning can improve with a simple inquiry exercise.
5. Builds Initiative and Self-Direction

Students can improve certain transferable skills through inquiry-based learning, many of which relate to initiative and self-
direction.
This is evident when examining the steps of the inquiry process. Students learn how to ask questions, investigate, discuss,
collaborate, cooperate and reach their own conclusions. Although they can separately build these skills through other
activities, self-guided inquiry and analysis synthesizes this development.
Such skills will not only prove useful as students reach higher grades, but enter post-secondary school and beyond.

6. Works in Almost Any Classroom

Inquiry-based learning can also benefit teachers, as you can repurpose activities for almost any classroom. Even
regardless of grade and individual skill levels.
This is because you can:

 Adapt the pace and content to suit the needs of students

 Appeal to students who struggle to grasp content through traditional lessons

 Deliver exercises that greatly differ, using distinct content and investigation methods

 Use an inquiry exercise as either a “minds-on” activity, review, full lesson or standalone project

 Reinforce and expand upon any relevant concept, as long as students have shown curiosity towards it

In these ways, you’ll have the flexibility to provide inquiry exercises to the majority of your classes year after year.

7. Offers Differentiated Instruction

Running an inquiry-based learning activity will give you a chance to use differentiated instruction strategies,
appealing to the diverse learning styles of your students.
Students can work by themselves, or as part of a small or large group. Inquiry itself typically involves methods such as
discussion and guided research. You can also provide content in form of text, audio, video and virtual or physical
manipulatives such as building blocks.
Delivering a range of content and ways to process it, inquiry activities can allow you to meet your students’ distinct
learning needs and preferences.

7 Inquiry-Based Learning Strategies and Activities for Teachers

Like any teaching method, there are strategies to help you successfully run an inquiry activity. These strategies will also
allow you and your students to enjoy the full extent of inquiry-based learning’s benefits.
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The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational
Objectives (Handbook One, pp. 201-207):

 Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern,
structure, or setting.”

 Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being
communicated and can make use of the material or idea being communicated without necessarily relating it to other material
or seeing its fullest implications.”

 Application refers to the “use of abstractions in particular and concrete situations.”

 Analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy
of ideas is made clear and/or the relations between ideas expressed are made explicit.”

 Synthesis involves the “putting together of elements and parts so as to form a whole.”

 Evaluation engenders “judgments about the value of material and methods for given purposes.”

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment
specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and
Assessment. This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s
original title) and points to a more dynamic conception of classification.
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and
subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by
which thinkers encounter and work with knowledge:

 Remember
o Recognizing
o Recalling
 Understand
o Interpreting
o Exemplifying
o Classifying
o Summarizing
 o Inferring
o Comparing
o Explaining
 Apply
o Executing
o Implementing
 Analyze
o Differentiating
o Organizing
o Attributing
 Evaluate
o Checking
o Critiquing
 Create
o Generating
o Planning
o Producing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate
taxonomy of the types of knowledge used in cognition:

 Factual Knowledge
o Knowledge of terminology
o Knowledge of specific details and elements
 Conceptual Knowledge
o Knowledge of classifications and categories
o Knowledge of principles and generalizations
o Knowledge of theories, models, and structures
 Procedural Knowledge
o Knowledge of subject-specific skills and algorithms
o Knowledge of subject-specific techniques and methods
o Knowledge of criteria for determining when to use appropriate procedures
 Metacognitive Knowledge
o Strategic Knowledge
o Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
o Self-knowledge
Students point-of-view
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