This video is about inquiry-based learning.

In Order of the Phoenix, the fifth in the Harry Potter series, Dolorus Umbridge takes over as Defense Against the Dark Arts teacher and instantly transforms the class into a textbook-based class focused on passing tests standardized. When Harry wonders if this will prepare them for the chaos of fighting Vold. . . uh. . . uh. . . He who must not be named. . . Umbridge punished him and he ended up forming his own school within a school called Dumbledore's Army.

Dumbledore's Army is purely investigation based. Although Harry is the teacher, he is primarily a secondary guide, allowing students to ask questions and find the answers themselves. They rely on each other and various spell books to solve problems and answer questions. Although the process may seem complicated compared to Umbridge's approach, students learn at a rapid pace because they don't waste time repeating what they already know.

This is an example of inquiry-based learning.

But as this is set in the UK, it is likely to be inquiry-based learning.

History of inquiry-based learning

Inquiry-based learning has been around for thousands of years. Both Socrates and Confucius used variations of an inquiry-based format. This is an essential element of the early Enlightenment scientific method and was a central idea of Dewey's and Montessori's notions of student-centered learning.

Pedaste shares a model of the four phases of inquiry. It starts with an orientation, which is often a discussion. From there, we move on to conceptualization, where students generate questions and define a hypothesis. This leads to inquiry, where students explore, experiment and interpret data, often in flexible and dynamic ways. Eventually, they come to a conclusion.

Heather Banchi and Randy Bell define four different types of inquiry that you can view on a spectrum from teacher-centered/structured to learner-centered/open-ended.

Level 1 is Confirmation Inquiry, where the teacher teaches the concepts, creates the questions, and models the process for the students.
Level 2: This is a structured inquiry, where the teacher creates the initial questions and shares procedures, then goes through the rest of the inquiry process collecting and analyzing data and drawing conclusions.
Level 3 is guided inquiry, where the teacher asks the research questions but students take ownership of the research or experimentation process.
Level 4 is open/true investigation. Here, students formulate their own questions, design their own experiments or research, collect their own data, and share their findings.

According to Banchi and Bell, teachers should start with levels 1 and 2 and use them as scaffolding, so students can learn the process of inquiry.

Here are some places you can start with inquiry-based learning.

In language arts or social studies, you might do a Wonder Day or Week project, during which students develop their own questions and progress through the inquiry process. You can also do a Genius Hour project, in which students not only ask their own questions, but design their own product accordingly. In mathematics, you can ask students to explore a concept and develop their own problems. And in science, you can do a science fair project or a myth-busting style approach to testing an urban legend.

If we want students to take ownership of their learning, we need them to stay curious. And that’s why inquiry-based learning is so valuable.

SOURCES:

National Institute of Health. (2005). Doing science: the process of scientific research. http://science.education.nih.gov/supplements/nih6/inquiry/guide/info_process-a.htm

Bell, T.; Urhahne, D.; Schanze, S.; Ploetzner, R. (2010). /"Collaborative inquiry learning: models, tools and challenges/". International journal of science education. 3 (1): 349-377. Bibcode:2010IJSEd..32..349B.

Bruner, J. S. (1961). /"The act of discovery/". Harvard Educational Review 31 (1): 21-32.
*Note that this is excellent work by Bruner, who is one of my favorite theorists.

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