Inquiry Based Learning

The dictionary defines a pumpkin as a large, round fruit of the gourd family.  Although many people would agree,  students in Brandi Landis and Zach Holden's 3rd grade classes at Kelsey Norman might also define it as a learning tool.  One day each fall, the teachers facilitate learning with one subject - a pumpkin.

Along with the teachers, the students brainstorm approximately thirty different learning activities using a pumpkin.  From that list, students choose activities that will meet criteria in math, science, and communication arts.

Some of the ideas students brainstormed this year included writing a story about, or a letter to, a pumpkin, writing their own story problems, finding density,  and determining the distance a pumpkin travels when it is rolled.

For science and math activities, the third grade students made predictions about what would happen to their pumpkin and then adapted their theories after performing the tasks. They also used Excel to graph the distance their pumpkin traveled during the pumpkin roll and compared that to others in their groups.

Students are learning with a constructivist approach during these lessons.  Some characteristics of this lesson design and the eMINTS Instructional Model include student choice, gathering information, adapting prior knowledge based on experiences, and collaboration between peers.

A Chinese proverb states,  “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”  Lessons such as the ones taking place in this eMINTS classroom are keeping students engaged at higher levels of thinking.  Giving students the choice of activities provides an ownership of learning and using a problem based approach in lessons allows students to identify the resources necessary for achievement.  This combined with collaboration between students can provide a higher level of engagement that leads to successful learners.

When using an inquiry based approach such as this, student questioning is encouraged, conclusions are drawn, and learning is active, deeper, and reflective.  Differentiation comes easily because students are working at a pace that is comfortable for them.  The teacher acts as a facilitator, questioning, providing scaffolds, and offering varied viewpoints for student consideration.


So maybe pumpkins can magically turn into a glittering carriage.  All you need is a little student choice and inquiry, and you'll have complete engagement.

Questioning Strategies

What is a higher order question?  How do our students use questioning strategies in their classes?

Questioning as a type of inquiry in classrooms is more difficult than it seems.  To encourage students to ask higher order questions, teachers must first model the process, then encourage students to ask questions.  Research has shown that children ask more than half of all questions.  Anyone having experience with toddlers could concur with that statement.  However, that same research also shows that the amount of questions students ask significantly drops with each year.  This places yet another great responsibility on teachers.

Questioning from students is critical to enable students in problem solving and decision making.  However, questioning in itself is not enough.  Questions with one right answer fail to grasp the deep understanding students have or need regarding subject matter.  Higher order thinking, such as analysis, evaluation, and synthesis provide our students with a deeper understanding of material, the ability to transfer knowledge to real life experiences, and to also make connections.

eMINTS teachers have been studying not only what type of questions their students are asking, but what type of answers have been elicited from these questions.  Through discussion and modeling by teachers, students are recognizing the difference between simple questions and those that are more complex.

Students in Gala Moss' 5th grade class have been using questioning strategies within their science classes.  When students have questions regarding their study, the question is written on Post it notes.  These questions are posted to a bulletin board and are available for other students to answer in an area that works similar to a work station or center.  Students sort the questions as they realize that some require more understanding than those with simple, "only one right" answer.

Mrs. Mwangi's 5th Grade at West Central

The first few weeks of school are a very important time in an eMINTS classroom.  Not only do students need to learn procedures and get back into the swing of things, but they must develop classroom and teambuilding skills that will create a community of learners that depend on each other. Sarah Mwangi's 5th graders are doing just that.

Mrs. Mwangi's students are using the theme of "safari" this year with the long journey they'll be taking in 5th grade.  To identify with each student's unique responsibility in the classroom, they pieced together a 100 piece, 4 foot puzzle, but weren't allowed to talk during the activity.  After completing the puzzle, the kids talked about how each student represented a puzzle piece. For it to look right, everyone had to be involved (i.e. all puzzle pieces there).  This went on to a discussion about teamwork and cooperation.

















Also last week, the students used various materials to make parachutes.  They attached "a parachuter" and were judged on the longest hangtime as well as the most creative parachute.  Additionally, each team voted for the Most Valuable Player, who was able to keep the team parachute.

The winning team had a hangtime of 4.19 seconds after dropped from the top of the playground equipment, which was approximately ten feet.  The winning team in the creativity portion was chosen because they tried to use all the materials in creating something unique.  The kids had fun and did a great job. 

With these activities, Mrs. Mwangi's students were introduced to the eMINTS instructional model of High Quality Lesson Design, Inquiry-Based Learning, Powered by Technology, and Classroom Community.  Rather than giving students directions to create their parachute, they were given materials.  Students chose how they wanted their parachute designed and problem solved how their design could be carried out.  Reflection after each activity provides a learning experience for students.


To learn more about Mrs. Mwangi's class, visit her website at http://mwangi.weebly.com.