Inquiry Based Learning in the Classroom - Meterology

Inquiry-based learning: 

Inquiry-based learning (noun) is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator.  Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning and is generally used in small-scale investigations and projects, as well as research.   Source:  Wikipedia

Based on research results ("Make it Stick' By Peter Brown and many others!),  Inquiry-based learning provides the following benefits:

• increased student engagement   
  
• better retention/understanding of the material

What does Inquiry-based learning look like?

If you are interested in exploring this pedagogy, I think one of the easiest ways to understand Inquiry-based learning is to see how other teachers are using it in their classroom.

Theresa Ruggiero uses Inquiry-Based learning with her Meteorology class.  She created the wildly popular Trivia Tuesday, where students work in groups to answer content questions using their textbook and online resources.  Theresa organizes Trivia Tuesday in rounds, with 3-4 content questions in each round. See an example of a question below:

Students are given time to work with their group using resources (textbook/laptop) to answer the question posed.  Groups earn points based on correct answers.  (As an added bonus, students assign a value of 1, 3, 5, or 7, applying each value once to the 4 questions in the round.  This introduces both game strategy and giving students more choice in scoring!)

After each question, Theresa leads a class discussion about the correct answer, with additional detail and information:

(This inquiry method of learning is fully supported by brain research, which shows that struggling first to answer a question with new information not only increases student engagement, it increases their retention of the material!)

After a round of questions and discussion, Theresa gives the groups a quick, closed book/laptop quiz (for formative assessment).  The quiz includes questions on content students should now know, with a few fun questions thrown in!

In the end, the group scores for the Round questions and closed book quiz are tallied.  Theresa shows the leaderboard to add an element of fun group competition!

What do Students think?

I had the pleasure of visiting Theresa's class earlier this year.  I observed groups working on Trivia Tuesday questions who were engaged and on task.  When one or two groups finished early I had a chance to ask the students what they thought about Trivia Tuesday.  Here are some responses from them:

This (Trivia Tuesday) is where my learning takes place. I like it so much better than listening to a lecture.

I like working with my group.  We all add something to the answer.  Sometimes we get into heated debates about the right answer!

For those of you interested in Social/Emotional impacts, Theresa originally planned to switch the group members after a few Trivia Tuesdays.  The students begged to stay in their groups!  As one student told me, 'We weren't friends when we signed up for this class.  But after being in our group, we are now!'.

Daisy Bex

Izzie Fletcher

Two of Theresa's students, Daisy Bex & Izzie Fletcher from the Class of 2018, wanted to share how much they liked their Meteorology class.  They agreed to come talk with me during one of their free blocks.  Neither was a Meteorology nerd before - Theresa had to talk Izzie into signing up!

Both Daisy and Izzie re-iterated their love of learning through Trivia Tuesday.  They love the inquiry-based methodology, working collaboratively with their group to find answers, and the competitive element!

Daisy & Izzie also shared another part of the course they particularly love, which also falls under Inquiry-based methodology.  Every other Friday Theresa has students participate in  Green Screen Friday down in CCTV.  (Named after the infamous green screen meteorologists use when discussing the weather on TV.  The audience sees the map, but the meteorologist only sees a blank green screen!)  Students pick from a list of topics that extends and allows them to apply what they learned during the week.  They are videoed presenting in front of the green screen while classmates listen and take notes.  The video is loaded to a class youtube account for students to refer to.  Daisy & Izzie really like teaching/being taught by fellow classmates!  They love this activity because 'you can see you and your classmates' growth in a comfortable & supportive environment.'

Below is an example of one of these presentations.  You can find more on the CCHS Meteorology youtube channel!

A portion of Green Screen student support document appears below:

Click here for the full student Green Screen support document

As you can see from the choice of topics, this project is also Inquiry-Based.  Students choose their topic, research the topic, and are videoed while presenting based on their research findings.

Overall, Daisy & Izzie emphasized how much they look forward to their Meteorology class.  They view it as a really nice break in their hectic day.! 

Interesting feedback from students who are learning what can be extremely complex information!

We have a lot of innovative teachers at CCHS.  I'm sure many of you are using this methodology at some point with your students.  If you are using inquiry-based learning in your classroom please share!  Either comment on this blog or talk with me!