Inquiry Based Learning:

Not Quite Final Thoughts...

 

The key to Inquiry Based Learning (IBL), basically, is to allow students to learn from their mistakes, then adapt their work and advance from there.  It is a formative based instruction where students are evaluated more on personal growth and achievement then a strict regiment of specific questioning.

In essence, IBL is more of a hands-on format which allows people to explore while meeting specific criteria for advancement.  It is the antithesis to today's standardized testing formats, in that, while there are specific items that a student must know and acknowledge, the students also have the freedom to expand that knowledge into areas which interest them as opposed to being restricted in what they can learn.

In addition to being more of a hands-on format, IBL also helps students understand why the information which they are investigating is important, and how it will be viable as a skill outside of the classroom. 

IBL is bringing back into the classroom what has been ostracized for the past few decades:  the development of a students' ability not only to memorize information and take a test, but to think for themselves, analyze information, problem solve and be creative.  All of these attributes have basically been driven from the classroom as a result of standardization and common core practices.  This process (IBL) helps to bring these features back into the classroom while developing the necessary knowledge needed to take and pass the required written examinations.

As I have mentioned before, many of my units, with only some minor adjustments, will fall into the IBL format.  

With my Architecture and Engineering classes, they will be easy enough to adapt to allow students to explore aspects of each that they are interested in, while maintaining a steady rate of advancement in knowledge and skills.  Letting the students choose their own house designs, or their own animated mechanical system is a way to both keep the students engaged, as well as letting them explore.

Much of my robotics program is already in an IBL format, or close to it, as they have to design and construct robots to solve problems.  Adding in journals or having them create instruction manuals or presentations will only reinforce this process.

Beginning this fall, I am adding in a CTE aspect to the engineering curriculum:  I will be instructing in CAD, 3D printing and laser cutting, as well as avionics and control systems with the ultimate goal of having students develop and construct their own drone system.  That's right:  students will design, build and fly their own drones!  With each of these programs, I will be extending the use of rubrics, adding in an online journal requirement, and utilizing a daily KWL chart and electronic poll / question system to gauge student progress.  I am also planning on having students take a more active role in developing procedures, manuals and information packets (or links) that will be available for future student use.

One last comment...
I mentioned in the title that these are not quite final thoughts.  That is because IBL has no real final thoughts.  If conducted properly, it should be ever expanding, growing in adaptation to current technologies, while instructing in what is already in use.  If the program does not evolve, adapt and grow, it will stagnate and fall to the wayside.