Empowering Inquiry!

As educators, our ultimate goal is to foster deep learning in our students, where they engage in critical thinking, develop a growth mindset, and cultivate a love for learning. Inquiry-based learning is a powerful pedagogical approach that empowers students to take charge of their education, encouraging curiosity and independent thinking (Kuhlemeier, Hemker & Tripp, 2017). By encouraging curiosity and empowering students to take ownership of their learning, we seek to cultivate lifelong learners who are intrinsically motivated to explore and understand the world around them.

Recently, I had the privilege of attending a professional learning session led by Trevor MacKenzie and Jess Vance hosted by Dr. Stephanie Smith at the Museum of Australian Democracy. Before comments are made highlighting the tension between the science of and the inquiry community, I want to put up front, the professional learning was a balanced view and acknowledged that it was essential to teach the skill explicitly before students had freedom. Consider it like teaching a child to swim and not instantly throwing them in the deep end.

In this blog post, I will explore the concept of inquiry-based learning, its challenges, and practical classroom practices to support students' deep learning. I will also discuss how inquiry-based learning can be effectively combined with direct instruction for a comprehensive educational experience.

While my stance regarding inquiry-based learning is that it is highly effective in cultivating curiosity and deep understanding, it is essential to strike a balance with direct instruction. Direct instruction provides the necessary foundation and scaffolding for students to engage meaningfully in inquiry.

The Essence of Inquiry-Based Learning

Inquiry-based learning is guided by core values such as agency, authenticity, connection, respect, and high expectations (Beauchamp & Thomas, 2009). These values shape the learning environment and promote a culture of curiosity and exploration.

At the heart of inquiry-based learning lies the art of questioning. Guy Claxton (2013) proposes that students should switch between "performance mode" and "learning mode" to encourage a growth mindset. By asking open-ended and thought-provoking questions, teachers can empower students to delve deeper into their understanding, encouraging them to ponder, "I wonder what would happen if… did this to the challenge?"

Empowering Student Voice and Choice

Central to inquiry-based learning is co-designing, co-constructing, and collaborating with students to foster a culture of curiosity and love for learning while honouring their voices and choice (Bell, 2019). Teachers can enhance trust by asking questions that empower students, such as "What do you think?", "What makes you say that?", and "Can you tell me more?" By actively engaging students in the learning process, educators can identify misconceptions and tailor instruction to suit individual needs.

The Art of Questioning
Effective questioning lies at the heart of inquiry-based learning. By using open-ended questions and promoting metacognition through reflective questioning, educators can tailor instruction to meet individual needs (Black, 2005).

Question Formulation Technique (QFT)

We can shift questions from closed to more open-ended using protocols such as the Question Formulation Technique (QFT). This was developed by Dan Rothstein (2011) as an effective questioning protocol that can drive next steps by analysing data. By encouraging students to choose a question focus, produce questions, differentiate between closed and open-ended questions, and flip and prioritise questions, educators scaffold agency and prepare students for deeper learning (Marzano, 2007).

Transforming Questions from "How" to "What" to "Is"

Transforming closed questions into open-ended ones opens up multiple possibilities for answers, enhancing students' options in responding. This approach encourages metacognition and fosters a culture of questioning and critical thinking (Marzano, 2007).

Question Continuum

Utilising questioning techniques like the Question Continuum allows students to explore the breadth of questioning. Students write questions on sticky notes and place them on a continuum from skinny (narrow and simple) to thick (complex and profound). Sorting questions based on topics, concepts, or types helps students make connections and gain deeper insights into their learning. This activity fosters reflection and revision, encouraging students to push their questions further (Right Question Institute, 2023).

Question Sort

Question Sort encourages students to develop their questioning skills and make meaningful connections between their ideas (Rothstein & Santana, 2012). Students group questions based on topics, concepts, or question types. This activity promotes connections and sense-making in their learning.

Question Quadrant

The Question Quadrant serves as a dynamic thinking tool to foster students' awareness of the depth and value of their questions (Ciaccio, 2015). It encourages reflection on the role of questions in their learning journey.

This activity facilitates reflection on the depth and value of students' questions in relation to their interests. Using a dynamic thinking tool, students focus on the depth and value of their questions in relation to their interests, enhancing their engagement in the learning process. It encourages students to engage actively in their learning and offers opportunities for self-assessment and peer assessment.

Using Inquiry-Based Learning with Direct Instruction

Inquiry-based learning can be effectively used in conjunction with direct instruction to strike a balance between exploration and structured learning. The following steps demonstrate how these approaches can complement each other:

• Choose a question focus and produce questions.

• Analyse open-ended and closed questions to enhance question competency.

