Summary
In this session, participants will explore inquiry-based learning, one of the components of authenticity. Participants will identify barriers to productive student discussion and explore solutions to overcome these barriers. Participants will read a research brief on inquiry-based learning and apply their understanding of the research to take on the role of a student and engage in discourse with each other. Participants will be encouraged to think critically, solve problems, collaborate to create solutions to real-world scenarios, and consider how they can integrate productive discourse into their classrooms.
Essential Question
How can productive discourse and meaningful questions support student learning?
Learning Goals
Develop solutions to overcome barriers to productive discourse in the classroom.
Implement strategies to support the use of discourse to arrive at an explanation to a complex problem.
Snapshot
Engage
Participants establish session norms and compare responses to direct questions to responses to open-ended questions.
Explore
Participants analyze images depicting barriers to productive discussion and identify solutions for each barrier.
Explain
Participants create a visual representation of their understanding of inquiry-based learning using a Frayer Model.
Extend
Participants apply their understanding of inquiry-based learning by modeling productive student discourse.
Evaluate
Participants reflect on their understanding of inquiry-based learning using the How Am I Feeling? What Am I Thinking? strategy.
Materials List
Presentation Slides (attached)
This Will Be a Success If handout (attached, one half page per participant)
Questions handout (attached, one half page per participant, print front and back)
Chat Stations Posters (attached, one set per session)
Exploring Solutions handout (attached, one per participant, print front and back)
Overcoming Barriers handout (attached, one per participant)
Components of Authenticity: Inquiry-Based Learning research brief (linked, one per participant, print front and back)
Frayer Model handout (attached, one per participant)
Instructional Strategy Note Catcher (attached, one per participant)
“What’s a GMO?” LEARN Narrative handout (linked, one per participant)
CERTIfy Your Thinking handout (attached, one per participant)
Discourse Moves handout (linked, one per participant, print front and back)
Sticky notes (two different colors per participant)
Engage
20 Minute(s)
Use the attached Presentation Slides to facilitate this professional learning session.
Display slide 3. As participants enter the room, distribute one copy of the This Will be a Success If handout to each person. Invite participants to read the displayed slide and respond to the prompt using the This Will Be a Success If… strategy. Participants are to add one thing they should do individually on the handout under the I do section, one thing the whole group should do under the We do section, and one thing the facilitator should do under the You do section.
Allow participants time to respond to the prompt.
Transition to slide 4 and introduce the Establishing Norms instructional strategy. Explain that participants’ responses to the prompt are intended to be used to create the norms. Invite participants to form small groups of three to four people and discuss their responses. Allow groups time to discuss then invite them to share out their main ideas.
As groups share out main ideas, organize them under common themes shared among the ideas. Continue to organize each group’s ideas in this way, creating new theme categories as needed. As participants share ideas, ask the whole group if they agree with the idea and would like to add it to a theme.
Once each group’s ideas have been discussed, agree on a singular main idea for each theme and add that to the list of norms on slide 5.
After the set of norms has been established, explain to participants that the Establishing Norms instructional strategy encourages group discussion and invites buy-in from participants or students. Explain that the process of setting norms encourages learners to identify their own behaviors and needs as they consider what behaviors and settings support their own learning.
Transition to slide 6 and ask participants to find a partner. Give each participant a copy of the Questions handout and direct their attention to the Round 1 section of the handout.
Explain to participants that they will have 60 seconds to discuss the questions on the handout with their partner. Encourage participants to use their personal experience with facilitating student discussions as they take turns asking and answering questions. Explain that pairs should attempt to discuss every question on the handout within the time limit. Emphasize that they only have sixty seconds to get through the list together and imply a sense of urgency. Once the directions have explained, start the 1-minute timer on the slide.
After time is called, show slide 7 and direct participants’ attention to the Round 2 portion of their handouts. Explain that participants are now to discuss this new set of open-ended questions with their partner, and that they have the same amount of time to do so. Begin the 1-minute timer on the slide and allow them time to converse.
After the second round, display slide 8 and invite participants to compare and contrast their experiences with both sets of questions. Emphasize how open-ended essential questions can support student discussion by allowing them to make deeper, personal, and creative connections with the content opposed to questions that demand a succinct response.
Display slides 9-10 and introduce the essential question and learning goals.
Explore
25 Minute(s)
Give each participant a copy of the attached Exploring Solutions handout and organize participants into groups of four. Display slide 11 and introduce participants to the Thinking Hats instructional strategy. Draw participants’ attention to the four chat stations around the room and explain that they will visit each station with their group. Explain that at each station they are to assume a different role, or Thinking Hat, for each discussion so that each group has one type of every role. Allow group members a moment to choose their Thinking Hats for the first station.
Assign each group to a different chat station. Display slide 12 and invite groups to discuss the scenario represented by the image at their station. Remind them to wear their Thinking Hat and approach the image from that perspective. Explain that as they discuss the image they should record their peers’ responses on their handouts. Begin the 5-minute timer on the slide and allow groups time to discuss the image at their stations. Once time is up, have groups rotate stations and remind them to choose a new Thinking Hat for that station. Repeat this process until participants have visited each station and remind them to change their roles during each rotation.
