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Twelve Myths About IBL Teaching and Learning-Excerpt from Douglas Llewellyn

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Twelve Myths About IBL Teaching and Learning-Excerpt from Douglas Llewellyn

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Inquiry Article from The Journal for Effective Teaching

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Inquiry Article from The Journal for Effective Teaching

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In this post I present the IBL levels, a la the Van Hiele levels, which sincere apologies to Van Hiele. These are based on my observations of IBL instructors over the past decade.

A very important point is that the IBL levels presented here are simplistic (reductionist) and are intended as a form of guidance to instructors. The IBL levels indicate the direction in which you ought to go and provide a framework for evaluating your own teaching.

Level 0: non-IBL, teacher-centered instruction.

Level 1: some student engagement via occasional "active lecture" methods like
Think-Pair-Share, concept questions, or students working out examples. The instructor and textbook remain as the predominant mathematical authorities, where students seek confirmation from the instructor or textbook to check if their answers are correct.

Level 2: a significant percentage of class time (50% or more) is used to engage students in solving problems, discussing solutions, and peer reviewing work. The problem solving activities are focused on problems that students do not know the answer to or are not shown the strategy or solution method. Students are supported and encouraged to make their own conclusions, think for themselves, and share their insights. Students have a predilection for determining the correctness of solutions without always seeking external validation from an instructor or book. Students have frequent opportunities to engage in rich mathematical task.

Level 3: full IBL.

While level 3 is a lofty goal to set for oneself for teaching all courses, level 2 is more easily attainable, especially for courses like freshman calculus. Levels 2 and 3 are then goals that can be achieved by math instructors. In particular, level 2 does not require wholesale changes in curriculum, and is thus appropriate for various contexts and environments. It should be noted, however, that level 2 does not have the same potential as level 3 for transformative experiences. There are always tradeoffs.

For novice IBL instructors, you do not have to wait for the "right course" to begin your journey in IBL instruction. Level 1 can be done in any class, and allows you to test the waters and build up your own IBL teaching skills and understanding of IBL methodology. Making the transition to level 2 would be much easier, and it sets the foundation for making the transition to full IBL instruction.

If you have been hesitating, start with level one and try out Think Pair Share!

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IBL Levels (with apologies to Van Hiele)

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In this post I present the IBL levels, a la the Van Hiele levels, which sincere apologies to Van Hiele. These are based on my observations of IBL instructors over the past decade. A very important point is that the IBL levels presented here are simplistic (reductionist) and are intended as a form of guidance to instructors.

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One of the important missing pieces in many modern schools is a coherent and simplified process for increasing knowledge of a subject from lower grades to upper grades. Students often have difficulty understanding how various activities within a particular subject relate to each other.

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What the Heck Is Inquiry-Based Learning?

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Teachers use inquiry-based learning to combat the “dunno” -- a chronic problem in student engagement. Check out these four steps for creating inquiry-based curriculum.

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TeachHUB is an online resource center for educators and teachers

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Infographic from TeachThought

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by TeachThought Staff

Inquiry-based learning is a term that educators and parents alike hear bandied about without a clear sense of exactly what it is, why it's effective, how it works, and what its benefits are.

For now, let's define inquiry-based learning simply as an open-ended approach to learning guided by students through questions, research, and/or curiosity.

Sketch-noter Sylvia Duckworth took Trevor MacKenzie's ideas on the benefits of inquiry-based learning and put together the image above. We've linked to a few of our resources on some of the highlights below for extended learning and reflection.

