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https://www.youtube.com/watch?v=QlwkerwaV2E

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Inquiry-Based Learning: The Ultimate Guide

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1- Self- Introduction
2- Book author , a professor in ELT/ EＭＩ
3- Role of Today's Educator
Conductor , councelor . motivator, facilitator

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Session 1-2  Buzz Words of Teaching strategies 

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Session 1-2  Buzz Words of Teaching strategies 

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Buzz Words of Teaching strategies
Formotive Assesment, Cultural Responsive teaching , Global Citizenship , Differenciation , Inclusive Educatuon , Inquiry based teaching

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MOE Area for teacher -Education p-5

Assesemnt of Learning

Differenciated instruction

Inquiey Based learning

E padgegogy

CCE Character and Citizen Education

Special Needs

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https://www.cambridge.org/elt/blog/2023/01/08/inquiry-based-learning-make-your-classroom-more-inclusive/

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World of Better Learning | Cambridge University Press

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Inclusion is a hot topic nowadays but all too often, we focus on specific tips and strategies to help individual learners. While it can be useful to consider each learner as an individual and provide them with a personalised learning plan, this approach is difficult to implement and time-consuming - and we all know how busy a teacher's schedule is!

Choosing an approach that is flexible enough to meet all learners' needs is a far better strategy for an inclusive classroom. One such approach is inquiry-based learning.

What is inquiry-based learning?

Inquiry-based learning (IBL) is a learner-centred approach which starts with an essential question. Learners investigate the topic to find answers to the question, developing language and skills throughout the inquiry. The learner plays an active part in both their learning and the decision-making process.

At the heart of inquiry-based learning is curiosity and a desire to find out more. With younger learners in particular, this approach appeals to their inquisitive nature and allows them to learn and use English in real and meaningful ways.

Why inquiry-based learning?

Many different approaches are used in the world of language learning but not all are best suited to every learner. Inquiry-based learning allows students to take their learning in different directions best suited to their interests and skills.

As it is such a flexible approach, IBL can work with everyone. When implemented properly, it is a multimodal approach which offers lots of options for learning in different ways.

It makes language learning real. Learners are researching a topic they are actually interested in. The language they learn during the inquiry helps them find out new information that they didn't have before.

The whole point of IBL is to learn something new through asking questions. To start with, students need to identify what they already know and what they don't know. This part of the process will help learners come up with new questions that they don't know the answers to. And finding answers to our questions is extremely motivating!

How is IBL inclusive?

If we look at the statistics, it is likely that one or more students in any given class will be neurodivergent. But what does neurodiversity mean? It's actually an umbrella term that embraces the differences in the way people's brains work.

Some students may have a Specific Learning Difference such as Dyslexia, ADHD, Dyspraxia, Dyscalculia or ASD (Autism Spectrum Disorder).

These learning differences may mean that students find certain types of activity challenging. Some of the things students may have difficulties with are attention, organisation, working memory, time management, sensory perception and speed of processing.

All these things affect how the learning process happens. This means that something you might consider a simple task, like copying a sentence from the board or reading a short text, can be challenging for some neurodivergent learners.

But these differences in the way the brain works also bring lots of strengths, including creative and lateral thinking, resourcefulness, empathy and problem-solving skills. IBL allows students and teachers space for these skills.

Read more about Specific Learning Differences in this article.

Inquiry-based learning allows us to centre the activities around the learners' individual skills because it is not tied to a set of activities on the page. An inquiry can be done in a single lesson or over a whole term, depending on the level and type of inquiry.

Students can find information in a range of resources using different media such as video, audio and artwork as well as texts. The inquiry can also take place in small groups, pairs, individually or with the whole class.

How to implement IBL in your classroom

An inquiry usually follows the inquiry cycle, a set of stages that take place in a specific order. These stages are:

Question & Plan

Research & Discover

Organise & Present

Reflect

Question & Plan

Let's imagine the unit in your course book is on the topic of animals. You'll need to start your inquiry with an essential question, for example:

How can we protect the wildlife in our local area?

You can start by asking the question and brainstorming ideas. From what we know about learning theory, prior knowledge is key, so use this stage to activate schema and generate vocabulary.

Find out what students know in terms of language and content, and also what they don't know. This will help you tailor the question according to their prior knowledge. After all, there's no point in starting an inquiry about something students already know!

With such a wide question, try breaking it down into narrower questions, e.g.

