Inquiry Model
Basic overview:
There are several different inquiry models. The inquiry model is rooted in problem-based learning. It begins with a question. Students conduct research to find an answer. The teacher acts a fellow-learner/resource guide in the process, asking open-ended questions and providing just enough information to keep students on track.
In the classroom:
Recently in our instructional design class a classmate and I had the opportunity to present the 5-E's Inquiry Model. Our classmates are adults and our lesson content was for middle School students, so our goal was to present the material in a way that would capture interest despite the age. Our lesson plan is included below, but in our actual in-class presentation we didn't use a pre-assessment (often not needed for inquiry lessons) and made some other adjustments as well.
Engagement: for us this was as simple as pulling out our manipulatives (materials) and placing them at the front of the class. As soon as we pulled out our manipulatives the students couldn't help but be curious about what we were doing. We brought bags with red and blue construction paper cut into squares, blank sheets of paper and pencils, and copies of the number line that students could use as well.
Exploration: We split the class into groups and presented the following problems one by one:
- 9 - 3= ?
- 9 + 3 = ?
- 9 - (- 3) = ?
9 - (- 3) = ?
After writing each equation on the board we would ask the students to come up with a way to model the solution using their chosen manipulative. While students were working my co-presenter and I wandered around the classroom, asked the students questions to keep them on track, and chose certain groups we wanted to have show the class their model.
Explanation: After about five minutes had elapsed we called the class together and have the groups we'd selected explain their modeling process. We asked questions where appropriate to get their minds thinking along the lines of what they were observing so that they could come up with rules for negative number subtraction and addition in the end.
Elaboration: Presenting the series of problems, not just one, and allowing students to choose new manipulatives to use each time was our elaboration.
Evaluation: At the end of the lesson we had students talk to their group members about how the scenarios we provided differed. Then we had them discuss and write a rule for adding and subtracting positive and negative numbers.
Possible variations:
Perks:
There are several different inquiry models. The inquiry model is rooted in problem-based learning. It begins with a question. Students conduct research to find an answer. The teacher acts a fellow-learner/resource guide in the process, asking open-ended questions and providing just enough information to keep students on track.
Recently in our instructional design class a classmate and I had the opportunity to present the 5-E's Inquiry Model. Our classmates are adults and our lesson content was for middle School students, so our goal was to present the material in a way that would capture interest despite the age. Our lesson plan is included below, but in our actual in-class presentation we didn't use a pre-assessment (often not needed for inquiry lessons) and made some other adjustments as well.
Engagement: for us this was as simple as pulling out our manipulatives (materials) and placing them at the front of the class. As soon as we pulled out our manipulatives the students couldn't help but be curious about what we were doing. We brought bags with red and blue construction paper cut into squares, blank sheets of paper and pencils, and copies of the number line that students could use as well.
Exploration: We split the class into groups and presented the following problems one by one:
- 9 - 3= ?
- 9 + 3 = ?
- 9 - (- 3) = ?
9 - (- 3) = ?
After writing each equation on the board we would ask the students to come up with a way to model the solution using their chosen manipulative. While students were working my co-presenter and I wandered around the classroom, asked the students questions to keep them on track, and chose certain groups we wanted to have show the class their model.
Explanation: After about five minutes had elapsed we called the class together and have the groups we'd selected explain their modeling process. We asked questions where appropriate to get their minds thinking along the lines of what they were observing so that they could come up with rules for negative number subtraction and addition in the end.
Elaboration: Presenting the series of problems, not just one, and allowing students to choose new manipulatives to use each time was our elaboration.
Evaluation: At the end of the lesson we had students talk to their group members about how the scenarios we provided differed. Then we had them discuss and write a rule for adding and subtracting positive and negative numbers.
Possible variations:
- There are many variations of the inquiry model (confirmation, structured, guided, and open https://elearningindustry.com/inquiry-based-learning-model ).
- This is a great lesson to allow students to search the internet and look for information/answers. to their questions/ideas to find solutions.
- This would be great to use as a GRASPS assessment
- There are so many rules in math that this could be a great way to introduce them. This will allowing students to develop a mind that questions the rules and if/why they make sense rather than just repeating back what they are told.
- This could be a great method to use when modeling with functions.
Perks:
- Engages students
- Students remember the results better because of the searching process they have to go through to find it
- Students learn perseverance and independence
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