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Inquiry based learning - Coggle Diagram

- - - - open inquiry
        
        Regulation:
        Student-led (teacher validation)
        Students combine regulatory cards into
        sequences of actions,or make their
        own suggestions instead of using the cards.
        They monitor their own activity, set their
        own goals, and are able to justify the activity
        and goals to the teacher
        
        Inquiry pathways:
        Student-led (teacher instruction when
        requested)
        Multiple pathways are in evidence
        as students
        attempt to answer their own questions
        
        Results of inquiry:
        Student-led (teacher assessed)
        Groups or individual students present
        results that the teacher could not
        have predicted at the start.
        These might include
        novel approaches and findings.
        
        Questions and observations:
        Student-led
        Students ask questions and make
        observations about the prompt, including
        suggestions for changing the prompt to
        explore it further. They make
        conjectures and generalisations that
        could lead to attempts at proof.
        
        Challenges/Benefits:
        Students are experienced in inquiry and can
        direct their own learning by using the
        regulatory cards creatively or
        without the support of the
        cards at all. They can take a prompt and
        inquire independently in order to create
        a mathematically-valid outcome.
      - Regulation:
        Co-constructed
        Students are given a role in deciding the direction of the inquiry by choosing a regulatory card. The number of cards could be limited to three at first, then six, and so on. The teacher uses the students’ questions and comments to suggest approaches, but requests for instruction generally come from students
      - Questions and observations:
        Student-led
        Students ask questions and make observations about the prompt – and might make conjectures and generalisations.
      - Inquiry pathways
        Co-constructed
        The teacher might encourage students to follow one of three or four different pathways based on the questions and observations. For example, one pathway might involve students in learning a procedure; a second might encourage them to explore more examples; a third might require students to find (counter-) examples to support or reject a conjecture; and a fourth might involve them in explaining an observation
      - Challenges/Benefits:
        Either The class is relatively new to inquiry, but contains an identifiable “breakthrough group” whose members generate ideas, offer conjectures and show high levels of curiosity. Even though the group could form a minority in the class, it has the influence to 'carry' their peers – at least, in the early phases of inquiry.
        Or The class has carried out inquiries before and the students are starting to show higher levels of creativity
        by suggesting their own inquiry pathways
      - Results of inquiry:
        Co-constructed
        Students report on or present different findings depending on the pathway they have followed. The results might include some that the teacher had not foreseen at the start of the inquiry