It can be nerve-racking for teachers to surrender control of a classroom in order to let inquiry-based learning in. A recent post on eMINTs' blog, "Networked Teaching & Learning," guides teachers on ways in which to move gradually toward a model of open inquiry rather than diving in with both feet. Among the recommendations offered: consider where each lesson lies on a "continuum of inquiry"; some are more naturally suited to closed inquiry sessions than they are to open inquiry. In addition, the article suggests that a teacher try to limit the questions that he or she provides, allowing student questions to propel the experience. "There are many small things we can do in order to make inquiry part of our lessons and units of study without jumping into student-led inquiry headfirst," the article states. "If you struggle seeing your students as able to complete an inquiry independently, but you want to make your lessons more open, meeting open inquiry halfway might be a suitable compromise."
See on blog.emints.org