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Inquiry-Based Learning: Developing Student-Driven Questions

Inquiry-Based Learning: Developing Student-Driven Questions


>>Georgia: I realize how
much more they learn, so when I see that they take action
and they’re applying the skills that they learn in here, I feel
like I’ve done my job as a teacher.>>At your service, all right.>>Monica: Inquiry based learning is
just a fancy word for curiosity, right? So tell me what child is not curious.>>Georgia: We as humans all
question, that’s how we learn. So the students should be
questioning all the time.>>Jonathan: Any questions?>>Mary Beth: We’re trying to
ignite passion and relevance. It’s not just about finishing that
assignment, it’s about being able to explore something that
I’m really interested in.>>Monica: The basic steps in
inquiry based learning is to come up with a rich question, a question that
doesn’t have the answer already in it.>>Georgia: You begin with the questions
that you really want to explore in a unit, and then each
unit has lines of inquiry that the students will be investigating. And the lines of inquiry are developed
by the teacher but with a lot of input and feedback from the students.>>Mary Beth: And that
becomes the direction that the teacher takes the content,
so the teacher will resource kids with opportunities to explore
things that they’re interested in within that line of inquiry. So kids are hitting the standards with
the bigger questions and being able to create evidence of their
understandings and their learnings in all kinds of ways that
the kids get to pick.>>Georgia: So for instance, we’re
doing a money unit right now, we’re studying billionaires. The theme billionaires was not
chosen by the teachers per se, it stemmed from the students’ inquiries. When we were going through
the inquiry process and they were asking
all these questions, a common theme that kept coming up
was, why are some people so rich and other people are not rich?>>I remember a lot of you were
wondering why some people don’t have as much money, remember that?>>Students: Yeah.>>Georgia: So those questions
led to our investigation.>>We had a huge discussion about why
we’re studying billionaires and it’s not because they’re super humans or
that they’re rich or they’re cool because they have a lot of money. We’re looking at character
traits and we’re talking about what do these people have that
enables them to be this successful?>>Student: You’re doing a
keynote about Ralph Lauren’s cars. He has a giant car collection.>>Bobby: We’re asking ourselves some
questions and then we would have looked on Wikipedia and searched
up the questions. Maybe one day we want
to invent something.>>Student: This right here is how
Warren Buffett influenced society about what he did, how much
money he gave to charity.>>Student: How about this one?>>Teacher: Why would I really care about
someone donating money to a charity?>>Student: Because she helped someone
and then she built a school for girls.>>Mary Beth: We’re opening up
learning by letting kids decide, “Hey, what am I really interested in science? What am I really interested
in social studies? What am I really interested
in literature?” giving them a whole list of potential
things and letting them do the inquiry and research and make those connections.>>Jonathan: So if you have a dystopia, you could say that “Hunger Games”
would be one of your resources because it’s a fiction story that
actually plays out in a dystopia region.>>Inquiry based learning actually
makes you think, essentially. You’re still doing it
in the common core way, but you’re actually picking
what you want to learn.>>Mary Beth: All of a
sudden, our students, we see our students doing things
that really matter to them and they’re excited and they’re
passionate and they want to talk about what they’re learning.>>Monica: They’re inspired,
they’re reflective, they struggle. That is a true education.

6 comments on “Inquiry-Based Learning: Developing Student-Driven Questions

  1. What you're not telling people is that only kids with and A+ average get into IB programs so that's the reason why this school outperforms the rest of the state. Inquiry bases learning is not the magic bullet. This is propaganda

  2. I don't see the difference with traditional education, the data transfer to the students is still very low. Is this method still applied in high school for the students that learnt this way?

  3. Thank-you for this video. We are learning about inquiry based learning at uni. It's such a widely recognised and implemented teaching style yet I haven't quite wrapped my head around it. This video helps tremendously! So thank-you again.

  4. Thank you for this video, it is very useful to me as a teacher. Actually, the Inquiry-Based learning is the way to go with the 21st-century kids that we are handling

  5. Hi I am currently studying to become a primary teacher, my question is this: when the students start inquiring that's when the teacher identifies a topic to cover, like in this example it was billionaires! What sort of planning does the teacher need to do and I imagine it happens over a short period of time, because you need to react promptly to their inquiries right? Do u still apply maths and languages to these topics?

  6. My teaching subject is problem solving based. How to…….. in an innovative and effective way ……..make this possible or easier …….its what humanity has been doing over millennia, but in a concentrated timescale and with a defined focus. We consider that we teach transferable skills, that is to say not directed at a narrow specific professional field. Evolution does this over millennia without conscious awareness. many none human creatures can do this too…apes….elephants….dolphins…..we can also generalise from specific experience in a conscious way. Though we inspire some to go on to become designers and innovators, the aim is broader. We hope to encourage an active ‘can do’ approach to solving any problems in any field. So the aim is not narrowly academic. It spans science, technology and the arts and humanities. It is one of the most innovative educational approaches that works in mixed ability groups too. I have never met a child that does not enjoy inventing and making solutions to defined problems. CDT for short, craft, design and technology. As a female teacher I was also a role model, having worked in construction and having family in trade occupations. I have a hungry mind, and I look at that role as encouraging curiosity and a sense of self esteem regardless of ability.

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