Inquiry Based Learning (IBL)

In inquiry-based learning (IBL) the teacher is a guide and facilitator who helps students identify and answer questions through projects and opportunities. IBL emphasizes an open learning model where students grapple with information and experiences to create meaning. A classroom with a focus on IBL helps stimulate student engagement and encourage responsibility in one’s own learning.

For IBL to be successful, you must create a climate of inquiry where enthusiasm for learning is evident, so it is up to you to show your passion and excitement for the topic you want students to explore.

It is best to scaffold lessons rather than diving into inquiry-based instruction. For example, begin with a structured inquiry where you determine the question and the direction of the exploration with the entire class. You would instruct and set expectations throughout the entire process.

The next phase would be a controlled inquiry where you choose the topic and questions as well as the resources, but the students work to discover the answer to the question. A final summative assessment determines students’ understanding.

In a guided inquiry, you will determine the questions and students work their way towards finding resources that lead to a final solution and product. The students have more choice and freedom in this model; they will determine the final product that demonstrates understanding.

The most open form of IBL is free inquiry, where students choose the question or questions as well as the resources and final product or solution.  They create the learning activities and summative assessment to show their knowledge.

Although there are different ways to create a classroom of inquiry, a good place to start is with students asking questions. You must first model how to ask appropriate questions. Begin by explaining to students the difference between open-ended and closed-ended questions. To teach students how to ask questions, you must first set a focus or topic for them to consider. Once the concept is explained, allow students to begin asking questions about the topic of the lesson. All of the questions should be written down on the board exactly as they are spoken, and statements should be rephrased into questions. Students may ask as many questions as they’d like.

Once the question phase is complete, students can choose questions that are the most interesting to them. These become the essential questions for the project. Although there is not a specific strategy that comes after the question phase of IBL, you have many options. You might give students access to research materials, provide a video or reading passage, or conduct an experiment. You want to guide students in the direction that will help them answer the questions they want to explore, and eventually they will be able to find resources on their own.  As students build critical thinking and problem-solving skills, it is important to work towards a goal of knowledge and understanding while remaining true to the students’ line of inquiry.

The goal of IBL is for you to create a culture of learning where students question, explore, discuss, synthesize, and evaluate.