RSA #2 Inquiry-Based Learning

        This past week in my graduate course, Using Technology to Build Learning Communities, we focused on the pedagogy of inquiry-based learning. Inquiry-based learning focuses on the use of questioning and allowing students to wrestle with those questions to drive their learning. "The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and ‘research-based disposition’ towards teaching and learning (Stephenson, n.d.). Inquiry-based learning allows us as educators to move away from rote memory and teaching information only to be learned for a test. With inquiry-based learning, educators can focus on developing questions to promote critical thinking and deeper understanding.

        While attempting to implement inquiry-based learning in any classroom, it may come with some frustrations or growing pains. Katrina Schwartz's article, Math and Inquiry: The Importance of Letting Students Stumble, lays out the difficulties associated with teaching using inquiry-based learning. "Class time, class size, assessments, resources, student buy-in, administrative pressures, and students' learned helplessness are just a few of the reasons why it can be challenging to create learning experiences that are deep, authentic, and driven by inquiry" (Schwartz, 2014). Schwartz goes on to explain that despite the difficulties associated with inquiry-based learning, the student growth that occurs is remarkable. The entire article provides valuable insight for any teacher who is discouraged or apprehensive to implement inquiry-based learning in their classroom.

        Below is a video that shows a great example of how inquiry-based learning can be used in Social Studies or History. Neil Stephenson developed an activity that was influenced by Canadian cigar boxes. "Inspired by an online exhibit from a national Canadian Museum, students collected and re-mixed primary source images into new cigar labels, which both represented their historical understanding as well as allowing them to experience the disciplines of graphic design and historical analysis" (Stephenson, n.d.). Students were able to engage in the inquiry process and the final product that was created ended up being extremely impressive and solid proof that critical thinking and deeper learning occurred.

Stephenson, N (n.d.). Introduction to inquiry-based learning. Retrieved from           www.teachinquiry.com/index/introduction.html

Schwartz, K (2014). Math and inquiry: the importance of letting students stumble. Retrieved from http://blogs.kqed.org/mindshift/2014/02/math-and-inquiry-the-importance-of-letting-students-stumble/

Stephenson, N (2011). 'What is inquiry-based learning'?. Retrieved from http://www.thinkinginmind.com/2011/08/what-is-inquiry-based-learning/