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Role of a Teacher in

Inquiry Based Learning (IBL)

Satya Gunampalli

Feb 2nd, 2013

Last update: Feb 25, 2013, Version 1.2

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IBL core principle – learning to learn

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Teacher as Facilitator/Coach

Inquiry leads to deeper understanding and learning. To enable a learner to process and internalize the concepts, facilitation and questioning is more important than giving away the answers to questions.

In collaborative team learning, teacher role is to enable the discovery process so the best of each member’s ideas/questions/knowledge comes out benefiting the entire team.

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Questioning and re-framing questions

Most critical skill for an effective IBL coach is to put right questions at the right time.

Listening to conversations and questions coming out of the team is key to this process.

Let the conflicts arise in team discovery process to find right answer. Conflicts enable the team to come out with hypothesis to prove or disprove.

Give ample time to explore. Giving clues and answers must be reserved only when all other options are exhausted completely.

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Understanding each child

Every child’s learning style and interactions with others vary significantly. IBL coach must manage these differences carefully to build a highly motivated team that supports each other.

Everyone is equally capable of learning with in their frame work of interest and passion. Our goal is to let each person discover the joy of learning.

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Stimulate and nurture cognitive skills in young minds

Activities that makes sense and fun to do increase engagement of kids in learning.

Learning should not be a boring process or listening to teacher all the time.

Critical thinking skills and associating “random” data develops with right kind of questions and projects.

Use experiments, team activities and instant challenges to promote collaboration and idea generation.

Video and animated content helps with better understanding and easier to grasp complex concepts.

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Bloom’s Taxonomy (revised 1991)

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Mastering Higher level skills

Bloom identified six levels within the cognitive domain. He effectively broke thinking down into different levels, each building on the previous one, from the most simple to the more abstract. Within this structure learning at the higher levels is dependent on having attained essential knowledge and skills at lower levels.

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Explanation of Bloom’s taxonomy

Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding: can the student explain ideas or concepts?classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphraseApplying: can the student use the information in a new way?choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish between the different parts?appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

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Activities of mind that help create pathways for an

innovative person

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Expected outcomes for the team and the learners

Active engagement of every single team member.

Over a period of practice, team evolves into self management in problem solving, resolving contradictions and self reflecting.

Learners will be empowered to think on their own, generate ideas and learn how to learn.

Individuals can self reflect on their strengths and weaknesses. With right motivation can develop their own development targets and goals.

Will enjoy discovery/thinking process which in turn makes them life long learners and BIG thinkers.

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Getting the best out of everyone.

To avoid one team member figuring out everything before others can think, have them quietly write down for 2-5 minutes and then open up for team to discuss. Have them record results accurately like start time and observation.

Allow the team to explore and go in the wrong direction if they are building on each other view points. At some point give them a data point that conflicts with their hypothesis.

Observe how one student comes up with one answer and some one else will point different data to prove it may not be the answer. Let the conflicts evolve and resolve on their own.

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Building 4’C skills – Moderate the group

Let each kid explain the work they have done to the team at every session. Most cases it would be based on prior task on a project or research.Be flexible if one student wants to discuss some thing that is interesting to him/her or found it fascinating, even if it is not a planned activity of the team.

Let every one take turns at different roles in an instant challenge or performance.

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Learning cycle in IBL – 5E’s

Engage

Explore

ExplainElaborate

Evaluate

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Benefits of collaborative learning

Students learn to

communicate their ideas with others and learn from each

other.

When some one tries to make their

own thoughts clear for

others, often their own

clarity gets better.

Understand power of

brainstorming and building

on each other ideas.

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How do you measure success?

Success in collaborative team learning can be observed very clearly over a period of time rather than in a traditional test.

Methods to assess the capabilities of the team would be different from individuals.

Select any project or task that learners need to demonstrate all levels of Bloom taxonomy. o Research presentations and papers. o Solving a complex real life problem or a challenge as

team.o Instant challenges done by the team.

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When your kid says this, you know you have an involved

learner.

I cannot go the movie this week, I have few experiments to do for my project and solve this problem that has

been bugging me.

I got up early this morning when I got this great idea for my video/project. Look how cool this

is!!!

Comments/Questions

Send an Email: Satya@learning2innovate.com

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