Inquiry-based Instruction
Discuss, investigate and designs inquiry-based learning through 5E learning cycle to induce critical high-level conceptual thinking capacity in students.
Type
Domain
Competency Area
Instructional Design
Levels
Understands the concept of inquiry-based instructional design
Understands the philosophy behind inquiry-based instruction
Summarises the 5E learning cycle through five phases: Engage, Explore, Explain, Elaborate, and Evaluate
Lists students' prior knowledge and/or identifies possible misconceptions in conceptual understanding
Comprehends student-centered learning approaches that incorporate active exploration in the learning process
Gathers students’ prior experience, from the “Exploration Phase”, as a minds-on part of the 5E learning cycle
Contributes in preparation of situational learning models to solidify student’s understanding through application
Recognises the difference in evaluation processes in an inquiry-based setting as compared to traditional ones
Identifies activities to assess existing understanding and misconceptions of concepts
Identifies the benefits of inquiry-based instruction for students as compared to traditional instructional models
Categorises possible misconceptions in students' ability to understand
Documents activities that improve process skill of students, such as observing, questioning, investigating, testing predictions, hypothesizing, and communicating, with other peers
Assists students in expressing their own explanations and ideas for a concept, i.e. generating new questions to describe and discuss their exploration learning experiences
Guides students to organise and reinforce the new learning from the “Explanation Phase” and apply it to different circumstances
Develops both formal and informal assessment approaches to evaluate the understanding level of a student
Develops activities to complement each stage of the learning cycle
Prepares a learning guide to implement inquiry-based instruction in the classroom
Conducts activities to generate curiosity in students using a variety of events, demonstrations, questioning, or graphic organizers such as KWL charts
Creates a cooperative learning environment with least instructional guidance from the teacher
Explains formal definitions, notes, and labels, along with integrating video, computer software programs, or other visual aids to clarify students' misconceptions
Proposes customised assessments that engage higher-level thinking skills and provide accurate estimation of student’s understanding (e.g. classify objects or situations, descriptive, comparative, experimental investigations, etc.)
Formulates informal assessment approaches such as portfolios, performance-based assessments, concept maps, physical models, or journal logs, as significant evidence of students' learning
Promotes incorporation of inquiry-based instructional learning in curriculum
Evaluates strategies and tools of “master” teachers for implementing inquiry-based instruction
Monitors the “Engagement Phase” such that it does not include activities such as direct lecturing, defining terms, providing explanations, or recording definitions
Applies concepts of engagement in the “Exploration Phase” to provide “hands-on” experience before any formal explanation of terms, definitions, or concepts are discussed or explained by the teacher
Predicts scientific and technical conclusion of a student's exploratory experience in a direct manner
Cultivates a culture of additional investigation in “cementing” understanding through coordination, collaboration, interdisciplinary application of concepts etc.
Rationalises the importance of self-assessment as a metacognition exercise where student students self-identify their level of understanding and potential misconceptions