Week 4 Focus Teaching through Inquiry Based Models

1. What are some ways to assess student learning effectively in an inquiry-based model, especially when outcomes may vary?

According to the Week 5 reading, Questioning Techniques: A Study of Instructional Practice by Joan Buchanan Hill (2016), the emphasis on effective questioning that promotes higher-order thinking is highly applicable to an inquiry-based model. Questioning plays a crucial role in inquiry-based learning, as it requires students to engage in deeper cognitive processing to answer complex questions. This enhances cognitive engagement and overall learning. In this approach, questioning supports students in explaining processes and ideas in multiple ways. For further guidance, A Questioning Toolkit by www.fno.org provides educators with essential strategies for formulating questions that provoke critical thinking and inquiry.

Like any effective instructional strategy, inquiry-based learning requires thoughtful planning, particularly in terms of monitoring and assessing both the inquiry process and final products. Assessment planning is essential to determine what students already know, what they need to learn, and how instructional emphasis will be placed. Multiple assessment methods ensure that students have various opportunities to demonstrate their understanding, allowing educators to gain deeper insights into students' thinking and learning. Various assessment strategies, as outlined by the Ontario Ministry of Education (2010), include:

• Formal and informal observations

• Discussions, learning conversations, questioning, and conferences

• Group tasks

• Demonstrations and performances

• Projects and portfolios

• Peer and self-assessments

• Self-reflections

In the context of inquiry-based learning, effective assessment occurs when strategies align with learning outcomes, integrate seamlessly into instruction, relate new concepts to prior knowledge, and involve students in their own assessment process. Meaningful, immediate feedback further enhances student learning by allowing them to refine their understanding and skills.

Teachers must incorporate diagnostic, formative, and summative assessments when designing inquiry activities. Diagnostic assessment identifies students’ existing inquiry skills and areas needing improvement, helping teachers tailor instruction and provide differentiated support. Formative assessment is crucial for monitoring student progress throughout the inquiry process, allowing teachers to adjust instruction, modify activities, and provide targeted support. Summative assessment, conducted at the end of the inquiry, evaluates both the content and the process, offering valuable insights for students, parents, and educators to guide future inquiries.

In an inquiry-based classroom, the teacher plays multiple roles, including motivator, diagnostician, guide, experimenter, researcher, modeler, mentor, collaborator, and learner (Crawford, 2000). By modeling effective inquiry skills, teachers encourage students to engage in meaningful exploration, critical thinking, and self-directed learning.

2. What strategies could you use to guide students who struggle with the self-direction required in inquiry-based learning?

Educators who use a variety of oral, written or visual assessments throughout the inquiry process help address the various learning styles of students. This approach can allow them to demonstrate their learning and make their thinking visible according to their individual strengths.

For any students who find it difficult to express their understanding through writing e.g., visual learners, English language learners, educators can consider using illustrations and other visuals such as graphic organizers to provide evidence of student learning. Sometimes what isn’t included in a students’ illustration can be an indicator of what the student may be overlooking or misunderstanding.

Inquiry-based learning can be approached independently, in pairs or small groups. Educators can consider flexible groupings based on interest, topic/question or readiness in terms of inquiry skills.

Educators should use practices and procedures that “relate to the interests, learning styles and preferences, needs, and experiences of all students” and that “support all students, including those with special education needs, those who are learning the language of instruction (English or French) and those who are First Nation, Metis, or Inuit” (Ontario Ministry of Education, 2010a).

References

Adapted from Ontario Ministry of Education (2010a).

Adapted from http://www.fno.org/nov97/toolkit.html 

Alberta Learning. (2004). Focus on Inquiry: A educator’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning.

Assessment in Inquiry-Based Learning. (2025, March 1). Www.ophea.net; Ontario Physical and Health Education Association. https://ophea.net/inquiry-based-learning/assessment-inquiry-based-learning

Joan Buchanan Hill (2016) Questioning Techniques: A Study of Instructional Practice, Peabody Journal of Education, 91:5, 660-671, DOI: 10.1080/0161956X.2016.1227190

Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation and reporting in Ontario schools, covering grades 1 to 12 (1st ed.). Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf