Zander-DB- Inquiry-Based Learning
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Liberty University *
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Arts Humanities
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Jan 9, 2024
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Discussion Board
Inquiry-Based Learning
Jamie Zander
School of Education, Liberty University
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Inquiry Based Discussion Board Post
As a student who is seeking to get my initial licensure, I am already planning for when I
teach my first class. Effective inquiry-based teaching starts with comprehensive planning.
Although most educators will not get to choose their curricula, they will need
to know how to
understand and plan for the smaller units, so they may plan for daily and weekly lesson plans.
DeRosa and Abruscato provide six guidelines for planning. They also discuss the framework for
unit development that is used to create lesson plans (2018, pp. 43–50)
.
Through effective
planning, the educator can apply teaching strategies and facilitate cooperation through systematic
exploration in science and engineering methods.
As educators are planning for unit, daily, and weekly lesson plans, DeRosa and Abruscato
remind educators to keep what they teach relevant and meaningful to the students. By connecting
the science to the children’s prior knowledge, we are setting the foundation for learning
experiences. Lessons should follow a logical progression and challenge students as they
experience multiple opportunities to apply and experiment with the learning objectives (2018,
pp. 43–47). To plan the most effective lessons, an educator must rely on data to select the most
appropriate activities and strategies. Bothe teachers and students should be reflective on what
learning has occurred. Educators need to plan time for students to reflect, as this will help them
refine ideas and make meaningful connections.
I plan to integrate engineering into my instruction by guiding my students and helping
them develop skills through inquiry and problem-based learning . The inquiry-based learning
matrix is flexible and could be applied to any level of hierarchical studies in pedagogy. The
matrix analysis attempts to understand the gaps between the future trainers and the innovations
required in IBL (Deák et al., 2021). By providing ample opportunities to use skills for discovery,
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students will begin to think like engineers and scientists. Although not a traditional practice, I
like to mix my subjects and provide instruction in a cross-curricular method.
Cooperative learning has been one of the most underutilized strategies that I have seen in
the past years in schools. Cooperative learning requires great classroom management skills, and
you must teach every aspect of how to learn cooperatively. The investment
is well worth the
learning that will ensue. Depending on the grade level, you may want to enlist older students to
help with the cooperative learning.
“But examine everything carefully; hold fast to which is good” (1 Thessalonians 5:21).
As with inquiry-based learning, the more opportunities that are granted to practice planning and
facilitating inquiry-based learning, the more reflective the educator can be and the better the
teacher can apply the skills to plan and instruct in the future. When it comes to planning what
(and how) to teach, the educator can easily become overwhelmed with all the aspects to
remember.
References
1 Thessalonians 5:21-23 (NIV)
. (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?
search=1%20Thessalonians%205:21-23&version=NIV
Deák, C., Kumar, B., Szabó, I., Nagy, G. P., & Szentesi, S. (2021). Evolution of New Approaches
in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios.
Education Sciences
,
11
(7), 319. https://doi.org/10.3390/educsci11070319
DeRosa, D., & Abruscato, J. (2018).
Teaching Children Science: A Discovery Approach
. Pearson.
Reply 1-
Austin Antoun
Austin thank you for another interesting post. I particularly liked how you pointed out that for
inquiry-based learning to happen, students need certain skills. This statement got me thinking –
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most of the children I work with in the school system have yet to gain most of these skills. With
that in mind, how could educators bridge this gap? My first thought was that this is a great
opportunity for a coteaching experience. Depending on the data, several of the teaching models
could benefit all students in an inquiry-based learning classroom. Though most school districts
where I work push for coteaching, you may only see it during two core subjects – Mathematics
and English/Language Arts. The best methods when you do not have a coteaching option (likely
in Science and Social Studies/History) would be student grouping and cooperative learning. The
educator could develop some creative way to divide the students and allow for the more adept
participants to run the guided inquiries with the group(s) that need it (instead of the traditional
teacher-to-student instruction). Of course, this would only be a reasonable option if the data
shows the whole class needs little instructor guidance. If it is only one or two students that need a
guided inquiry, it may be possible to have another student provide the guidance instead of the
teacher. Obviously, this would require prior training with the selected students (Mastropieri &
Scruggs, 2018). This reminded me of Ecclesiastes 4: 9-12, which showcases the value of a friend
and how cooperation with one or more people (even in failure) is greater than doing this alone
(Ecclesiastes 4: 9-12, 1982/2005).