See also The Benefits Of Having A College Degree

What benefits of inquiry-based learning do you see in your classroom?
10 Benefits Of Inquiry-Based Learning
1. Inquiry-based learning can nurture student interests, passions, and talents

See 25 Ways to Promote Passion-Based Learning In Your Classroom

2. It can empower student voice and honor student choice

See 4 Principles Of Student-Centered Learning

3. It can increase motivation and engagement

See 27 Ways to Promote Intrinsic Motivation In The Classroom

4. It can foster curiosity and a love of learning

See 4 Stages of Curiosity

5. It can teach grit, perseverance, growth mindset, and self-regulation

See 4 Strategies to Promote Smarter Grit

6. It can develop formal and informal research skills

See 8 Reasons Why Students Should Still Write Research Papers

7. Inquiry-based learning can deepen understanding beyond the content

See 6 Tips & 18 Resources To Extend Learning Beyond The Classroom

8. It can fortify the importance of asking good questions

See 7 Strategies To Help Students Ask Great Questions

9. It requires students to take an active role in the learning process

See 60 Ways to Help Students Think For Themselves

10. Inquiry can help to solve the problems of tomorrow in the classrooms of today

See 12 Principles for Modern Learning
10 Benefits Of Inquiry-Based Learning; 10 Reasons To Use Inquiry-Based Learning

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Among the benefits of inquiry-based learning, requiring the student to take an active role in the process may be the most significant.

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Inquiry  Based Learning in the College Classroom 

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Inquiry  Based Learning in the College Classroom 

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Resources and Downloads to Facilitate Inquiry-Based Learning

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Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems.

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George Lucas Educational Foundation

Instead of just presenting the facts, use questions, problems, and scenarios to help students learn through their own agency and investigation.

Sort by:

Math teachers can use short activities based on student goals related to equity in order to make classes feel more inclusive and accessible.

By leaving space in their lessons for authentic curiosity to take hold, teachers can enable deeper learning.

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Instead of just presenting the facts, use questions, problems, and scenarios to help students learn through their own agency and investigation.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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The IBL Blog focuses on promoting the use of inquiry-based learning methods in the classroom at the college, secondary and elementary school levels. Learn more about IBL at The Academy of Inquiry Based Learning

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"One of the big challenges toda y is that students are inundated with the ability to access information, but don't know how to answer the 'so what' question-how to interpret it," Douglas Brisson, a National History Day judge and historian.
YES! As a middle school teacher working with students enthralled with "googling-it, it" but lacking the skills to effectively evaluate and analyze online sources, Mr. Brisson highlighted exactly how I felt. His sentiments are why I decided to take on the challenge of building a literacy and social studies classroom that fostered inquiry-based learning. This was not an easy task but, with the support of the Chicago Metro History Education Center, I was able to encourage my students to learn historical content by developing their own questions and arguments based on research into primary and secondary sources. I was also able to integrate literacy and social studies by supporting my students' research and critical thinking skills as they analyzed multiple texts through close read, synthesized information, and developed text-based arguments (aligned with Common Core standards).
Step 1: Create a Classroom that Encourages Academic Conversations
Interested in promoting inquiry-based learning in your own classroom? Check out the steps that I took along my journey:

In an inquiry-based learning classroom, it is important that students understand how to respect and value each other's contributions to the learning environment. In the beginning of the year, make sure to set norms with your students for your academic conversations and practice using Accountable Talk.

Our Norms -

Pause Before Speaking - Stop after someone is done talking; Stop before asking a question

Ask Questions - Show interest in other people's ideas. Use phrases like, "Please tell me more about..." or "I'd like to hear more about..."

Share Your Ideas - Share your thinking when it is your turn; Use Accountable Talk phrases

Pay Attention to Yourself and Others - Look at the person when they are speaking; Wait for your turn to talk (don't interrupt)

Think Positive - Look at the person when they are speaking; Wait for your turn to talk (don't interrupt)

Balance What You Say and What You Hear - Be proud when sharing your own ideas while respecting and listening to others' ideas; Take turns speaking - no one should be doing more talking than anyone else

For examples of Accountable Talk phrases, check out Chapter 5 from Fisher, Frey, and Rothenberg's book, Content-Area Conversations. For ideas on how to incorporate Accountable Talk in your intermediate classroom, check out this TchAUSL video.
Step 2: The Research Journey
The Teaching Channel's series on Inquiry-Based Teaching has a video on building a culture of respect that highlights the teachers and students at Urban Academy in NY. One of the teachers, Avram Barlowe, points out that during academic conversations with students, the students need to trust that the teacher can facilitate an open, respectful, and fair dialogue where students can explore and express their ideas. Check out this video clip, Inquiry-Based Teaching: Building a culture of respect, to gather more ideas on how to promote a culture of inspired conversation in your own classroom.

