Inquiry-Based Approach

By David Nurenberg

Even more so than in a physical classroom, teachers in an online environment can’t expect to only lecture—whether in real time or in a downloadable video—and have their students learn. Fortunately, some go-to strategies of more student-centered learning translate well to an online environment.

The “Think Pair Share” (TPS) is a useful tool for engaging every single student in doing something, and for holding them accountable for their learning. Students begin by thinking through a problem or question and writing down their thoughts. This writing can make for good formative assessment, but only if it’s graded on a “did it/didn’t do it” basis, or else students may be too scared to experiment with their ideas. Next, they compare thoughts with a partner, and both students refine their understanding. They share out further with a small group of four or five before the teacher brings the entire class back together to engage with the lesson.

By Laura Alvarez and Lucinda Pease-Alvarez

When trying to support their newcomer students who are also new to English, teachers often wonder if they can even address content area learning in English. Based on our experience, an inquiry-based approach to content learning in English can be very effective. This approach involves students in actively constructing knowledge and doing work in the disciplines. We have found the following instructional practices are helpful when structuring inquiry-based content units. Many of these practices can be adapted when planning for remote instruction.

Articulate clear and strategic learning objectives
Engage students’ curiosity and wonder
Facilitate and make meaning of hands-on learning experiences
Involve students in accessible and relevant ways of applying and communicating what they’ve learned.

Tag: Inquiry-Based Approach

An Inquiry Approach to Learning Content with Newcomer Students