Define inquiry and its types and also state two differences between them.
Part A)
1. Inquiry
Inquiry is an investigation. An
inquiry is any process that has the aim of augmenting knowledge, resolving
doubt, finding the answers of question, or solving a problem. A theory of
inquiry is an account of the various types of inquiry and a treatment of the
ways that each type of inquiry achieves its aim. The process of inquiry starts
with questioning. The important thing in inquiry is the collection of evidence.
Three thing involved in inquire which are observation, doing and abstraction. These
three things help to develop critical thinking skill in students or
practitioner. In education or learning inquiry is very useful teaching strategy
to develop critical thinking skill in children’s. Inquiry may involve a problem,
procedure and solution. In these three things question is the most important
thing. According to the researcher inquiry should include five whys. These
questions must be based on the previous answer.
Every question must be interred linked in inquiry method.
The 4 Types of Inquiry-Based Learning:
There
are various types of inquiry based learning/ realizing, which turn out to be
decreasingly organized and suit distinctive classrooms:
1.
Confirmation Inquiry
2.
Structured Inquiry
3.
Guided Inquiry
4.
Open Inquiry
Part B)
2. Guided Inquiry
Guided inquiry is a first type of
inductive inquiry (specific to general approach). In guided inquiry Students
investigate a teacher-presented question using students designed/ selected
procedure. Guided inquiry is defined as, carefully planned, closely supervised
target intervention, targeted intervention of an instructional team of school
librarians and teachers to guide students through curriculum based inquiry
units that build deep knowledge and deep understanding of curriculum topic, and
gradually lead towards independent learning. The primary objective of guided
inquiry is to promote learning through students’ investigation. The Teachers of
K-12 are being asked to use inquiry methods.
3.
Unguided
Inquiry
Unguided inquiry is a second type
of inductive inquiry (specific to general approach). In unguided inquiry
students investigate topic-related question that are student formulated though
student designed/selected procedures. When an activity is evaluated for its
level of inquiry, a simple table establishing what is given to the learner
determines at which level of inquiry the given activity resides. It is very
effective teaching method. The role of teachers is very passive in the sense
that teacher is not the active participant in the unguided inquiry process. Teachers
are there to just guide the students.
Teacher role becomes assessment based only - the students are working at
their own pace and don't want interruptions.
Difference between them:
|
Guided Inquiry
(2 marks)*
**1 mark for each
difference
|
Unguided
Inquiry(2 marks)*
**1 mark for each
difference
|
|
1.
·
The teacher controls the specifics of the
lesson the events, data, materials etc.
·
Students have not freedom to choose
generalization, thinking or take any material on that time in the class room.
·
It is
easier to allot time as the finished product (usually) is predefined
|
1.
·
Students are free to use whichever resource
they want to use in order to research the area in question. The teacher
becomes another resource that the students choose to use a guide to other
resources and any new skill required.
·
Allows for free flowing ideas.
|
|
2.
·
Each student structures a meaningful pattern
based on his or her observations and those of others in the class.
·
Usually a fixed number of generalizations will
be elicited from the learner. Therefore students feel that they are more in
control of their learning and outcomes.
|
2.
·
The students without further teacher guidance
ask all the questions that come in his mind.
·
Because
students pick what they want to focus on, therefore students are free to
direct discussions and come up with their own conclusion.
|
Question No.
2
Select any two cooperative learning strategies and write
how will you apply these in classroom? Follow the rubric given below to attempt
the question.
Answer:
Part A) Definition:
Cooperative learning is a
learning method. It is an umbrella term which covers other methods. It can be
say that Cooperative learning method a made of different methods. Cooperative
learning methods are those in which more than one person work together. It is a
model which requires students’ cooperation and interdependence in its task,
goals and reward structure. Further students in cooperative learning situations
are encouraged and/or required to work together on a common task, and they must
coordinate their efforts to complete the task. The
learning goal is a desired future state of demonstrating competence or mastery
in the subject area being studied. And the goal structure specifies the ways in
which students will interact with each other and the teacher during the
instructional session.
Part
B) Write how will you apply these in classroom?
I select two cooperative learning strategies:
·
Number Head Together
·
Academic
controversy:
1.