Which animals live in the area?

What dangers are there?

What solutions can we bring?

Students will need to find out information to answer each question in order to answer the essential question.

You could then write the questions on an inquiry wall or poster. Here, you and the students can add more questions and ideas they want to investigate.

Research & Discover

Once students have their questions, they can go off and do their research. The research could be done as homework, or by spending some class time on the research stage.

There are lots of things students can do to find the answers to their questions. They could look in books in the school library, visit reputable websites about animals and watch animal documentaries on YouTube or on TV. You could invite an expert such as someone from a local animal shelter to the class or even go on a field trip and explore the area where they live.

Organise & Present

When they have all their information, they plan how to present it and share what they have discovered with the class. If possible, allow students to choose. For example, students could:

Give a poster presentation

Perform a play

Make a YouTube documentary

Create mini-books for a class library

Reflect

In the reflection stage, students look back at their inquiry and think about what they have learned and how they learned it. Was their inquiry successful? Here are some questions you could have students answer as part of the reflection process.

What did I know at the start? What didn't I know?

What do I know now?

What do I need to know?

How well did I do?

Final Thoughts

Inquiry-based learning is an active learning approach in which students have choice and voice. Students are motivated to learn because they are involved in the decision-making process and this encourages them to take responsibility for their learning. It's collaborative and flexible, making the classroom a positive inclusive place where students really want to learn.

If you enjoyed this post you might also like: The importance of inclusive education and Gender equality and disability inclusion in the classroom

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Inquiry-based learning: make your classroom more inclusive

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Inclusion can be difficult to implement. Read on to learn about inquiry-based learning, a flexible approach that meets all learners' needs.

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A- An inquiry usually follows the inquiry cycle, a set of stages that take place in a specific order. These stages are:

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A- An inquiry usually follows the inquiry cycle, a set of stages that take place in a specific order. These stages are:

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An inquiry usually follows the inquiry cycle, a set of stages that take place in a specific order. These stages are:

Question & Plan

Research & Discover

Organise & Present

Reflect

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B - Research & DiscoverOnce students have their questions, they can go off and do their research. The research could be done as homework, or by spending some class time on the research stage. 

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B - Research & DiscoverOnce students have their questions, they can go off and do their research. The research could be done as homework, or by spending some class time on the research stage. 

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Research & Discover

Once students have their questions, they can go off and do their research. The research could be done as homework, or by spending some class time on the research stage.

There are lots of things students can do to find the answers to their questions. They could look in books in the school library, visit reputable websites about animals and watch animal documentaries on YouTube or on TV. You could invite an expert such as someone from a local animal shelter to the class or even go on a field trip and explore the area where they live.

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Reflect

In the reflection stage, students look back at their inquiry and think about what they have learned and how they learned it. Was their inquiry successful? Here are some questions you could have students answer as part of the reflection process.

What did I know at the start? What didn’t I know?

What do I know now?

What do I need to know?

How well did I do?

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Organise & Present

When they have all their information, they plan how to present it and share what they have discovered with the class. If possible, allow students to choose. For example, students could:

Give a poster presentation

Perform a play

Make a YouTube documentary

Create mini-books for a class library

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https://www.youtube.com/watch?v=PQy5DBUj3Pg&t=3s

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Classroom Strategies for Inquiry-Based Learning | UTAustinX on edX | Course About Video

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https://www.youtube.com/watch?v=IOWn6DZrQ40

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How to structure an Inquiry Based Lesson

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https://www.edutopia.org/article/teaching-asking-instead-telling

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High school teachers can promote active learning by strategically replacing some direct instruction with questions that produce thoughtful conversations.

LightFieldStudios / iStock

Does much of your teaching resemble the lectures you and 20 or 50 or 400 of your closest college friends received from a "sage on the stage"? Are you frustrated that most of your students won't remember much from the fascinating information you just delivered to them for 15 or 30 or 55 minutes? If so, maybe it's time to implement more ARTT-Ask, Rather Than Tell-into your teaching.

I freely admit that I did a lot of the former during much of my early career, and yes, most of my students did well and some even learned a lot. I also admit that most of my students learned more and with deeper understanding when I better incorporated more of their thinking, reflecting, conversing, and revising while tackling a topic rather than in the aftermath of what I thought was a well-organized lecture.

I started doing a lot of asking in order to help students make connections, establish common baseline understandings, and identify knowledge gaps or areas of misunderstanding, rather than telling them information. My lectures then evolved into more meaningful conversations.

