Teaching+Strategies+for+Inquiry+Learning

Teaching through an inquiry process requires excellent unit planning that is built around the outcomes that need to achieved. Wiggins & McTighe (as cited in Marsh & Hart, 2011) refer to this process as designing with the end in mind. When planning inquiry learning tasks the teaher must ask themselves "Is this a task appropriate to an inquiry process?". Not all task will suit the inquiry process and often there are more effective ways of learning in the classroom. Inquiry learning like all other forms of learning is a tool that can be used.
 * Planning for Inquiry Learning**

The inquiry process can be difficult to manage as it involved students working at different paces and at different places around the room. Great diligence is required to maintain control and ensure that the quality of students research is appropriate and that the learning is engaging. Utilising check lists in class can provide a scaffold for students to follow. Timelines and concept maps can also help students track their own progress and can be quick reference points for the teacher.
 * Management of the Inquiry Process**

Pathfinders can be used to aid the process of locating information. These could include resources on background information, ICT materials, reference books and logic steps with strategies of searching for information and guidance on how to ask helpful questions (Callison & Lamb, 2005).

Mapping documents such as KWL charts and graphic organisers are effective for students to begin the planning process of their inquiry learning. These tools can provide clear and specific direction for beginning the researching phase. They can also be referred to by students to see whether they are deviating from their initial plans.

Finally, having students operate in cooperative groups during the inquiry learning process can foster a classroom of engaged learners and allows each student to become a resource to one another.

Maniotes proposes the use of inquiry circles as a method of integrating cooperative learning in the the inquiry process. As seen in the table below, students are given a job/jobs to complete as part of a team working towards one inquiry process (Kuhlthau, Maniotes & Caspari, 2007). This is a logical step away from a teacher guided inquiry process to a group student led inquiry process. Students are still given the support of their group and can develop skills at a slower pace. Once students become proficient in the process the students then move onto an independent inquiry learning task.
 * Teaching Strategies for the Inquiry Process**

This model of learning allows the teacher to purpoefully roam between group and evaluate and assess the learning that is taking place. The use of cooperative learning groups also is a more simple process to manage as each child is working in a group and not individually on completely unrelated questions and steps.

__Maniotes Inquiry Circle__ (flow chart, graphic organiser, drawing) || (Kuhlthau, Maniotes & Caspari, 2007, p.43) //Teachable moments:// Teachers need to seize moments of one on one or small group skill workshops during the inquiry process rather than whole class instruction. These mini-lessons focus on the skills needed immediately rather than skills and knowledge that may be needed in later lessons. //Flexible learning environments:// Students need a classroom that is moulded to their individual needs by the teacher. Teachers need to ensure that the resources students need are available when they require them and that students are provided with the help they require. //Authentic learning environments:// Teachers need to create an 'authenic learning environment' that is an experience that has direct links to real world as a communal and global level (Marsh & Hart, 2011).
 * Inquiry Circle Jobs ||
 * Title || Tasks ||
 * Word Hunter || Finds key words and definitions ||
 * Evaluator || Evaluates the source ||
 * Messenger || Summarises the big ideas and main points ||
 * Quiz Kid || Raises questions ||
 * Connector || Makes connections between self, texts, and the world ||
 * Note Taker || Takes specific notes on content ||
 * Image Maker || Creates a visual scheme of the ideas
 * Interpreter || Asks, “What does it mean?” and “Why is it important?” ||

//Small chunks & guiding questions:// The information for students needs to be presented in an intoxicating way so that students are motivated and eager learners, but it is also crucial that students are given very small, workable pieces of information so that they are not overwhelmed by the task. Guiding questions can also be utilised to stear the learners inquiry process and to focus students on the research path they are on.


 * Obstacles for Inquiry Learning**
 * 1) Longer time frame required (constricted syllabus)
 * 2) Different abilities of students has students working at various levels (more difficult to manage)
 * 3) Assessment of a students thinking process is a complex psychological construct – there are many correct ways. Prescribing a thinking process is constrictive to students self expression and learning