Shared Inquiry is a method of learning that lets people of all ages to explore the ideas, meaning, and information found in everything they read. This method concentrates on interpretive questions, questions about a text that have more than one plausible answer. Discussion leaders get participants thinking, listening, responding to questions and answers from others in their discussion groups. He challenges them when their statements are unclear, inaccurate, or will cause a contradiction.
Interpretive questions are the main purpose of a shared inquiry discussion. Since there’s going to be a bunch of different interpretations, the questions will create an engaged and lively conversation. That will make students repeatedly look at the text for supporting evidence. Interpretive questions are created by the leader to guide a group through the different levels of meaning that are in writings chosen for the shared inquiry. Characteristics of interpretive questions are that they call for careful testing of what the author means in a work. One should be able to write at least two different answers with supporting evidence. The questions should express genuine doubt and curiosity.
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It is assumed that the group members will have a basic knowledge of important elements in a text, like names and relationships of fictional characters. They should also know the chronological order of the narrative, and specialized terms that the author uses when they come to the discussion. During discussion, facts about a selection like its historical background and effect should barely be used. The conditions related to, and the remarks of famous scholars about it should be barely used too. Since it’s better to keep the discussion focused on the text as much as possible. Background information that is used in discussion only where it seems critical in understanding some important aspect(s) of the reading, should be allowed and decided when they are necessary by the discussion
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
Class discussion – after a section of reading teacher reviews content and “big ideas” as they arise. I
When asking the “right questions” the first question we as is “What are the Issue and the Conclusion?” Now this seems pretty straightforward. However, if we take a deeper look we will find that it’s often much harder to find the actual issue at hand, and consequently the conclusion to that issue. In comparison we look at three questions of the “elements of thought”. “What is the most basic concept in the question?”, “What are my most fundamental inferences, or conclusions?”, and “What is the key question I am trying to answer?” We’ll start with “what is the most basic concept in the question?” When we find the most basic concept of the question we are discovering the true issue. Now let’s take a look at the second part. In addition to asking ourselves why we are thinking we ask ourselves “What are my most fundamental inferences or conclusions?” In this step we are actively searching for the conclusions, or inferences, that we reach based off of the assumptions that are implied by the situation. The last question is “What is the key question I am trying to answer?” By doing this we look deeper into the question to find the heart of the matter, and in doing so discover the true issue at hand, and many times revealing the conclusion as well.
... discussions was a highly effective tool throughout the wiki which makes the students more interested and the learning environment more supportive and diverse. Furthermore, the increased freedom in the final assessment task facilitated diversity within the experiment; however it is certainly arguable that more freedom could have been granted to the students, resulting in more diversity, while still staying within the acceptable guidelines of experimental safety. In conclusion, while many aspects of the wiki could be improved, overall as a teaching and learning sequence using inquiry based learning it is adequate to teach stage 3 about river ecosystems.
Thoughtful Questions: effective ways to formulate questions that foster engagement and confidence. What does it mean to think? Some people would like to be able to think better, or, more usually, want other people's thinking to improve. But research shows that everyone is capable of thinking. The problem is to stop teachers from precluding the chance for it to happen. The right kind of questions opens the door to student's participation. The right questions focus the learner's attention upon applying their current understanding to the content or problem. The right questions are discoverable, that is, have follow-up avenues that a teacher can follow to lead a student to find an adequate answer using resources available (Socratic). Each success on one of these problems is a lesson to the learner that he or she knows how to think. (And each failure, a lesson in the opposite.) Note that none of these tutorial questions asks for recall of facts or information (didactic questions).
