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What Are The 4 Phases Of Inquiry Based Learning?

inquiry based learning

Inquiry based learning is beyond asking a candidate what he/she wishes to know. It’s regarding increasing curiosity and triggering a candidate’s curiosity is a more necessitous and complicated target than simple info supply.

In spite of its complicity, inquiry based learning can be simpler for teachers, partially because it transmits some duties from teachers to students, but mainly because students get involved by releasing authority.

There is a severe issue named ‘don’t know’ in student involvement and teachers who opt for inquiry based learning fight this issue. If you ask a candidate what he/she wants to know about something, he/she may answer with a ‘don’t know. In case front-loaded properly, inquiry based learning creates excitement in candidates that their curiosity is increased and they cannot wait for becoming masters in answering their queries.

What teachers do, for offering inquiry based learning, is not easy at all; it’s only hidden, and a few individuals become confused between the two. Teachers don’t unveil the methods they utilize for encouraging inquiry and the candidates grow their expertise and skills as content-area professionals.

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Four Phases of Inquiry Based Learning

Inquiry based learning is access that can simply accommodate mixed learning, place-based education, challenge-based learning, project-based education, and other trends in education. We have a specific concept and some queries that drive us to find the answer. We have compiled four phases of inquiry based learning in this blog, the application of which helps us deliver real learning to our candidates. Let’s discuss them!

1. Interacting

Interaction characterizes the first phase of inquiry. This interaction can be a student to peer, student to material, student to media, or student to expert communication. The type of inquiry is both fluid and curiosity-based. Limited rubrics, narrow criteria, and other conventional artifacts of schoolwork can prevent inquiry of the learning method. At this point, the role of the teacher in the learning procedure is based on cognitive training, modeling curiosity, and resources.

Relevant questions for this phase:

  • What do people around me know?
  • What information resources are accessible to me?
  • When can I perform best?
  • What kinds of perspectives, experiences, and information are available to me?
  • What situations, issues, or probabilities likely to interest me?
  • What is valuable for studying?

2. Questioning

This is a vital stage of the inquiry based learning procedure if for no other purpose than the inadequacy of organization, the incapacity of seeing the real picture surface more clearly than other stages, misunderstandings, or uneven confidence. Teachers and students similarly should be capable of trusting the patterns and nature of the inquiry that are sometimes iterative and recursive.

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Sometimes they move back and forth between stages and new understandings and expertise can be acquired in annoyingly small advancements. Inquiry based learning is more regarding the instincts, tone, and procedure of learning than other more orderly academic types that can nee both teachers and students to change their analysis of success, quality, and progress.

Relevant questions for this phase:

  • What have I done earlier that can help me move forward in this condition?
  • What is both above and within my control?
  • Where are my knowledge gaps?
  • What is valuable for understanding?

3. Explaining

This occurs by assessing information, recognizing and explaining misconceptions, and else having a feel for nature, the scale, and probability of chosen inquiry topics. After looking through curiously, reading, observing, and else interacting with different media, this phase of the inquiry procedure is drawn around students explaining both their thinking and the description of things around them: scientific challenges, concept of projects, requirement for design thinking, chances for revision, a new measure for dealing with constant issues, etc.

Patterns of thinking are both reflective and inward, and communicated and outward. This is how students reflect on their know-how while starting to recognize probable tracks ahead.

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Relevant questions for this phase:

  • What do I seem to know and how do I understand?
  • Am I overlooking vital perspectives, data, or chances for collaboration that could further explain my thoughts?
  • What is the big image here?
  • What is available and what is not?
  • What is probable?
  • What are the pieces and how do they become suitable?

4. Creating

Learners seek chances to display their hidden creative talents endlessly. At the ultimate phase of the inquiry based learning procedure, they focus on creativity. They concentrate on the creation of a solution to identify issues within a controllable measure, the building of the next phases for maximizing their learning route, and the creation of curiosity-based and logical implementations of present understanding.

Nowadays, the arts and creativity that they are expressed are more basic than ever to the designing of our transforming world. This is the prime crucial phase of the inquiry procedure where candidates get primary learning.

Relevant questions for this phase:

  • Where can I do better work?
  • How can I offer amazing outlets through which all learners can completely express themselves?
  • What audience can do this study?
  • What are the artifacts we will build?
  • What would be cool to design?
  • What now and what have others done before me?

After the completion of the inquiry based learning procedure (for grading, publishing, classroom task, etc.), it can be useful for candidates to reflect in the procedure through a few questions.

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Final Words: Inquiry and Curiosity Transform Learning!

Using the aforesaid 4 stages of the inquiry based learning method and a vital question for helping to forward them, you will bring an incredible change in learning in your classroom. Curiosity and inquiry are the foundation of every meaningful and logical learning experience. We look for learning because we have curiosity and want to know more.

Several exciting ways are there to lead candidates to become curious regarding what teachers teach and ask questions about them. Inquiry for knowing and learning something new is what makes a student more knowledgeable. And this is how curiosity and inquiry transform the world of learning. Connect with us to know more about this dynamic professional learning.

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