Inquiry-Based Learning (IBL) is an instructional practice applicable in any area in which critical thinking is supported. There are many different models and levels of inquiry. The common thread is that it places the student in a position to engage with content and to learn actively.

Inquiry-based learning has similarities with Project-based learning (PBL). Both methods create situations that foster critical thinking and improve research skills. By requiring students to explain and communicate their own findings, students are learning a process, not just content.

The difference between the two lies in the outcome. With PBL, students produce a product and with IBL, students explore their own questions or questions of others to gain knowledge. In much of PBL, the final product is predetermined. With IBL, questions may change the direction of instruction.

Allowing student curiosity to drive instruction is in contrast to traditional learning. Implementing IBL requires a transformation from the traditional pedagogical practices in which the teacher is the center of the classroom delivering information to one in which student questions and curiosity drives learning. Knowing what IBL looks like in the classroom is key to its implementation.

From the student’s perspective

“Worksheets keep students quiet. A room based on inquiry is buzzing with activity…”

Teacher Sarah Kirby-Gonzalez, Education Week

Walk by an IBL classroom and you may see something that resembles chaos. Stay a few minutes and it will become apparent that students are learning by doing. They are actively engaged in exploration of new content instead of passively listening to teacher lecture.

Being engaged promotes greater interest, which leads to a deeper understanding of content. Students who are engaged in content are involved in discussions with other students. They conduct research and investigations to answer their own questions about content. Students reflect upon their results and conclusions, explain their findings to others and provide respectful feedback to their peers. They question, communicate and collaborate to develop their own understanding and knowledge.

Redefining the teacher’s role

In an IBL classroom, the teacher’s role is more complex. Teachers become facilitators of learning. They deliver problems and scenarios to work through and create an environment in which students feel safe, supported and inspired to ask questions.

Traditionally, teachers are programed to answer student questions as quickly as possible. In an IBL setting, teachers may offer a reply like, “Good question…now go answer it,” in response to student questions.

Teachers guide students through thought processes and create opportunities for students to engage with content through discussions, reflection, feedback and collaboration. They consistently use formative assessment data to drive instruction while allowing students to be active-learners.

Implementing IBL

Become comfortable, confident and closely acquainted with state standards.

Most standards have been written to support IBL. Develop Know, Understand, and Do graphic organizers (KUDs) and then focus on IBL activities that will support students as they master the “Dos” and uncover the “Understands”.

Scaffold the process of asking “good questions.”
Begin by modeling open-ended questions that cannot be answered by simple recall. These “essential questions” will act as catalysts to ignite and sustain student inquiry. Give students simple ways to illustrate their understanding of the essential question.

Something as easy as an “Exit Ticket” that requires students to write three things they learned that can answer the essential question each day will help students to identify with the depth of a “good question”. Move on to asking students what they are curious about concerning the “essential question”.

Create meaningful assessments that provide information about the progress of mastering skills along with content.
Use KUDs along with essential questions to create assessments that align to standards. Yes, there is a need to assess general knowledge of content, but the goal is to grow students who are critical thinkers who possess inquiry skills. Assessments should be a reflection of that.

Formative assessment should be continuous and assist the teacher in making decisions about instruction. Summative assessment should contain a balance of questions or tasks that evaluate the mastery of content and skills.

Create an environment to set the tone.
Begin with guided inquiry by using essential questions to lead to student exploration. Be willing to allow students to struggle. This is where the learning happens.

Build in time for student questions to help lead them to make connections between “Big Ideas” or the core concepts. This also allows them to pursue their interests to make learning more relevant. When possible, use information and resources that are authentic and of interest to students.

Involve students in learning.
Providing students opportunities to “learn the process” as they explore new content can easily be accomplished with the implementation of protocols that foster a culture of inquiry. “Think, pair, share” and “Jigsaw” are two that are easy to begin with. Add others as everyone becomes comfortable with active learning and as you move through the content.

Be patient. This transformation will take time.

Katie Bolick is an Instructional Coach with NC New Schools/Breakthrough Learning.