Inquiry Based Learning Shs As of 111217

INQUIRY-BASED
LEARNING
National Training of Trainers on Senior
High School Competency-Based Learning
A. Venue Hotel, Makati City

November 13-18, 2017
SHERWIN C, QUESEA
Education Program Supervisor
City Division of Tayabas
Presenter
Region IV-A (CALABARZON)
DEPAR TMENT OF EDUCATION
OBJECTIVES OF THE SESSION:
1. Describe the features of an inquiry- based
learning.
2. Explain the four levels of inquiry.
3. Familiarize the 5E learning model of inquiry.
4. Identify the competencies in the CG where
inquiry-based learning approach in teaching can
be applied
5. Prepare a DLP employing principles of inquiry-
based learning approach in teaching.

Divide the group into 5
small groups.

Activity 1A:
3 minutes
Investigate and
explore the single
strip

3 minutes

Activity 1B:
Möbius Strips
The Möbius Strip
was discovered by German
Mathematician August Mobius.
Let’s investigate the fascinating

result when you explore and
engage with Möbius strips.
Procedure:
1. Begin with a strip of paper

Mark one end A and the back of
the opposite end B as in the
Figure.
A
Procedure:
2. Turn over one end of the paper
so as to form a half-twist and mark
it B.

Procedure:
3. Now, join the ends so as to
form the figure known as the
Möbius strip.

Guide Questions:
1. How did you

find the
activity?
Guide Questions:
2. How many among

you were able to
make/not able to
make the Mobius
Strip?
Guide Questions:
3. For those who were able

to make the Mobius
Strip, what are the
techniques that you used
to make the Mobius
Strip?
Guide Questions:
4. For those who did not

make it, what problems
did you encounter while
making the Mobius
Strip?
Guide Questions:
5. What interesting
information can you get
from the Möbius strip?

Activity 1C:
Möbius Strips
Guide Questions:
1. Using the mobius strip
from the last activity.
What can you infer if
you draw a line from A
to B?
Activity 1D: (5 minutes)
Möbius Strips

Group Activity
Group 1
• Form a new Mobius Strip again, cut out
the band down the middle and discover
the resulting figure.
Group 2
• Form a new Mobius Strip again, but this
time cut out a line that is approximately
one-third of the way across the band
until both ends meet and discover the
resulting figure
Group Activity
Group 3
• Form again a band with two-half twist.
Cut out the center and discover the
resulting figure
Group 4
• Repeat the preceding activity, but begin
with the band that has three-haft twist.
• Cut out the center and discover the
resulting figure
Group Activity
Group 5
• Cut the two ends of the strip into three.
• Mark top end from right to left side A1, A2, A3, and
mark the back of the bottom end from right to left
side B1, B2, & B3.
• Twist the band with one-half twist and connect the
ends of A2 & B2 making strip A2B2, connect A1 & B3
over strip A2B2 making strip A1B3, and connectA3 &
B1 over strip A1B3 making strip A3B1.
• Then cut strip A1B3, after that, flip the mobius strip
vertically then cut it all throughout the strip and
discover the resulting figure.
5 minutes
5 minutes
End
SHARING (10 minutes)
• Answer the following questions
• Write your answers on the
manila paper.
• Choose a rapporteur
• Present your work to the class.

Guide Questions
1. How did you find the

activity?
2. What happened to the
strip?
3. What is the resulting
figure?
Guide Questions:
4. How many among you were able to
make/not able to make the Mobius
Strip?
5. For those who were able to make the
Mobius Strip, What are the techniques
that you used to make the Mobius
Strip?
6. For those who did not make it, what
problems did you encounter while
making the Mobius Strip?
Guide Questions:
8. What have you
learned from your
experience in
making mobius
strips? DEPAR TMENT OF EDUCATION
Guide Questions:
9. What word/s can

you give to describe
your learning
experiences?
10 minutes

Guide Questions:
B. What is Inquiry
Based-Learning?

WHAT IS INQUIRY-BASED
LEARNING
Inquiry-based learning (IBL) is a
pedagogy which best enables
students to experience the
processes of knowledge creation
and the key attributes are
learning stimulated by inquiry, a
student-centered approach, a
move to self-directed learning,
and an active approach to
learning.
LEARNING
Inquiry-based learning is
an approach to teaching
and learning that places
students’ questions, ideas
and observations at the
centre of the learning
experience.
LEARNING
are engaged in essentially open-ended, student-
centered, hands-on activities.”
• Questioning
• Investigating
• Using evidences to describe,
explain and predict
• Connecting evidences to
knowledge
• Sharing of findings

INQUIRY-BASED
LEARNING
finds its antecedents to…
CONSTRUCTIVISM
(Piaget)
EXPERIENTIAL SOCIAL
LEARNING DEVELOPMENT
(Dewey) (Vygotsky)

WHY INQUIRY-BASED?

WHY INQUIRY-BASED?
“If we are only teaching what we
know, our children can only do as
bad as we are doing, and this is the
challenge we are facing – we have
to go beyond it.”
(Pauli, 2009, TEDx)

For 3 Minutes by group:
1. What is the
importance of Inquiry –
Based Learning in
teaching competencies?

