What is Inquiry Based Learning?

Inquiry-based learning, or sometimes known as discovery-based learning, is a pedagogical method that starts by posing questions, problems or scenarios- rather than providing facts or offering a smooth path to knowledge. The facilitator simply guides the path when needed and assists when they see fit.

In education, inquiry-based learning has created a real buzz. Educators are beginning to use inquiry-based learning in all subject areas especially mathematics and language. Many school boards in Ontario have begun an inquiry-based mathematics initiative, in my board we call it Collabortive Inquiry Learning in Mathematics (CILM). Our board has also recently jumped on another inquiry-based initiative called Early Primary Collaborative Inquiry, which is based on Language but can be multi-disciplinary.

The first time I became interested in inquiry-based learning was before I even knew what inquiry-based learning was. I had just finished teachers college and was planning my next step- a Master's degree. I started applying to Western for their online Master's program and was caught by surprised when they asked me to write a thesis proposal. A specific professor in teacher's college hooked me on math, I discovered a love for math that I didn't know I had! However, this love wasn't necessarily a love for calculations or manipulating numbers... it was a love for the math curriculum. Our math course in teacher's college was a mixture of learning how to be both the student and the teacher. There was a realization that the reason why I didn't like math growing up was because I didn't like the way I was taught. As a kinaesthetic learner, I couldn't grasp the concept of 'this is the answer, this is how we do it and don't ask how it works'... my inquiry-based mind needed to know how it worked, but with the pace that each math class went, there wasn't enough time to discover. My curiosity started to grow as I worked my way through my teacher's college math course and when I got to my Master's thesis proposal, I realized that I wanted to research whether students would learn better if we taught them 'how it works'- not just the memorization of equations. It was a proposal I was proud of!

It turns out the University accepted my proposal and I was offered a position for their online Master's program. At that time, I had already started supply teacher and decided that the plan to get my Master's would be on hold.

I got my first Long Term Occasional assignment the following Fall (the same time I would have been taking my Master's). I got the buzz of the new Collaborative Inquiry Learning in Mathematics and I was instantly intrigued... the three part lesson was exactly what my proposal suggested. The Special Education Resource Teacher, at the time, played the role of the math coach and suggested that we plan a math lesson together so she could introduce me to CILM, I was thrilled, I was gaining so much experience within my first year of teaching.

The following year, I was placed in a grade 2/3 classroom, although primary wasn't involved in the CILM initiative, my principal thought it would be a great experience for me to get involved in. I joined the initiative with members of my school and we spent the year practicing the three-part lesson and learning how to better the process.

A year and a half later, I am teaching grade 2/3 at a different school and use the three-part lesson about 2-3 times a week.

Last year, our board got involved in the EPCI initiative which looked at how to use inquiry-based learning in language. I find this process a little more difficult than the math process and it involves a little more planning however, the outcome of the lessons are amazing. It is amazing to see what you can learn from your students.

I am currently working on an inquiry-based social studies unit that I will begin to share through this blog.

Stay tuned...