Students have a strong desire to learn more about topics that they view as relevant to their own lives. Our job is to provide high quality sources so that students can satisfy their personal curiosity while also being exposed to historical content. Here are a few ways to do that...
Step 3: Analyzing Primary and Secondary Sources

Schedule a field trip to the Chicago History Museum and allow students to explore the exhibitions on Chicago history. While students explore, have them record notes on possible topics in Chicago history that they want to conduct additional research on.

Support students in narrowing down their choices to one topic. This is a guided process - for example, many students are interested in studying a topic such as The Great Chicago Fire. You can help them understand how to dig more deeply into this topic by suggesting they study the fire codes and how they may have impacted architecture in Chicago, for example. The key here is that students still choose their own topic that they personally connect to but that you help them find an angle to research.

Create collaborative groupings in your classroom. For example, if one of your student's topic is Jane Adams, another student's topic is Hull House, and another student's is the Mother's Pension Fund - group these three students into the collaborative group of "Progressivism." This way, the students can support each other during their research by sharing sources and placing their topics in a historical context.

Celebrate the learning process by highlighting small successes along the way. Each week, highlight the research "find of the week" and celebrate a student(s) who finds an obscure fact or a piece of evidence that really influences the path of their project.

Another crucial element in an inquiry-based learning classroom is helping students learn how to effectively access and analyze primary and secondary sources. This is the place where you can integrate instruction of literacy skills with historical content. For example, during document analysis, literacy skills such as Determining Importance, Inferencing, and Synthesizing are all important skills that students must be explicitly taught in order to effectively analyze and interpret a historical document.

AUSL has recently developed a new AUSL Historical Reading and Writing Framework. Make sure to check it out to develop lessons to support your students' historical inquiry and critical thinking skills.

To check out additional resources for developing historical inquiry lessons, check out Sam Wineburg and the Stanford History Education Group, "Reading Like a Historian" document based lessons. You can also view Teaching Channel videos that dig deeply into the " Reading Like a Historian " series.
Step 4: Developing the Argument
And, check out the following sites to support you and your students in accessing primary and secondary sources:

After students have had the opportunity to access, analyze, and evaluate multiple primary and secondary sources, you have reached the heart of the historical inquiry-based learning process - developing the argument. Here, students must synthesize across their sources, identify appropriate evidence, and provide their conclusions from the material by making an argument about their historical topic. This is the opportunity for your students to share their thinking with a larger audience, make public their ideas of the past, and state the relevance of their argument today.

As Chicago Metro History Education Center highlights, "At the center of the historical argument is a thesis which will be developed through claims and evidence." In one to two sentences, "the thesis takes a stand on a historical issue: it may explain why or how something happened, express an interpretation related to the annual National History Day theme, and suggest the larger significance of historical events or actions."
Step 5: Communicating: Tell us a Story
During thesis development, students need lots of support and many opportunities to flush their ideas out through academic conversations with peers as well as with conferences with you. To check out resources to support your instruction of thesis development, check out Chicago Metro History Education Center Thesis Development webpage.

When you first introduce the historical inquiry project to your students, make sure to share with them that they will publicly present their final product to an audience of peers and judges at the schoolwide history fair. This introduces a measure of accountability as students understand that they are conducting research and writing about the past for an authentic audience. It elevates the importance they place on their project and will help maintain their motivation throughout the learning process.

Just as it is important to provide your students with the element of choice in picking their topic, maintain their investment with the research process by allowing them to choose from one of five ways to communicate their learning: website, exhibit, paper, documentary, or performance.
AUSL Historical Inquiry Highlight
The emphasis that you place on encouraging your students to showcase their learning in a public forum creates a classroom community where their voices are valued. Just as in-class academic conversations initially will teach your students how to articulate their thinking, presenting and being able to justify their final product will increase their investment and allow you to place them at the center of learning.

