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It takes up time.

At times, catering to different abilities at once in the class can be challenging to complete a certain task.

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Time constraint, lower ability student

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Asking the right questions to probe them but not giving away too much of the thinking/answer to them

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We must ensure that for languages, the concept of learning the language can be aligned with IBL

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How do we work with students to come out with the LOs? What if the LOs are not what we intend to cover?

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What if students already have the knowledge/concept that we want them to enquire. For example: they’ve already learnt elsewhere that area of rectangle = length x breadth. Would they dismiss the inquiry based learning?

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Time constraints, especially there is a big gap of their learning abilities, it is tough to start IBL successfully

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Not sure of the responses of students.

Teacher has to be very skilled to facilitate the lesson and sequence and structure the sharing of students to form a cohesive lesson.

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I need to think of the possible scaffolding questions appropriate to the lesson. I need to look into pupils profiles to implement certain strategies or activities suitable.

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Time and syllabus requirements can be a concern as certain items need to be completed and rushed. Not ideal, but a meaningful ibl takes time to conduct in the classroom for maximum engagement.

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Students are working independently and the teacher can't help them out at the same time. Often, students are on the wrong track or rush to complete all the tasks but in an incorrect manner before the teacher check on them.

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Time constraint to finish syllabus and student readiness to IBL approach.

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It’s interesting when students come up to tell you what they discovered. It takes time to plan and execute an IBL.

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Time constraints and curriculum pressures

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It takes up alot of time to plan. Especially since we have to take into account the various learning needs of our students in class.

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Time constraints

Different learning abilities

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Had the impression that IBL is not feasible for language teaching. And it's pretty tricky to DI in inquiry learning as my pupils are on a spectrum.

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The right suitable scenario to host the IBL 

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The right suitable scenario to host the IBL 

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How do we cater to those who already knows the concept?

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I wonder if this is really achievable in a Lower Primary Classroom.

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Need to familiarize students with the expectations of IBL. Probably, we need to scaffold students learning path.

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Time constraint

How do we ignite curiousity to kickstart inquiry?

Students may not be independent enough to explore the tasks on their own.

Lots of scaffolding needed especially for p1p2.

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concerns

1. How do I know if my lesson is IBL?

2. How can I change an existing lesson to become IBL by tweaking some activities?

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Ability of LP learners to reach the correct conclusion and how to help them to do so

Similarly, how can we extend the learning of HP learners esp if they can complete the task quickly.

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Time constraint is real, dependent on the class profile. While exploratory work is good to have, sometimes the LA pupils cannot see the pattern or draw learning, so more periods are used to achieve the same learning objectives.

On the other hand, I agree that IBL is a good learning strategy where appropriate.

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IBL may sound scary, but perhaps we are already doing some form of it in class. To be more explicit in IBL, probably there is also the worry about time constraint and resource preparation.

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For Chinese Language teaching: Students Lack Language Proficiency to Inquire. Weaker students may struggle to ask questions, formulate thoughts, or discuss ideas in Chinese, making inquiry slow and ineffective. Even high-ability students might find it easier to express curiosity in English.

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Is it possible to do IBL for all topics in maths? Some of the topics seem to involve mainly algorithms.

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Group collaboration can be difficult with lower ability students, particularly now when students are grouped as such in their classes. There's no higher ability students to help lead the group, and with multiple groups in class, teacher has to be everywhere to facilitate.

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Time constraints - not enough time to prepare lesson plan; not enough time to conduct IBL in class

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Working with a class with a high number of low readiness students. Would IBL work for them as they require a lot of scaffolding.

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Time constraints, students’ lack of inquiry skills, and my own limited experience with IBL hold back its implementation in class.