Sproken-Smith (U.D.) states that “this form of learning is the approach that best enables the student to experience the processes of creating knowledge and the key points are learning stimulated by inquiry. This is a student-centered approach, a move to self-directed learning, and an active approach to learning.” The idea behind the inquiry method is to teach them to develop research skills, which will gift them with the ability to be lifelong learners (Sproken-Smith, U.D.). Inquiry based teaching is a great combination of curiosity and science. As a student encounters an issue that they are not sure how to solve, they will formulate questions, explore, observe, and apply the new knowledge, to creating a solution to the problem (Warner & Myers, 2014). The history of the inquiry method dates back to the 17th century, to philosophers such as Spinoza, who believed that knowledge is found the manipulation of ideas rather than the transmission of fact. However, it was John Dewey who was the philosopher responsible influencing “learning by doing”, which became more common in the 1970’s (Sproken-Smith U.D.). Some people think of inquiry based learning as inductive learning, problem-based learning, project based learning, and/or discovery learning, which are all derived from the same concept, just have adopted different names. National Academy of Sciences (1995) indicates that when students learn through
In classrooms today, educators are constantly seeking and implementing engaging lessons that will increase student knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. Students seem to learn best by actually directing their own learning and doing, rather than being led from step to step by the teacher. In science, it is especially important that students learn by inquiry and use more of a hands-on approach to learning scientific concepts. According to Wilke and Straits (2005), inquiry-based learning is where students explore a problem using the processes and tools of the discipline. It is often shown in a way that resembles the scientific method (Wilke & Straits, 2005). The scientific inquiry model demonstrates four phases that involve students in identifying a problem and investigation using inquiry-based learning (Joyce, Weil & Calhoun, 2009). The four phases suggests that students are introduced to an area of investigation, then they develop a problem, next the problem is identified in the investigation and finally students come up with ways to solve the problem (Joyce, Weil & Calhoun, 2009). Science education is part of everyday life being that the skills learned in science, such as, the scientific method are used in solving problems that occur daily. Dalton, Morocco, Tivnan, & Mead, 1997 found that students seem to learn best by actually doing science, such as asking questions, designing experiments, observing, predicting, manipulating materials, and learning from their own mistakes. I believe the scientific inquiry model exemplifies an excellent way to implement inquiry-based learning by using the scientific method in any classroom; es...
For students to be involved in inquiry based learning science teachers have to help them obtain the information from different sources during the process so students stay on track. Gathering information is an important learning aspect of inquiry, as students need to read about a topic and apply this knowledge to their investigation. (Chiappetta, 1997).
At this stage many questions comes in the mind of the listener, and he decides to critically analyze the message sent by the speaker.
There are a number of instructional strategies that a teacher can use to support effective learning among students, especially when they are learning in groups. Inquiry-based learning is one of the instructional methods that a teacher can use to facilitate learning among student groups. Inquiry-based learning can be used to teach all science subjects, as it enables students to practice critical thinking and problem solving skills when looking for solutions. This method is extremely student-directed and student-centered and only requires teac...
Brown, Collins and Duguid (1989) has reinforced that point by stating that “learning is social and not isolated, as people learn while interacting with each other through shared activities and through language, as they discuss, share knowledge, and problem-solve during these tasks.” Therefore, students are enabled to obtain, develop and use tools that assist in their critical thinking as they collaborate in their learning environments. (Brown, Collin and Dugrid, 1989)
However, I firmly believe in inquiry-based methods. “While some research in this area revealed success stories of students’ learning when they are engaged in student-directed, open-ended scientific inquiry activities, other are more skeptical about how these activities impact students’ learning in and of science” (Wong, 2012, pp. 197). Like mentioned early, there is always a skeptic in every situation; therefore, teachers cannot let skeptics keep them from following their philosophy for teaching in each and every subject. It is crucial for teacher to teach in the way that works for them and most importantly works for their students and their learning; no matter what other parties
She put emphasis on value students’ opinion, and let students discuss their ideas with their peers. The traditional constructivism classroom value students’ opinion too, although it emphasizes giving the students chances to practice the skills as the teacher models the correct strategy. This style of teaching did not encourage students to construct a deep understanding of the knowledge. By letting students discuss or even argue their ideas with their peers, and also with the teacher facilitating their discussions, students’ consensus building, also give students the opportunity to think deeply about different ways to approach the problem and then construct an integrated idea, rather than just listening to their teacher evaluate which strategy is right or
Inquiry-based learning: Focuses on “questioning, critical thinking, and problem solving” (Johnson & Lamb, 2000, 2007); the process involves presenting an opened question; engaging in research to investigate possible answers; presenting and discussing findings; and reflecting on learning (EdTech Team, 2010-2015)
The teacher poses a problem and sets a time limit for each group to investigate the problem. The teacher then calls a number, and the student with that number in each group responds. This strategy has a simple structure with a short time frame and can be used at any point in a learning experience. All participants are involved in thinking and talking as they work collectively to respond to the question and ensure that each member of the group understands the answer. Numbered heads is used as an alternative to whole-class question-and-answer and as a way to support all class members simultaneously in review or consolidation of