- When teachers don’t fully understand the complexities of inquiry-based learning, they may simply think of this approach “unstructured,” and may, as a result, fail to provide proper scaffolding, assessment, and redirection as projects unfold.
- When
- students lack prior experience in this approach
- or have insufficient support and modeling
- from teachers.
- With respect to general academic
- skills, students may have difficulty developing
- logical arguments and evidence to support
- their claims
- Students often find it hard to determine how to work together, manage their time and the complexity of the work, and sustain motivation in the face of setbacks or confusion
- One of the principal challenges for
- teachers, then, is to learn how to juggle a host
- of new responsibilities and implementation
- issues—from carving out the time needed for
- extended inquiry to developing new classroom management techniques.
- Teachers must also
- be able to design and support inquiry-based
- lessons that meet a variety of criteria, such
- as illuminating key subject matter concepts,
- balancing direct instruction with inquiry
- opportunities, scaffolding the learning of
- individual students through modeling and
- feedback, facilitating learning among multiple
- groups, and developing assessments to guide
- the learning process
Barron, B., & Darling-hammond, L. (2008). Powerful learning: What we know about teaching for understanding.. San Francisco, CA: Jossey-Bass a Wiley imprint. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
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