3 minutes

IMPORTANCE OF INQUIRY – BASED LEARNING IN
TEACHING
• Develop useful problem solving skill

• Prepare learners to live in a world that
is non - static
• Enable learners to cope with changes
that will increase in complexity
throughout their lives
• Provides learners tools for continuing
to learn
• Attain important outcomes in the
classroom
LEVELS OF INQUIRY

Activity 2: (5 minutes)
Levels of Inquiry

In what level of inquiry do
the last four activities (1A,
1B, 1C and 1D) fall?Write
your answer on the
metacards, choose a
rapporteur and explain your
answer. DEPAR TMENT OF EDUCATION
5 minutes
5 minutes
End
LEVELS OF INQUIRY
http://portal.ou.nl/documents/7288585/0/Levels+of+Inquiry+Based+Learning.pdf

LEVELS OF INQUIRY
http://static.nsta.org/files/sc0810_26.pdf

LEVELS OF INQUIRY
Limited/Confirmation inquiry is useful

when a teacher’s goal is to reinforce a
previously introduced idea; to introduce
students to the experience of conducting
investigations; or to have students
practice a specific inquiry skill, such as
collecting and recording data.
LEVELS OF INQUIRY
Structured inquiry, the question

and procedure are still provided by
the teacher; however, students
generate an explanation supported
by the evidence they have
collected.
LEVELS OF INQUIRY
Guided inquiry, the teacher provides

students with only the research
question, and students design the
procedure (method) to test their
question and the resulting
explanations.
LEVELS OF INQUIRY
Highest level of inquiry, Open inquiry, students

have the purest opportunities to act like
scientists, deriving questions, designing and
carrying out investigations, and communicating
their results. This level requires the most
scientific reasoning and greatest cognitive
demand from students.
LEVELS OF INQUIRY
1A- OPEN INQUIRY
1B- LIMITED/CONFIRMATION
INQUIRY
1C- STRUCTURED INQUIRY
1D- GUIDED INQUIRY

5E LEARNING
EARNING MODEL OF INQUIRY

ACTIVITY: (3 Minutes)
Analyze each statement

and identify in which part
of the 5E Learning model
it belongs
5E ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE
A.
B.
C.
D.
E.
3 minutes

5E LEARNING MODEL

Suggested Activities for 5 Es
5 Es Suggested What the What the
Activities Teachers Does Learners Does
• Creates interest • Ask question
• Generates such as,
curiosity o Why did this
• Demonstration
• Raises happen?
• Reading
questions o What do I
• Free Write
• Elicit responses already know
Engage • Analyze graphic
that uncover about this?
organizer
what are the o What can I
• KWL
learners know found about
• Brainstorming
or think about this
the concept / • Show interest
topic in the topic
aC
5 Es Suggested What the Teachers What the
Activities Does Learners Does
• Encourage learners to
• Think freely but
work together
within the limits of
• Perform an without direct
the activity
investigation instruction from the
• Think prediction
teacher
• Read and hypotheses
• Observes and listens
Authentic • Form new
to the learners as
Resources to prediction and
they interact
hypotheses
Explore Collect • Ask provoking
• Tries alternatives
Information question to redirect
and discusses
learners
• Solve a them with others
investigations when
problem • Record
necessary
• Construct a observations and
• Provide time for the
ideas
model learners to puzzle
• Suspends
through problem
aC
judgement
• Learners analysis • Explain possible
• Encourage learners to solutions and
and explanation
explain concepts and answers to others
• Supporting ideas
definition in their own • Listens officially to
with evidences words others explanation
• Structured • Ask for justification • Questions other
questioning (evidence) & explanations
• Reading and clarification from the • Listen to and tries
Explain discussion learners to comprehend
• Teachers • Formally provides explanation the
explanation definitions, explanation teachers offer
and new labels • Refers to previous
• Thinking skill
• Uses previous learners activities
• Activities:
experiences as basis for • Uses recorded
compare, classify, explaining concept observations in
error analysis explanations
aC
• Applies new labels,
• Expect the learners to
new definitions
use formal label, explanations and skills
definitions, and in new, but similar
explanations provided situations
• Problem Solving preciously • Uses previous
• Decision Making • Encourage the learners information to ask
to apply or extend the questions, propose
• Experimental solutions, make
concept and skills in
Elaborate Inquiry decisions and design
new situations
/Extend • Think Skill • Reminds the learners to •
experiments
Draws reasonable
Activities : existing data and conclusions from
compare, classify evidences and task – evidences
, & apply what do you already • Record observation
know? / What do you and explanations
think? • Checks for
• Strategies from explore understandings among
peers
apply here also
aC
• Observes the learners as
they apply new concepts • Ask open-ended
and skills questions by using
• Any of the above • Assessment learners observations, evidence
• Develop a Scoring knowledge as prior skill and previously
• Looks for evidence that the accepted explanations
Tool or Rubrics
learners have changed • Demonstrate an
• Test their thinking and understanding or
• Performance behaviors knowledge of the
Evaluate Assessment • Allow learners to assess concept or skills
their own learning and • Evaluate his / her own
• Produced a
group process skills progress and
product • Ask open-ended questions knowledge
• Journal Entry such as Why do you think? • Ask related questions
• Portfolio What evidences do you that would encourage
have? What do you know future investigations
about? How would you
explain?
aC
5E STAGE TEACHERS SHOULD AVOID… INSTEAD, TEACHERS SHOULD…
ENGAGE Starting the lesson by explaining Hook students’ interest in the