This past year, students at National Teachers Academy and Chicago Academy High School had the opportunity to showcase their historical inquiry projects at city-wide, state-wide, and even national History Fair competitions. Check out these great Chicago Tribune articles about two of our CAHS students who excelled at the national competition!

If you are interested in reading more about my journey with historical inquiry, check out an article I wrote in TNTP's report, Unlocking Student Effort.

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Student Historians: Inquiry-Based Learning in a Social Studies Class - Teaching Channel

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"One of the big challenges toda y is that students are inundated with the ability to access information, but don't know how to answer the 'so what' question-how to interpret it," Douglas Brisson, a National History Day judge and historian. YES!

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IBL from National Council for the Social Studies 

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IBL from National Council for the Social Studies 

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Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators.

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QFT (Question Formulation Technique) Folder

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QFT (Question Formulation Technique) Folder

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IBL in Teaching English-Professor Jeffrey Wilhelm

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IBL in Teaching English-Professor Jeffrey Wilhelm

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Jeffrey Wilhelm on: Inquiry-based learning

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Jeffrey Wilhelm, Associate Professor of English Education at Boise State University, on inquiry-based learning. To learn more, visit http://www.scholastic.com/experttalks.

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Inquiry allows us to provide open-ended experiences and investigations that enable students to enter at their own readiness levels. It is a flexible approach that ranges from the creation of a classroom Wonder Centre to problem-based projects, to action research and ethnography. There are many inquiry models that can be used or adapted by the teacher.

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What do inquiry tasks look like in science?

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What do inquiry tasks look like in science?

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It is not difficult to find inquiry tasks for science, although we would like to emphasise that a task in itself is not an inquiry task. The way it is approached by the teacher (and the students) is crucially important, and for more guidance on how to use an inquiry approach see this section of the toolkit.

The mascil repository provides a range of different tasks that can be used in inquiry learning.

Others can be found on

The toolkit provides three tools to explore the question of what inquiry tasks look like in science.
Tool IH-1: Exploring teachers' ideas Tool IH-2: Exploring IBL tasks in science Tool IH-3: Comparing approaches
These tools will help the group understand the types of task that are useful for IBL and the approaches that can be used with these tasks to encourage student inquiry.

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What do inquiry tasks look like in science?

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It is not difficult to find inquiry tasks for science, although we would like to emphasise that a task in itself is not an inquiry task. The way it is approached by the teacher (and the students) is crucially important, and for more guidance on how to use an inquiry approach see this section of the toolkit.

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When schools started closing months ago, we heard two loud requests from teachers in our community. They wanted:

1. Written feedback for students.

2. Co-teacher access to student data.

Those sounded like unambiguously good ideas, whether schools were closed or not. Good pedagogy. Good technology. Good math. We made both.

Here is the new loudest request:

Self-checking activities. Especially card sorts.

hey @Desmos - is there a simple way for students to see their accuracy for a matching graph/eqn card sort? thank you!

Is there a way to make a @Desmos card sort self checking? #MTBoS #iteachmath #remotelearning

@Desmos to help with virtual learning, is there a way to make it that students cannot advance to the next slide until their cardsort is completed correctly?

Let's say you have students working on a card sort like this, matching graphs of web traffic pre- and post-coronavirus to the correct websites.

What kind of feedback would be most helpful for students here?

Feedback is supposed to change thinking. That's its job. Ideally it develops student thinking, but some feedback diminishes it. For example, Kluger and DeNisi (1996) found that one-third of feedback interventions decreased performance.

Butler (1986) found that grades were less effective feedback than comments at developing both student thinking and intrinsic motivation. When the feedback came in the form of grades and comments, the results were the same as if the teacher had returned grades alone. Grades tend to catch and keep student attention.

So we could give students a button that tells them they're right or wrong.

Resourceful teachers in our community have put together screens like this. Students press a button and see if their card sort is right or wrong.

