An approach to teaching and learning in nature
Why do inquiry based learning?
Learning begins with questions, not answers. When a student is encouraged to ask questions, they are encouraged to take an active role in their own learning. Though this process, they don’t just learn the answer to their question. They also learn how to learn. The learning adventures that proceed naturally from children’s inquiries provide the stimulus for further questions and encourages them to want to learn.
Steps towards inquiry based learning
- Challenge your students to come up with their own questions. Actively encourage your students to be curious. This can be achieved through telling stories that invite questions, bringing objects into the classroom that encourage curiosity, and going outdoors, where the dynamic environment provides many opportunities for inquiry.
- Encourage students to use creative ways to find the answers.
- Empower students to observe, and experiment. Make time for learning adventures that allow students to answer their own questions.
- After a learning adventure, encourage the students to share what they have learned.
- Use their answers to encourage more questions.
- Reward students’ questions as much as their answers.
- If you know the answer to the student’s question, don’t let on.
- Always model curiosity.
Example of an inquiry learning adventure: Weasels
- Inspire questions: Teacher tells a story about weasels living in the forest nearby, puts up pictures of weasels in the classroom.
- Students ask: Are there any weasels living in the forest near school?
- Investigation: Challenge the students to find out what kinds of places weasels like to live, what they like to eat, and what weasel tracks look like. (group discussion, internet research, book learning)
- Learning activity: go to a place on campus that most closely resembles the kinds of places weasels like to live. Spread out a pile of sand and leave some food similar to the kinds of foods that weasels like to eat. Come back the next day and look to see what kinds of footprints are left behind in the sand.
- Communicate: Students communicate what they have learned through journals, group presentation or internet website.
- Critique: Students critique the efficacy of the experiment and consider what they have learned. Consider as a group what other animals may be living in the forest on campus.
- Students ask: do deer live here on our campus? Repeat the learning process.