Inquiry Based Learning 

The deep-seated impulse to question is the fuel that propels the success of any lifelong learner. It seems a little nonsensical to have to design a curriculum placing querying and curiosity at the centre of the school day; questions have, after all,  formed the foundation of critical thinking--and by extension of civilization--since before Socrates  But for decades, education researchers have exhaustively documented how entrenched twentieth-century education models squeezed the urge to ask out of the majority of the world's primary school population.

Inquiry based learning was developed based on data suggesting that when students arrive at knowledge— be it a mathematical formula, scientific principle, or historical explanation— in the attempt to answer a broad, provocative question they  much more likely to retain the knowledge. It has also been repeated that a inquiry-based  approach  increases student engagement in a manner that causes obstinate achievement gaps between  genders and races to narrow.  The function of the teacher in an IBL classroom is plan out a productive questioning sequence ahead of time to ensure that students feel as if they have stumbled upon the desired content. This process embeds the questioning reflex fundamental to a  student’s future success  and will make them well-practiced at drawing on a diverse array of resources to find satisfactory answers to complex questions. 

We have long been aware that twenty-first-century adults are expected to change careers six times over the course of their lifetimes, but education systems have been dangerously slow adjust to the reality that the value of science literacy and competence is the one constant in an economy in a constant state of flux. The ability to answer complex questions in a creative, concise manner will outlive the usefulness of any academic content a teacher might impart. 

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