Inquiry Strategies in Learning and Teaching

Program Details

Title
Inquiry Strategies in Learning and Teaching
Duration: 10 hours
Prerequisites: Completed “ Advanced Educational Qualification”
Material: Training Guide, Program Kit, and online resources on Marifah
Level - Track: Specialized Level – Mathematics – Science – Computer Science - English
Target Audience : Math, Science, Computer Science, and English teachers grade (1-3).

Short Description

This program focuses on designing activities based on constructive learning principles, and theoretical inquiry basics. The teacher will experience an educational scenario that leads ultimately to designing a teaching unit in his/her subject , in which he/she will determine the learning outcomes, evaluating methods, planning experiences, and integrating plans, to be implemented as a mini lesson. In collaboration with his/her colleagues, the teacher will evaluate this lesson using assessment tools that are based on inquiry.

Big Ideas

Inquiry insures the learner to be active in developing his/her own learning.
Thinking is a skill that can be learned by training and practice. The thinking skills are taught by school's separated and integrated approaches.
Through inquiry, the teacher should plan, and require playing new roles. .
Any new strategy applied with students must encounter some difficulties and inquiry is no exception.

Essential Questions

What is Inquiry Based Learning?
How can teachers develop inquiry strategies using inquiry questions?
What are the strategies of assessment suitable for learning by inquiry?
What is the criteria that should be available in the lesson preparation according to inquiry model?
What is the 5E’s strategy?

Outcomes

Unit Outcomes
1
  • • Identify basic principles of constructivism theory.
  • • Identify Inquiry concepts, types and importance.
  • • Link between the constructivism theory principles and the Inquiry ones.
 2
  • • Explain the teacher's and students’ role in teaching through Inquiry learning.
  • • Identify the standards for choosing the subjects that can be taught using the Inquiry teaching strategy.
  • • Suggest solutions for the expected challenges that teachers face when teaching through Inquiry learning.
  • • Choose the suitable lessons to learn through Inquiry learning.
  • • Identify the differentiation strategies and classrooms accommodations for students in different levels of learning styles and rate.
 3
  • • Explain the learning cycle 5E's.
  • • Develop appropriate questions for each phase of the learning cycle 5E's.
  • • Design a lesson plan using the learning cycle 5E's.

Assessment

No Assessment Component Weight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment Self-regulated -assessment KWL-Q 5
Vocabulary Tool 5
Trainer Assessment Design an inquiry based learning unit 15

Design a unit based on 5E's learning Cycle

15
3 Summative assessment Summative performance task, After training Presentations 15
Exit Task 5
Portfolio 10
Final exam 20
Program Total 100

Time Distribution

No Item Time (min)
1 KWL-Q 15
2 Pre-Vocabulary Tool 15
3 Terminology 10
4 Activity 1.1: “Inquiry Definition” 30
5 Activity 1.2: “Benefits of Inquiry Teaching” 30
6 Activity 1.3: “Inquiry Types” 60
7 Activity 1.4: “Constructivism and Inquiry” 30
8 Activity 2.1: “I and the Inquiry learning” 30
9 Activity 2.2: “When to use Inquiry education” 20
10 Activity 2.3: “Inquiry Checklist” 30
11 Activity 2.4: “Challenges for teaching through Inquiry learning” 30
12 Activity 2.5: “My subject and Inquiry learning” 25
13 Activity 2.6: “Checklist” 25
14 Activity 2.7: “Design an inquiry based learning unit…” 60
15 Activity 3.1: "Learning Cycle – 5E's" 40
16 Activity 3.2: 5E's phases Questions"
30
17 Activity 3.3: "The role of teacher & student at the learning cycle" self-learning
18 Activity 3.4: "Get informed" self-learning
19 Activity 3.5: "Design a unit based on 5E's learning Cycle" 90
20 After training assessment - Presentations After  Tr.
21 Post -Vocabulary Tool 10
22 Exit Task 20
Total 10 Hours


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