the topic. topic or arouse their curiosity
with a problem question.
EXPLORE Allowing students to do whatever Put direction in the inquiry and
they want. set parameters. Have hands-on
work .
EXPLAIN Doing all the talking. Ask students to present their
findings and reasons. Then give
feedback on their answers and
other need inputs.
ELABORATE Giving a test at once after Extend students’ learning to

new discussion. situations and to new
challenges.
EVALUATE Assessing only with a written Use also open-ended and
objective type test. application types of
assessments.
5E Learning Model vs 7E Learning Model
Sometimes a current model must be amended

to maintain its value after new information,
insights, and knowledge have been gathered.
Such is now the case with the highly successful
5E learning cycle and instructional model.
National Research Council. 2006. National science

education standards. Washington, D.C.: National
Academy Press.

5E Learning Model
vs
7E Learning Model

DLL/DLP Procedures vs 5E vs 7E

Which of the following can be considered Inquiry-
based Learning?

Which of the following can be considered
Inquiry-based Learning?

Which of the following can be considered Inquiry-
based Learning?

Which of the following can be considered
Inquiry-based Learning?

APPLICATION:
1. Each group shall identify

the competencies in the CG
by which the SHS teachers
can apply the inquiry-based
learning.
APPLICATION:
2. Prepare a learning plan for your

chosen competency employing
the principles of IBL.
REFERENCES
Biological Sciences Curriculum Study. (2005). Doing Science: The Process of Scientific Inquiry. Colorado: BSCS.
Gall M. (1970). Gall M.D. (1970). The Use of Questions in Teaching. Review of Educational Research. 40, 707-721
retrieved
from http://rer.sagepub.com/ content/40/5/707.full.pdf
Harlen W. (2014). Helping Children’s Development of Inquiry Skills. Inquiry in Primary Science Education, 1 , 5-19
retrieved from http://prisci.net/ipse/papers/
%20IPSE%20Volume%201%20No%201%20Wynne%20Harlen%20p%205%20%2019.pdf
Llewellyn D. (2011). Differentiated Science Inquiry. California: Corwin. National Research Council (2000). Inquiry
and the National Science Education Standards. Washington: National Academy Press.
Ostlund K. (1996). Rising to the Challenge of the National Science Education Standards. Fresno, California: S & K
Associates.
Padilla, M. (1990). Research Matters to the Science Teacher. NARST.
Waite-Stupiansky, S. (1997). Building Understanding Together: A Constructivist Approach to Early Childhood

Education. New York: Delmar Publishers
Witt C & Ulmer J (2010) The Impact of Inquiry Based Learning on the Academic Achievement of Middle School
Students
Shymansky, J. A., Kyle, W. C., & Alport, J. M. (1983). The Effects of New Science Curricula on Student
Performance.
Journal of Research in Science Teaching, 20, 387-404.
Shymansky, J. A., Hedges, L. V., & Woodworth, G. (1990). A Reassessment of the Effects of Inquiry-Based Science
Curricula of the Sixties on Student Achievement. Journal of Research in Science Teaching, 27(2), 127-144

Thank You for Listening..
To God be all The Glory
SHERWIN C. QUESEA
Education Program Supervisor
City Division of Tayabas
Presenter
Region IV-A (CALABARZON)

Inquiry Based Learning Shs As of 111217

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INQUIRY-BASED

A. Venue Hotel, Makati City

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

Let’s investigate the fascinating

1. Begin with a strip of paper

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

1. How did you

2. How many among

3. For those who were able

4. For those who did not

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

1. How did you find the

9. What word/s can

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

(Pauli, 2009, TEDx)

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

• Develop useful problem solving skill

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

Limited/Confirmation inquiry is useful

Structured inquiry, the question

Guided inquiry, the teacher provides

Highest level of inquiry, Open inquiry, students

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

Analyze each statement

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

ENGAGE Starting the lesson by explaining Hook students’ interest in the

ELABORATE Giving a test at once after Extend students’ learning to

Sometimes a current model must be amended

National Research Council. 2006. National science

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

DEPAR TMENT OF EDUCATION

1. Each group shall identify

2. Prepare a learning plan for your

Padilla, M. (1990). Research Matters to the Science Teacher. NARST.

Waite-Stupiansky, S. (1997). Building Understanding Together: A Constructivist Approach to Early Childhood

DEPAR TMENT OF EDUCATION

To God be all The Glory

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