• Scaffold student agency to prepare for deeper learning opportunities.

• Provide professional development opportunities to enhance inquiry-based practices among educators.

Provocations and Thinking Routines

Provocations act as powerful hooks that ignite students' curiosity, knowledge and encourage them to explore and inquire further (Wiggins & McTighe, 2005). Through thought-provoking questions and engaging stimuli, educators can set the stage for deep learning experiences. 

Thinking routines, such as "Ask this picture a question," inspire the culture of questioning in the classroom allowing students to tap into their knowledge and foster curiosity. Teachers can use prompts like "What do you notice?," "What do you wonder?," and "What do you know?" to encourage deeper thinking, further exploration and connections to existing knowledge (Ritchhart & Perkins, 2008).

The Go-Go Protocol

The Go-Go Protocol is an opportunity for students to engage in fast-paced conversations about their perspectives, allowing them to broaden their understanding through peer interactions. 

Learning Walls

A learning wall showcases evidence and artefacts of learning that can document students' progress toward their goals, providing an anchor and insights into their growth as a class and as individuals over time as well as identifying the key concepts being addressed (Warlick, 2012).

Assessment for Grit and Growth Mindset

Assessment plays a crucial role in developing grit, perseverance, growth mindset, and self-regulation. Emphasising formative assessment, providing timely feedback, and encouraging self-assessment empower students to view challenges as opportunities for growth (Dweck, 2006). 

To foster grit, perseverance, growth mindset, and self-regulation, educators must pay careful attention to their assessment practices. It has been suggested that formative assessment should be done about 90% of the time, providing students with ongoing feedback to support their learning journey (Stiggins & DuFour, 2009). Summative assessment, on the other hand, should take up less than 10% of the overall assessment process.

Assessment Strategies for Optimal Learning
Balancing both formative and summative assessments allows for optimal learning experiences (Harlen, 2013). Providing opportunities for students to showcase their understanding in different ways and fostering an environment of safety for taking risks supports their growth as learners.

Empowering Assessment-Capable Students

To cultivate assessment-capable students, we must share learning goals and co-design success criteria with students, provide regular, purposeful and timely feedback, and empower them to assess their own progress (Berger, 2014). Establishing an environment of safety where errors are seen as opportunities for learning is the first step in supporting students to take ownership of their learning goals (Agarwal, 2019). This process emphasises process over product and encourages students to embrace mistakes as opportunities for learning and growth.

Challenges in the Way
Several challenges may hinder the effective implementation of inquiry-based learning. These challenges include time constraints, assessment pressures, and resistance to change from both educators and students (Lai, 2017). It is essential to address these challenges and create a supportive environment that encourages risk-taking and experimentation. By taking your time, slowly nudging in the direction you desire and sitting with people in the pit supporting them at the shoulder to make the transition, traction can be made.

Conclusion

Inquiry-based learning holds immense capacity to be a transformative approach that empowers students to become active participants in their education. By combining this approach with direct instruction, teachers can strike a balance between structured learning and student agency. As such, they can foster a culture of curiosity, supporting metacognition, and providing effective assessment practices. Educators therefore, can cultivate deep learning experiences that profoundly enrich students' intellectual, personal and character development by prioritising formative assessment that empowers students with voice and choice, and creates a sense of craftsmanship, feedback, and reflection. 

To that end, through a combination of inquiry-based learning and direct instruction, we can activate student agency and create a dynamic and holistic learning environment that prepares students mindfully for the challenges and success of the ever-evolving world.

Stay the Course!

References

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• Bell, T. (2019). Student Voice: Beyond Amplification. Pedagogy, Culture & Society, 27(3), 361-375.

• Black, S. (2005). Teaching students to think critically. The education digest, 70(6), 42.

• Berger, R. (2014). Austin's Butterfly: Building Excellence in Student Work. EL Education.

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• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.

• Harlen, W. (2013). Assessment and Learning: Differences and Relationships Between Formative and Summative Assessment. Assessment in Education: Principles, Policy & Practice, 20(3), 321-326.

• Kuhlemeier, H., Hemker, B., & Tripp, B. (2017). Fostering Inquiry-based Learning through Realistic.

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• Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.

• Ritchhart, R., & Perkins, D. (2008). Making thinking visible. Educational leadership, 65(5), 57.

• Right Question Institute (2023). Accessed through http://rightquestion.org 

• Rothstein, D., & Santana, L. (2011). Make Just One Change: Teach Students to Ask Their Own Questions. Harvard Education Press.

• Stiggins, R., & DuFour, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90(9), 640-644.

• Warlick, D. (2012). Learning walls: Tools for engaging students and displaying learning. Alexandria, VA: ASCD.

• Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.