Inquiry Based Learning

E - Jigsaw

Resources Summary/Insight

What is Inquiry-based Learning? to generate and use questions to guide

investigations.
questions used to uncover information,
used to make inferences, conduct an
analysis, explore options, draw logical
conclusions and/or support conclusions
with valid information.
primary objective - uncover answers to
real-world questions, refine
understanding, apply

The Spectrum of Inquiry degree to which students are responsible

can be viewed as a continuum that moves
from closed to open.
closed investigation- the teacher makes
all of the decisions. questions, outline the
info, plan the student products.
open inquiry- students make all of the
decisions. identify problems, pose
questions, decide what to research and
how to investigate, what info to analyze,
and how to draw and communicate their
conclusions.
Guided inquiry- between closed and
open.
teachers make some of the choices to
guide the direction of the inquiry and
students are free to make other choices.

Why Use Inquiry-based Units? ● “Inquiry involves real-world

applications of school content
connected to what students know
and what they need to know as
adults.”
● Motivates students to be engaged
● Students remember more because
they were involved
● Data shows they outperform
 students who don’t use inquiry
based.

When to Use an Inquiry-based Unit​(4) ● Determine, can the standards be met

by engaging the students in inquiry?
● Start a unit with a KWL chart. That
will bring up students questions and
you can go from there.
● Take a current lesson, how can you
change it to inquiry? Jews vs Muslims
example.

Designing Inquiry-based Learning​ (5) ● Begin with the end in mind.

● Be sure to clarify learning outcomes
ahead of time.
● Determine DOK levels used.
● Create learning questions
● Create CFAs ahead of time
● Make sure the entry point is easy for
all students so that the kids are
excited for the task rather than
overwhelmed
● Have an introduction that is engaging
and exciting.
● Determine prior knowledge to see if
scaffolding is necessary.
● Determine student-posed questions
and see if answering any of them are
necessary before the task
● Make sure all students have equitable
access to necessary material -
technology as well and hands-on
● Include time for refining and/or
extending
● Plan in a presentation of some kind so
that the students have an audience