Two examples from my own teaching

Marine Biology class: Instead of diving into notes and telling my students about "characteristics of mammals," I asked the question "What makes a mammal a mammal?" and then used their responses to confirm what they were correct about, clarify what they were a little unsure about, and fix what they were wrong about, and then added more depth and new concepts to their understanding.

AP Statistics class: Rather than rattling off a list telling students about different kinds of data with examples of each, I asked, "What are some examples of data you could collect about various cars in the school parking lot?" I used their generated list to then ask the question about how those examples were similar to and different from each other. That was followed by asking them, "What are some types of data you already know about?" to which most replied "Quantitative and qualitative (categorical)," to which I added the statistical terms of nominal, ordinal, interval, ratio, discrete, and continuous. I followed that by going through their examples and asking them which examples were which type of data.

What this might look like with other subject areas

Photography: Instead of telling students about the rule of thirds, show them pictures with and without that principle applied, and ask what they notice is different and whether that has any relationship to the appeal of the image.

Music history: Rather than telling students how classical music differs from baroque music, play classical music after a baroque piece, and ask them to describe as many differences as they can detect between pieces of music from each period.

Language arts: Instead of telling students the types of literary devices in poetry, have them read several poems that employ different literary devices, and ask them how the poems differ in how they convey their message. Then provide the terms assigned to those different devices, which students are to learn and later employ themselves.

Math: Instead of telling students the names and characteristics of a new collection of polygons they are about to learn about, have them look at the new collection and ask them how the polygons are similar to and different from the previous polygons they've already studied.

Does the second part of these scenarios sound like what you do? If yes, keep up the asking. Does the first part of these scenarios more resemble your teaching? If yes, can you identify one or more "telling" lectures in your own practice that you can turn into an "asking" conversation? If you're concerned that you'll get the same results as the Economics teacher in Ferris Bueller's Day Off, you're not alone. And if you have experienced the silence and blank stares before, you're also not alone, and that stops many people from continuing to use questioning strategies. You can avoid that problem if you structure your asking strategies for success from the start.

1. Have students quickly write down some of what they know on their own.

2. Share verbally in small groups of three to five students (often established table groups) to build an agreed-upon set of ideas and revise as needed.

3. Cross-pollinate by shuffling members among groups and repeating what they did in step 2.

4. Lastly, have the students reconvene in their original groups to generate a final understanding.

What might a conversation-starting successful asking structure look like? One of the more common ways I and others build on the collective knowledge in a class of students is to do the following:

You can then use that collective information to confirm, clarify, and build onto by utilizing a variety of share-out strategies. You're now in more of a compiler, supplementer, and quality control role than the role of the sole fount of knowledge. You're no longer lecturing at students; you're a part of a learning conversation with them.

This allows students to actively engage in the content, reconnect with previous knowledge, solidify understanding by explaining it to others, and then have a framework to incorporate new information. At this point, you can use "tell" to its greatest effect and increase the likelihood of students leaving class with new and lasting understandings.

Instead of telling you that you should adopt more of the ARTT approach, I will ask, "Are you convinced that ARTT can improve learning and engagement in your classroom?"

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Teaching Through Asking Rather Than Telling

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High school teachers can promote active learning by strategically replacing some direct instruction with questions that produce thoughtful conversations.

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https://www.youtube.com/watch?v=ZNLOwXVGn2M

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Learning through Inquiry with Kath Murdoch

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Top 10 Best Jobs for the Future | Jobs that have No Future | Highest Paying IT Jobs | Edureka

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P11 Critical Thinking Skills Questions - DRTA 

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P11 Critical Thinking Skills Questions - DRTA 

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Directed Reading Thinking Activities

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P12 DRTA practice _ Asking IBL question 

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P12 DRTA practice _ Asking IBL question 

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老師請學員閱讀後，從圖片及段落閱讀一段段引導學員教師提問 Asking IBL questions

1_ Picture 先讀圖片
What do you think it will happen to Andy?
What do you think Andy feel? How Do you know ?
What nakes you think that ?
2_ first paragraph

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https://heidisongs.blogspot.com/2019/07/how-to-teach-critical-thinking-skills.html

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How to Teach Critical Thinking Skills to Young Children (Freebie!)

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Hello, everybody! And happy summer! In this post, I am going to show you how to teach some basic critical thinking skills to young ch…