My concerns:

1. If students find out that they're right, will they simply stop thinking about the card sort, even if they could benefit from more thinking?

2. If students find out that they're wrong, do they have enough information related to the task to help them do more than guess and check their way to their next answer?

For example, in this video, you can see a student move between a card sort and the self-check screen three times in 11 seconds. Is the student having three separate mathematical realizations during that interval . . . or just guessing and checking?

On another card sort, students click the "Check Work" button up to 10 times.

Instead we could tell students which card is the hardest for the class.

Our teacher dashboard will show teachers which card is hardest for students. I used the web traffic card sort last week when I taught Wendy Baty's eighth grade class online. After a few minutes of early work, I told the students that "Netflix" had been the hardest card for them to correctly group and then invited them to think about their sort again.

I suspect that students gave the Netflix card some extra thought (e.g., "How should I think about the maximum y-value in these cards? Is Netflix more popular than YouTube or the other way around?") even if they had matched the card correctly. I suspect this revelation helped every student develop their thinking more than if we simply told them their sort was right or wrong.

We could also make it easier for students to see and comment on each other's card sorts.

In this video, you can see Julie Reulbach and Christopher Danielson talking about their different sorts. I paired them up specifically because I knew their card sorts were different.

Christopher's sort is wrong, and I suspect he benefited more from their conversation than he would from hearing a computer tell him he's wrong.

Julie's sort is right, and I suspect she benefited more from explaining and defending her sort than she would from hearing a computer tell her she's right.

I suspect that conversations like theirs will also benefit students well beyond this particular card sort, helping them understand that "correctness" is something that's determined and justified by people, not just answer keys, and that mathematical authority is endowed in students, not just in adults and computers.

Teachers could create reaction videos.

In this video, Johanna Langill doesn't respond to every student's idea individually. Instead, she looks for themes in student thinking, celebrates them, then connects and responds to those themes.

I suspect that students will learn more from Johanna's holistic analysis of student work than they would an individualized grade of "right" or "wrong."

Our values are in conflict.

We want to build tools and curriculum for classes that actually exist, not for the classes of our imaginations or dreams. That's why we field test our work relentlessly. It's why we constantly shrink the amount of bandwidth our activities and tools require. It's why we lead our field in accessibility.

We also want students to know that there are lots of interesting ways to be right in math class, and that wrong answers are useful for learning. That's why we ask students to estimate, argue, notice, and wonder. It's why we have built so many tools for facilitating conversations in math class. It's also why we don't generally give students immediate feedback that their answers are "right" or "wrong." That kind of feedback often ends productive conversations before they begin.

But the classes that exist right now are hostile to the kinds of interactions we'd all like students to have with their teachers, with their classmates, and with math. Students are separated from one another by distance and time. Resources like attention, time, and technology are stretched. Mathematical conversations that were common in September are now impossible in May.

Our values are in conflict. It isn't clear to me how we'll resolve that conflict. Perhaps we'll decide the best feedback we can offer students is a computer telling them they're right or wrong, but I wanted to explore the alternatives first.

2020 May 25. The conversation continues at the Computation Layer Discourse Forum.

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When schools started closing months ago, we heard two loud requests from teachers in our community. They wanted: Written feedback for students. Co-teacher access to student data. Those sounded like unambiguously good ideas, whether schools were closed or not. Good pedagogy. Good technology. Good math. We made both.

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Dan Meyer Ted Talk-Mathematics Needs a Makeover

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Dan Meyer Ted Talk-Mathematics Needs a Makeover

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Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

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A Modified Moore Approach to Teaching Statistics

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A Modified Moore Approach to Teaching Statistics

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The guiding principles for developing inquiry-based learning (IBL) in science are drawn from best classroom practice and supported by the literature on teaching and learning. These two sources suggest that learning should involve creating a challenge that cognitively engages students within a practical context, prioritises student problem-solving activity and encourages reflection on their thinking, or metacognition. Inquiry learning is investigative in nature and not all 'hands on' activities are inquiry in approach. We still need to teach practical skills and the 'cook book' approach of science experiments can be helpful to teach laboratory skills.

