Questions
- What is Inquiry-based learning? (Factual). When planning a lesson, how would you incorporate Inquiry –based teaching strategies? (Application)
- What have you learned about the core component of the IB Diploma Programme? Discuss the knowledge and skills that are required for success in these areas.
- Teaching Strategies: Take one example from each category and explain why. List the teaching strategies and/or presentation styles and strategies you have observed in this class that are examples of good practice. List those that were not effective.
- What is resonating with you in this class? What is not? What can be added to assist you in your learning about Inquiry and teaching IB?
- Your placement in a school is imminent. What would you like to discuss/practice in class prior to your placement?
- “Effective inquiry-based learning is a complex process where students formulate questions, investigate to find answers, build new understandings, meanings and knowledge, and then communicate their learning’s to others.” Inquiry based learning is being open to wonder – coming to know and understand the world. Application – Inquiry-based teaching strategies – rather than simply presenting established facts, or portraying a smooth path to knowledge, teachers start by posing questions, problems, and scenarios. Teachers then facilitate their student’s curiosity by encouraging research, processing the research, sharing, and reflecting. Look for entry points, as well as topics that will engage interest as well as involve a problem or issue. Choose a curriculum based theme where students background knowledge is either already strong or will be discussed prior to the inquiry.
- The core component of the IBDP is the extended essay, theory of knowledge (TOK), and creativity action service (CAS). To be successful in these areas students must elicit the following cognitive strategies: critical thinking, intellectual inquisitiveness and interpretation, problem solving, research, writing, and communication.
- Observed teaching strategies “that work”:
- Class participation (engagement)
- Group discussions – this strategy works well to bring forward more opinions and enable the more tentative students to speak out.
- Collaborating/collective groups (i.e. “making a cup of tea”)
Observed teaching strategies “that don’t work”:
- Lecturing/talking the whole class – this strategy doesn’t work well as students become less engaged and therefore do not learn as much.
- The inquiry approach was very new to me; it has taken some getting used to; however I think it is a good way to teach and believe with continued exposure incorporating inquiry will become second nature. I would like to learn strategies to guide students back to the point when a discussion has gone off topic without insulting anyone. I would also like to know if there are any specific questions that can be asked to spark interest in a topic or what to ask to take a certain path of discovery over another.
- I would like eventually to find out what portion of the curriculum will be covered in class during the practicum and create a unit plan accordingly. It would be helpful to have the unit plan vetted by our advisors and have them offer feedback and advice on what they think may and or may not work and why.