Number head Together:
This activity has a direct focus on lesson content. Jigsaw and Think-pair-share
also cover by using this activity. It will help me to involve more students in
the review of material covered in a lesson before summer vocation and to check
their understanding of lesson’s content.
Date 18, 8, 2018
Ø
Subject: Science
Ø
Contents: unit 1 : We and Our Surroundings
Ø
Topic: Chapter No 3. Transport
Ø
Grade
level: “2”
Ø
Object: Revision of topic and refresh the students’
interest toward the study after summer vocation.
A)
Numbering:
I will divide the class into 5 groups and students into teams will be four.
Group name will be Group A, Group B, Group C, Group D, Group E and each student
in the team will have a different between 1 and 4.
B)
Questioning: I
will show a question on project screen of the classroom. Give them time to
think for 2 minutes. Then I will give three minutes time to students for write
their answers on their answer sheet.
C)
Heads together: After
complete the given time for writing answer. I will ask the students for put
their heads together to figure out and make sure everyone knows the answer
with.
D)
Then after
complete the discussion given time. I will class any one group member for give
me correct answer that they are thinking is right.
E)
Reward: I will
give reward the students and the wining team of color markers at the end of
activity.
F)
Question that
will be asked from students some are:
Ø
How many types of
transport?
Ø
The transport that
moves on land is called?
Ø
The vehicle move on
the tracks what is called?
Ø
Which vehicle move
slow?
Ø
Name any three types of transport.
Ø
Names any two means of water transport.
Ø
Name of the vehicles use to go far away to
another country.
2.
Academic
controversy: Because this activity involves teams of students and these students
are given the topic for and against anything. They discuss with
each other that how the topic is controversy.
Therefore this cooperative learning strategy will be helpful to give clear
understanding about different type of technology and in other subjects’ e.g. physic,
computer. This activity wills development the communication and problem solving
skill in the students. And also enhance the confidence in their self to tackle
critical situation with the patience and acceptance of diversity.
Date: August, 24, 2018
Ø
Class 7th
Ø
Topic:
technology
Ø
Goal of
activity are:
·
Increase the knowledge of different type of
technology
·
increase the knowledge of technology
effectiveness in their life
·
increase the knowledge of technology
disadvantage in their life
·
increase the knowledge of technology uses and
advantage in their studies
Ø
Class will be dividing into four groups and 5 students
will be in each group.
Ø
Resource: a video clip, markers, chart paper,
reading material for each group and within the group, color markers for the
winner group.
Ø
Because the Total time of class is: 45 minutes,
therefore I will divide the time into:
·
5 minutes: watching video whole class https://study.com/academy/lesson/what-is-technology-definition-types.html
·
5 minutes: Reading given material
·
5 minutes: for discussion within their group
after completes their reading separately
·
5 minutes: writing solution on chart paper
·
5 minutes: presenting topic to each group
·
5 minutes: question answer after presentation of
topics
Ø
Group A:
The topic will be for them different type of technology. After reading given
text and discussion they will write the type and only five name of each type of
technology on given chart paper together and prepare their presentation.
Ø
Group B:
The topic will be for them advantage of technology. After reading given reading
material and discussion, they will write the at least generally ten advantages
of different technologies. And must they will write a least one advantage of
all type of technology on the given chart paper and prepare their presentation.
Ø
Group C:
The topic will be for them disadvantage of technology. After complete the given
text reading and discussion with each other. All students will write the at
least two disadvantage on all type of technology and generally only ten and
prepare their presentation.
Ø
Group D:
The topic will be given them the effective use of technology to help them in
their study. After reading the given text and discussion students will write at
least five different technology name which can help them in their studies and
prepare their presentation.
Then the each group comes in
front of the class. Then they will give presentation on the given topic and
answers the question of the audience. And defend their presentation in front of
audience. The winner of the best presentation will be awarded with the note
books separately.
Reference:
·
EDU 301 lectures, handouts, VULMS important
links
·
EDU 601, EDU 402 lectures and EDU 430 lecture
·
Google, Wikipedia, yahoo search
·
And
https://www.quora.com/What-is-Inquiry-Based-Learning
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