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Inquiry Learning Basics for New Teachers

by Brad Melsby – October 8, 2024

Inquiry, also called inquiry-based learning, represents an interesting dichotomy in modern education.  In some schools, inquiry learning is a prevalent, even foundational teaching philosophy.  In others, educators are more apprehensive about embracing inquiry methods.

The debate centers on whether students learn best during teacher-led direct instruction or from a student-led exploration of topics. 

Our purpose here isn’t to settle the argument – although a balance of teaching methods is usually best.   Our goal is much simpler: to demystify inquiry-based learning and provide tips on how you can get started successfully.

inquiry learning steps

What is inquiry learning?

Inquiry-based learning is when students explore academic content by posing, investigating, and answering complex questions.  With inquiry, knowledge is acquired through research instead of directly from teachers.

Inquiry is wired into our brains! Our neural pathways naturally encourage us to ask questions, seek information, and explore.  Inquiry is perfect – and naturally motivating – for students in a classroom setting.

My observations of inquiry learning with high school students. 

Research aside, I like inquiry learning for about 20% of my class periods.  I want to share a few informal observations about inquiry from my classroom.  Note: We address some of the concerns about inquiry learning later in the post.

    1. Student motivation increases. 

    Most assignments require a bit of selling – “Why is this task worth your time?”  (This is especially true with high school students.)  When students have options built into the task, they are – in my experience – more willing to work.

    2. Improved teacher/student dynamics. 

    Traditionally, the teacher’s primary role has been to keep students on task:  “Here’s the assignment. Get to work, please.”   With inquiry, the teacher’s role can transform into that of a guide or, dare I say, a valued expert.  

    3. Inquiry becomes their work as opposed to something a teacher assigned.  

    OK, realistically, everything in the class is “assigned”.  But in the thick of inquiry, I circulate the room asking students what they’re working on.  They provide me with progress updates and we problem-solve any challenges.  This is a subtle, yet significant, shift away from students walking into class every day with the same question, “What are we doing today?”

    4. Students are thinking.

    Inquiry learning has the potential to get students thinking about deep and complex essential questions. 

    What are some examples of essential questions?

    Typically, inquiry focuses on an essential question.  The goal of the process is to seek answers.  The best essential questions are complex, open-ended, and relevant to both the students and your content area.

     

    Sample Essential Questions:

    Social Science: How does inequality in society lead to change?

    Math: In what ways do we use math to communicate?

    English: Can fiction ever be true?

    Science: What role does the government have in protecting the environment?

    inquiry learning basic steps

    What are the steps of inquiry learning?

    Step #1: Ask

    An essential question is created or chosen.  It’s most common for teachers to create the essential questions, but students can create them as well.  Students think about the essential question, identify prior knowledge, and consider what they would like to know more about regarding the topic.

    Example essential question:

    What is the significance of the Middle East region in current global events?

    Step #2: Explore  

    Students break down the essential question into smaller, more manageable supporting questions.  They then research to find answers to the supporting questions.

    Example:

    To better understand the significance of the Middle East, have students brainstorm what information they need to know before they can address the essential question.  For instance:

    • What’s the history of the creation of Israel?
    • What claim do the various religions have on the region?
    • What are the major obstacles to peace today?
    • What role do other major nations play in the region?
    • What are Gaza and the West Bank?

    Step #3: Create

    Students organize research findings and draw conclusions.  Ideally, conclusions are original thinking, not ideas found online.

    Students then share their findings by creating a product to demonstrate their learning. Finally, they (optionally) present their learning product.

    Example:

    Ask students: “What seem to be the “headlines” or big ideas from your research? Once students have synthesized their thoughts, offer a few choices for demonstrating their learning. For instance, you might offer three: a slideshow, an illustrated timeline, or a podcast.

    Step #4: Reflect

    Students reflect on what they learned and the inquiry process itself.

    Example:

    How did your understanding of the Middle East evolve as a result of this inquiry?  What worked for you during the process? What was challenging about the process?

    6 teacher concerns regarding inquiry learning.

    No lie, inquiry is hard for students.  Students are not accustomed to asking questions – many are more comfortable answering questions with a “right answer” that is easily found in their books or notes.

    Be prepared for some growing pains.  Stress to students that they are not trying to find one “right” answer.  They are trying to increase their understanding of a topic or situation.  By the end, they should recognize that their understanding of a topic has grown but there is more to know.

    Inquiry sounds time-consuming.  I have a lot of content to cover…how many days of class do I allocate to inquiry?

    Inquiry is an investment of time.  Typically, I set aside the following:

    • 1 day for brainstorming prior knowledge plus what students want to know more about the topic 
    • 2-3 days for creating a list of supporting questions plus research  
    • 2-3 days for students to draw conclusions and create a learning product
    • 1 day to present (optional)

    My students aren’t ready to answer complex, open-ended questions on their own.

    Many students are indeed more comfortable with straightforward recall-type questions.  

    Start with structured inquiry, a model in which the teacher retains most of the control. (See our related post on the four types of inquiry learning for more information.)  Structured inquiry strongly resembles a traditional teacher-led unit with one essential question guiding the learning.

    My students lack the necessary skills.

    I’ve experienced frustration (both mine and my students) when an inquiry task was given without enough support.  Here are a few ideas:

    • Start with Level 1 structured inquiry
    • Use graphic organizers to help students organize their thoughts
    • Provide clear models and examples for every step
    • Choose attainable essential questions for your age group
    • Place inquiry at the end of a unit and build on existing knowledge

    My students lack the background knowledge to have a meaningful exploration of the topic.

    There is a case to be made for inquiry-type tasks only being placed near the end of an academic unit after students have learned the basics from you.

    Start with Structured Inquiry, a model in which the teacher retains most of the control. 

    Inquiry learning sounds like unstructured class time.  I don’t think that will work for my students.

    You can increase the amount of structure through:

    – Graphic organizers

    – Project checklists

    – Mini-deadlines that are graded

    – Clear daily objectives

    Previous attempts at inquiry produced poor results. I’m talking about lackluster learning products and little evidence of actual learning.

    Try to focus on the process over the product:

    – Value critical thinking development

    – Celebrate question creation

    – Recognize research skills growth

    – Understand that the learning happens in the journey

    Final thoughts

    Depending on your student population, inquiry may be new to your students.  The first attempt will be a learning opportunity for you and the students.  Don’t give up.  Start small, adjust based on results, and remember that students are building valuable thinking skills even when products aren’t perfect.

     

    Helpful resource:

    inquiry learning resources

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    Brad Melsby at New Teacher Coach

    About Brad

    Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He holds a master’s in educational technology and is passionate about elevating the status of professional educators.

    Brad Melsby

    Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He holds a master’s in educational technology and is passionate about elevating the status of professional educators.

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