References
Ecclesiastes 4: 9-12. (2005). In
Holy Bible
(new king james version). Thomas Nelson. (Original
work published 1982)
Mastropieri, M. A., & Scruggs, T. E. (2018).
The inclusive classroom
(2nd ed.) [E-textbook]. Pearson.
https://plus.pearson.com/products/74027bf7-d11c-4482-b9fa-
4469f94308f4/pages/ae40bf1622f611203a3089d7169076272038514a2?
userPreferredType=read
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Reply 2-
Olivia Bickoff
Thank you, Olivia, for your insightful post. You are correct that science and social studies have
taken a back seat in elementary schools. I know in my school district they alternate teaching
science and social studies on a weekly basis. As an educator, I feel that this type of schedule
diminishes learning by students as the material is being forgotten over the next week. Luckily,
the language arts curriculum follows research that shows cross curricular models enhance
students learning. Cotič et al. (2021) conducted a study with 304 thid graders. The results
showed that when integrating science and math throughout the daily curriculum, it fostered
learning and knowledge at a higher taxonomic level. Here is the challenge for educators: to find
a way to provide cross-curriculum instruction around the curriculums we currently have. If we
are successful in doing that, we could then tap into the best learning for our students.
I would like to thank you for the great lesson idea. Particularly the lessons you had taught about
shelters and extreme climates. I hope that I get a chance to teach a group about this, as it will be
a perfect time to talk about igloos and how people in the past used natural resources. This is also
another time to tie in engineering and discuss building structures and how we need keystone
pieces. I still remember the day that I learned about keystones. It was in a Sunday school class –
the image of the archway that symbolized our religion and with our scriptures as the keystone.
The scripture still sits with me: “Built upon the foundation of the apostles and prophets, Jesus
Christ himself being the chief corner stone” (Ephesians 2:20, 1982/2005). Cross-curricular
instruction just may be the keystone to education that we have yet to fully utilize.
References
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Cotič, N., Cotič, M., Felda, D., & Krmac, N. (2021). The effect of cross-curricular integration on
pupils’ knowledge gained through experiential learning.
Cypriot Journal of Educational
Science
,
16
(6), 3133–3146. https://doi.org/10.18844/cjes.v16i6.6512
Ephesians 2:20. (2005). In
Holy Bible
(new king james version). Thomas Nelson. (Original work
published 1982)
Reply 3-
Stephanie Cummings
Stephanie, thank you for your comment. I love how you have built a cooperative learning model
into your instruction. Encouraging students to ask each other for answers fosters a “kid friendly”
version of the task. Who better to explain something then someone who has just learned it. Who
knows, maybe the question being asked was one they had to ask someone else. It also opens the
door for conversations that allow for deeper connections. The learning bond that is created grows
in ways outside of the classroom also. Students that cooperate and lean on each other are less
likely to bully the students that seek help from them. They realize that learning happens
differently for everyone and they learn to have empathy for each other (Van Ryzin & Roseth,
2019).
I don’t know why, but I actually love the thought of educators teaching themselves out of a job.
That means we would be creating a society that has a higher level of thinking skills. One that
would know how to make meaningful what they are learning by questioning, researching, and
finding the verification. Teaching students to be independent learners is the goal. The hardest part
(I think) for some teachers is letting go of the control and power in their classroom to allow the
students to gain independence. Another challenge is balancing when to let the students struggle
and when to guide them, as overcoming challenges is beneficial to the learning process. As the
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book of Psalms says, our students should follow the path of instruction in the direction needed,
as they follow our careful guidance
(Psalms 32:8, 1982/2005)
.
Psalms 32:8. (2005). In
Holy Bible
(new king james version). Thomas Nelson. (Original work
published 1982)
Van Ryzin, M. J., & Roseth, C. J. (2019). Effects of cooperative learning on peer relations,
empathy, and bullying in middle school.
Aggressive Behavior
,
45
(6), 643–651.
https://doi.org/10.1002/ab.21858