Literature Review On Teachers Using Inquiry-Based Instructional Strategies

“The way teacher questions are worded does make a difference in student response.” (Herman, 2008 pp. 16) Herman (2008) found that teachers were more likely to elicit extended answers through the use of more open-ended questions. After reading these articles, I was convinced that I needed to improve my own questioning skills, which lead me to use the SATIC model for a self-evaluation of my use of questioning in the classroom.

During the week 6 panel discussion, four educators shared their experience of engaging with educational inquiry and embarking their educational research to inform, improve and shape their practice. As an early childhood teacher, I found that I resonated with Amanda Niland’s action research the most.

The Chinese Proverb, “Tell me and I forget, show me and I remember, involve me and I understand”, applies to the 21st century skills that students need to have to meet the global challenges. Inquiry is a process of active learning that is driven by questioning and critical thinking. The understandings that students develop through inquiry are deeper and longer lasting than any pre-packaged knowledge delivered by teachers to students. Inquiry-based learning follows a process that progresses through phases, but is recursive and reflective throughout (Library of Congress n.d). Furthermore,

“The more typical view of learning resembles the mental equivalent of consumerism: the more knowledge we acquire, the better 'educated' we think we are. But as some of the leading researchers and practitioners in the field have observed, such education 'focuses more on memorization and static answers rather than on the art of seeking new possibilities through dynamic questioning.' Instead of teaching students 'how to ask powerful

As parents, you may remember Geography; History; Business and Economics; and Civics and Citizenship as being about absorbing facts that schools thought important for you to learn. Or you might remember doing projects that seemed like time-fillers in the scheme of what was important at school (What is Inquiry Based Learning, 2004). You will also be aware of how fast the world is changing and the impact of technology on the growth of information that surrounds us. You may have experienced redundancy, elections or a global recession and understand that knowing facts is not very useful for navigating difficult times. Facts alone do not educate students in what is needed to think critically and creatively about a situation, to find opportunities in hardship or to learn and relearn in the new knowledge economy (Warlick, 2013). Inquiry learning is a way of addressing the teaching of skills and dispositions that will be essential for your children to thrive as active and informed citizens of the future (Reynolds, 2014; ACARA, 2016).

Questioning strategies is the main focus of the article. Mr. Reinhart wanted to implement questioning strategies into his teaching style. He found that children did not feel comfortable sharing their ideas and engaging with peers. It is important that a teacher teaches a couple new skills before moving forward, allowing students to accept and adjust to the next expectations being established. “Improving questioning skills is difficult and takes time, practice, and planning” (Reinhart, 2000). Mr. Reinhart explains making a list of strategies and practice different techniques in daily

In today’s classrooms, schools and educational settings, teachers and educators are overloaded with the responsibility to produce data, analyse students learning and development and assess this against the National Quality Framework outcomes, the Australian curriculum and State Curriculum and Standards. With this high demand each day, teachers and educators need to find a way to best utilise their time with their students’ and use strategies and learning approaches to get the most out of the learning experiences. By integrating an inquiry approach into a classroom, teachers and educators are providing students with a well-rounded approach to learning. Murdoch (2015) describes an inquiry approach as ‘an approach that places the learner

Denny Clifford (ID) has identified resources such as numerous published articles related to children learning based on Dr. Oakes problem-centered science curriculum, a list of 24 teachers with experiences in the problem-solving technique, a box of videotapes of teachers applying the problem-solving technique in their classrooms, a list of local teachers interested in learning about Dr. Oakes problem-centered science curriculum, and a copy of the grant proposal that funded the development of the materials for science teachers (Ertmer and Cennamo, 2007).

Domain III: Instruction Indicator 8: actively engages students in the learning process. Teachers use different instructional strategies based on appropriate skill level. Indicator 10: Brings multiple perspectives to the delivery of content. Teachers acknowledges diversity and differentiate instruction. The teacher demonstrated deep knowledge of content by connecting ideas from across the curriculum to everyday life. The demonstration of deep knowledge of content during instruction was also measured on how the teacher engaged the students, based on the activity the students were doing. The transformation of content knowledge was a challenge for the teacher. As time progressed, the teacher was able to transform the content. The transformation, then became adaptable to all the students. Thought maddening questions were observed in measuring questioning techniques in

Scientific-based instruction is something that teachers use all the time in their classroom. Teachers are consistently assessing and evaluating students’ performance, creating and amending individual education plans, lesson plans, and reflecting on their practices. As teachers, we should be doing rigorous research and building hypothesis to base further teaching practices on.

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

First, I explore the cognitive debate regarding the limited working memory and its role in direct instruction versus inquiry instruction. Second, I discuss the relationship between learning and cognition and how learner motivation varies during direct and inquiry instruction. Next, I present an instructional model for conceptual learning that combines the unique strengths associated with both direct and inquiry instruction. I argue that using elements of inquiry and direct instruction in combination can overcome the weaknesses associated with either used in isolation. Finally, I provide suggestions for areas of future research that would help lend support to a model of combined instructional techniques.

“I know of no more important goal in education than that the child shall discover the power of his or her own mind. And I know of no more important source of that discovery for every child, than the inquiry that lives in continuing exploratory in the classroom." (Lindfors, 1999, p.247)

Them has been cxtensivc work in inquiry improvement since the enrly '70s. It is hardto capturethe breadthanddepth of this vast assemblage of work in a short article. Therefore,I havedecidedto center

Problem-based learning (PBL) refers to a learning cycle where learners first encounter the problem, as opposed to the instructor initially providing information to solve a latter problem (Savery, 2006). As the result, students search for the information required to solve the problem instead of depending on already existed knowledge. In PBL, students use triggers from the problem to determine their personal learning goals. Then, they engage in independent or individual research prior to work as a group (Savery, 2006). When research has been started, the students work in groups where they discuss as well as improve the knowledge. Therefore, PBL uses suitable problems in enhancing intellectual capacity. Moreover, PBL is a type of active learning, this is because it introduces students that problem pushes them to ask, and seek for answers, and then they can put together theory and practice; in addition to communicating what they learn to others.