Inquiries are one component of an engaging curriculum.
Incorporating the research regarding Cognitive Load Theory, inquiry-led learning balances ‘I-do’ strategies like demonstration, modelling, and explaining, ‘we-do’ strategies like scaffolded practice and experimentation, and ‘you-do’ strategies such as guided real-world projects.
There are times of explicit instruction: the steps for inquiry, skills to do a task, content to broaden knowledge, skills for group collaboration, tasks for reflection.
There are times of practice and experimentation: using materials and tools, using collaborative learning structures to undertake a group task, reflecting on the use, development and application of social and task skills.
And there are times of discovery and group learning.
Inquiry-led learning incorporates a wide range of instructional practices including guided and independent learning, play, discovery and inquiry-based learning approaches. Learners experience meaningful learning opportunities to identify and develop their passions and talents and to deepen and apply knowledge and skills.
Inquiry-led learning promotes student and educator wellbeing
Inquiry-led learning is a strength-based learning strategy which promotes engagement, positive emotions, collaborative relationships, the development of meaning and a sense of accomplishment. These principles of Positive Psychology underpin
Learners promote their own and other’s wellbeing as they enjoy the learning process, achieve productive outcomes and contribute to the learning of the group.
Inquiries incorporates learning outcomes from different learning areas, strengthening the learning process and reducing curriculum overload.
Inquiry-led learning is how young children play
Disciplinary knowledge and skills are built in play.
Emotional resilience and self-regulation are developed in play.
Motivation for learning is intrinsic in play.
A pedagogy of play can include inquiry-led learning when children’s interests are followed and their play is valued by teachers, resourced and embedded into classroom practice.
Through integrating curriculum and explicit support teachers can support children to develop concepts, skills and dispositions for learning, while reducing the curriculum load for themselves.
In inquiries, learners experience the joy and frustrations of play, the challenges of self-regulation and pride in the achievement of learning outcomes.
Inquiry-led learning is entrepreneurship learning
“Best practice entrepreneurial learning involves students and teachers codesigning teaching and learning approaches, ideally led by students who identify problems or opportunities in their school or community (global or local) and then develop, prototype, test and refine solutions, products or services that respond to these gaps in a way that creates authentic value (real benefit) for others. In doing so, they develop skills and capabilities, apply knowledge and form connections, which together prepares them to pursue and achieve success in school and especially in the world beyond school” (p255, Entreprenurial Learning by Bronwyn Hink in Building Better Schools with Evidence-based Policy by Kelly-Ann Allen, Andrea Reuper and Lindsay Oakes)
Inquiries are at the heart of entrepreneurial learning with their ability to cultivate capabilities and mindsets and deepen agency and engagement.
Problem-solving skills, creative and critical thinking and collaboration and communication skills are developed.
Inquiries are meaningful learning opportunities for children to identify and develop their passions and talents, to deepen and apply knowledge and skills and to be creators, innovators and doers of things that benefit others.
Inquiry-led learning develops empathy
Empathy is “the ability to understand and share in another’s emotional state or context”. Empathy is correlated with positive mental health outcomes, high levels of self-esteem, pro-social behaviours academic outcomes and resiliency.
Group inquiry-led learning is a teaching and learning strategy for developing empathy. It develops self-awareness, self-management and accountability as children work in a shared space and time with shared resources, considering different points of view, giving and receiving feedback, to achieve a mutually satisfactory outcomes.
Inquiry-led learning is a component of a democratic school environment in which decision-making responsibilities are shared by children from differing backgrounds and individuals are individually and collectively accountable for their actions.
Inquiries support children to develop self- management and stress-management skills, connect with and gain support from other learners and ignite their passion for learning.
Become a research-engaged school
A research-engaged school has been characterised as one that places research “at the heart of the school, its outlook, systems and activity”.
Inquiry-led Learning is research in action.
Knowledge gained from others is combined with that which emerges from observation and interpretation of data generated by the children.
Children and educators research together, collaborating, making sense of evidence and working out how knowledge, concepts and skills can be shared and with whom.
Educators reflect on emerging ideas, identify outcomes that have been demonstrated and achieved and project possibilities for further learning. Inquiry-led Learning is, then, a vehicle for continual professional learning.
Want to learn more about inquiry-led learning? Call Marie! 0409034692
Facilitating Conversations 