Introduction Inquiry- Based Instruction
Inquiry-based instruction is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions. It complements traditional instruction by providing a vehicle for extending and applying the learning of students in a way that connects with their interests within a broader thematic framework. REACH focuses on utilizing sailing to explore the topics of marine and environmental science. Students acquire and analyze information, develop and support propositions, provide solutions, and design technology and arts products that demonstrate their thinking and make their learning visible.
Research shows that the amount of student learning that occurs in a classroom is directly proportional to the quality and quantity of student involvement in the educational program (Cooper and Prescott 1989). Yet research studies indicate that teachers typically dominate classroom conversation, consuming nearly 70% of classroom time. Inquiry-based instructional approaches reverse this trend, placing students at the helm of the learning process and assigning teachers the role of learning facilitator, coach, and modeler.
The Benefits of Inquiry-Based Instruction • Teaches problem-solving, critical thinking skills, and disciplinary content • Promotes the transfer of concepts to new problem questions • Teaches students how to learn and builds self-directed learning skills • Develops student ownership of their inquiry and enhances student interest in the subject matter
Criteria for Successful Inquiry (adapted from Jeffrey Wilhelm’s work on inquiry-based instruction, author of “You Gotta Be The Book” and “Hyperlearning”)
1. Start with a guided exploration of a topic as a whole class (Part I of each module). 2. Proceed to small student group inquiry about an open-ended, debatable, contended issue. 3. Encourage students to ask personally relevant and socially significant questions. 4. Work in groups to achieve diversity of views. 5. Predict, set goals, and define outcomes. 6. Find or create information, collect and analyze data, look for patterns, draw conclusions. 7. Instruction serves as a guide to help students meet their goals (under-the-radar teaching).
8. Create a tangible artifact that addresses the issue, answers questions, and makes learning visible and accountable (Procedure Parts III through IV can be completed as a take home or in class activity and discussed).
9. Learning is actualized and accountable in the design accomplishment.
10. Arrive at a conclusion, take a stand, take action, and make decisions based on previous knowledge.
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