IBL improves the quality of teaching and learning through:

Setting the scene with a context, vocabulary and activity to collect data. This phase of the lesson engages students creating a 'need to know' which lies at the heart of inquiry.

Collecting data to generate thinking about the data and making meaning through tables, graphs.

Developing questioning to promote students thinking and solving problems together, which are developed during the scientific process of investigating.

Not giving the 'correct' answer (which can be a challenge for teachers). Expecting all students to think, take risks and contribute means that teachers need to be neutral in their response to students. Encouraging all responses creates an environment for thinking to be shared and valued.

Bridging to other examples drawn from the curriculum, which use the same sort of thinking. In science, for example teaching of Mendelian genetics depends on students developing an understanding of ratios to solve problems of genetic crosses. The same thinking is needed to be able to write chemical formula, balance chemical equations and the scaling of maps. Instead of the focus on the discrete specific content, we can use the opportunity to help students understand that the same sort of thinking and reasoning underpins scientific thinking.

A comparison with the East Asian school systems highlighted the "commitment to higher-order problem solving, deep analysis of content, and activities requiring advanced thinking skills and deductive reasoning"(Jensen et al., 2012, p.15). The OECD Teaching and Learning International Survey (TALIS) identified key aspects of teaching that have been shown to improve learning. These included teachers' content knowledge, their pedagogical knowledge, practices that focused on clear and well-structured lessons supported by effective classroom management.

There are two tools to use in exploring for this professional question:
Tool II-1: Planning for IBL - a focus on questioning Tool II-2: Planning for IBL - students generating questions
These two tools will help the group think about how to plan for IBL in their science classrooms.

Jensen, B., Hunter, A., Sonnemann, J., & Burns, T. (2012). Catching up: Learning from the best school systems in East Asia: Grattan Institute.

OECD (2013). TALIS Teaching and Learning International Survey. Available from http://www.oecd.org/edu/school/talis.htm

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The guiding principles for developing inquiry-based learning (IBL) in science are drawn from best classroom practice and supported by the literature on teaching and learning. These two sources suggest that learning should involve creating a challenge that cognitively engages students within a practical context, prioritises student problem-solving activity and encourages reflection on their thinking, or metacognition.

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Modified Moore Method (IBL in College Mathematics)

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Modified Moore Method (IBL in College Mathematics)

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Loosely speaking, in the Moore method and in the more recent "inquiry-based learning," students learn mathematics by tackling a carefully chosen sequence of problems provided by the instructor. They then teach each other the content by presenting their solutions to each other. Details vary (e.g., in some cases learning is individual while in others it is collaborative; in some cases lectures on the content are also available; in some cases the instructor meets with students in small groups to guide inquiry).

Resources for the Moore method and modified Moore method

The Moore Method: A Pathway to Learner-Centered Instruction, by Charles A. Coppin et al.
"Four practitioners of the Moore Method offer a practical overview of the technique." MAA Notes #75.

Jones, F. Burton, 1977, "The Moore method," American Mathematical Monthly 84: 273-77.

Cohen, David W., 1982, "A modified Moore method for teaching undergraduate mathematics", American Mathematical Monthly 89(7): 473-474,487-490.

Chalice, Donald R., "How to teach a class by the Modified Moore Method." American Mathematical Monthly 102, no. 4 (1995), 317-321.

"Conjecturing," by R. E. Buck, PRIMUS, Vol 16, No 2, 2006, pp. 97-104.

The website The Legacy of R.L. Moore

Resources for inquiry-based learning

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Loosely speaking, in the Moore method and in the more recent "inquiry-based learning," students learn mathematics by tackling a carefully chosen sequence of problems provided by the instructor. They then teach each other the content by presenting their solutions to each other.

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Discovering the Art of Mathematics: Inquiry-Based Learning at the College Level. Mentoring, resources, videos, blogs and materials. Process Oriented Guided Inquiry Learning: a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team.

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Article-The Road to IBL in Mathematics