The Why

Inquiry and problem-solving opportunities encourage students to engage with relevant concepts and skills within authentic, real-world contexts. Research suggests that combining real-world application with sustained participation in inquiry and problem solving experiences can lead to increased student engagement and support deeper learning of concepts and skills. Additionally, opportunities for inquiry and problem solving can help students develop:

• Professional skills - e.g. communication, professionalism, collaboration, and empathy;
• Innovative mindsets - e.g. creative, ‘out of the box’ thinking; and
• Metacognition - e.g. self-regulation and self-monitoring of their learning progress

Developing these skills prepares students for college, career, and community success, and help students meet the HIDOE general learner outcomes. To further examine the benefits of inquiry-based learning, see the following resources:

The How

Inquiry-Based Models

Students can engage in deep learning of concepts and skills through a variety of inquiry-based models, including: instructional approaches, instructional sequences, and/or design processes.

• Instructional approaches - models of inquiry that are designated by essential features more so than one consensus sequence of events
• Instructional sequences - models of inquiry that have a specific sequence of events based on learning theory or practices of a discipline
• Design processes - models of design based on an iterative process of prototyping and testing to develop a final product

Examples of inquiry-based models, their essential features and ideas for getting started with them are presented below:

Considerations for Implementing Inquiry-Based Learning

Whatever process or model is chosen to engage students in inquiry and problem-solving, it is important to consider different approaches to structured vs open inquiry. For many students and at earlier grade levels, a scaffolded approach is ideal when students first encounter an inquiry investigation. Considering a variety of scaffolding and differentiation approaches will ensure that students’ different learning needs are addressed. Over time, with more practice, the teacher can gradually release decision-making and control to the students. It is also helpful for the teacher to consider the types of questions they will ask students to support their inquiry process.