After participants have visited all four stations, transition to slide 13 and facilitate a group discussion on the following prompts:
What scenario did you identify at each station?
What strategies do you believe can address these barriers to productive discourse?
After discussing the prompts, distribute one copy of the Overcoming Barriers handout to each participant. Explain that the K20 LEARN strategies listed under each scenario can be used to overcome barriers to productive discourse.
Explain
20 Minute(s)
Transition to slide 14 and organize participants into groups of four. You may choose to have them remain in their previous groups or ask them to create new groups. Distribute one copy of the Components of Authenticity: Inquiry-Based Learning research brief and one copy of the Frayer Model handout to each participant. Invite participants to read the research brief individually.
Transition to slide 15 and draw participants’ attention to their Frayer Model handout. Invite participants to answer the following prompts as a group on the handout based on their understanding of inquiry-based learning:
Define: Write a definition of inquiry-based learning (IBL) in your own words.
List the Characteristics: List three to five essential characteristics of IBL.
Draw a Visual Representation: Sketch a scene or symbol that represents IBL.
Reflect: Give an example of what IBL looks like in your classroom.
Allow participants approximately fifteen minutes to complete their Frayer Model then invite participants from each group to share out one quadrant of their model. Once all participants have shared, review the Frayer Model instructional strategy and explain that this method can be used in the classroom to help students organize prior knowledge.
Extend
20 Minute(s)
Display slide 16 and distribute one copy of the “What’s a GMO?” LEARN Narrative handout to each participant. Invite participants to skim through the lesson and identify instances of inquiry-based learning. Allow approximately five minutes for participants to review the lesson. As participants read, distribute one copy of the CERTIfy Your Thinking handout to each person.
Transition to slide 17 and inform participants that they will be participating in the debate found in the Extend portion of the lesson. Direct participants’ attention to their handouts and explain that they should decide whether they support or oppose GMOs then complete first three sections of their handout labeled “Claim,” “Evidence,” and “Reasoning.” Notify participants that they have three minutes to fill in those portions of the handout, then start the 3-minute timer on the slide.
Display slide 18 and use the Establishing Norms instructional strategy to establish norms for the debate. After norms have been agreed upon, divide the room into two sections and ask participants to move to one side of the room if they support GMOs or the other side if they oppose GMOs. Use the tips found in the Facilitator’s Note below for suggestions on guiding the debate. Monitor participants throughout the debate to ensure that they adhere to the established norms.
Display slide 19 and explain that now that participants have had the opportunity to test or defend their claims, they should complete the final row of their handout labeled “Test/Improve.”
If time allows, ask for volunteers to share out their improved claims. Review the C.E.R.T.I.Fy Your Thinking instructional strategy and explain that this strategy encourages students to use evidence, as opposed to the opinions of others, to draw their own conclusions about a topic. Additionally, discuss how productive discourse like this debate can be beneficial for students’ learning.
Finally, distribute a copy of the Discourse Moves handout to each participant. Explain that they can use the questions and prompts on the handout to encourage healthy discourse among students.
Evaluate
15 Minute(s)
Display slide 20 and pass out two different-colored sticky notes to each participant. Invite participants to respond to the following prompts:
How am I feeling about creating and using inquiry-based learning?
What am I thinking about creating and using inquiry-based learning?
Indicate to participants on which color of sticky note they should write each response. Ask participants to write their response to each prompt on the specified sticky note, then place their sticky notes in a designated location.
Review participant responses. If time allows, address any of the responses and clear up any remaining questions about the session.
Transition to slide 21 and distribute the Instructional Strategy Note Catcher handout. Invite participants to reflect on the instructional strategies used in the session and consider the impact those strategies had on their understanding of or approach to the content, then fill in their thoughts in the first column.
Invite participants to outline how they plan to integrate each strategy into their teaching practices in the second column. Ask for volunteers to share out their responses.
Follow-Up Activities
Visit the “Impactful Engagement: Professional Resources for Authentic Teaching” collection to explore more professional learning activities over the components of authenticity.
Research Rationale
Inquiry-based learning encourages students to explore, question, investigate, and analyze relevant information through collaboration and problem-solving. This approach integrates real-life applications and requires students to use high-level cognitive skills (Nachtigall et al., 2022). Throughout the process, teachers act as facilitators, providing academic vocabulary, using guiding questions to foster meaningful connections and ensuring that students avoid common misconceptions as they engage with the content (Chatterjee et al., 2009; Kuhlthau et al., 2015; Vlassi & Karaliota, 2013). Through open-ended questions and discourse, students develop stronger metacognitive skills and gain a deeper understanding of complex issues (Chiu, 2008; Michaels et al., 2008).
Resources
Chatterjee, S., Williamson, V. M., McCann, K., & Peck, M. L. (2009). Surveying students’ attitudes and perceptions toward guided-inquiry and open-inquiry laboratories. Journal of Chemical Education, 86(12), 1,427.
Chiu, M. M. (2008). Flowing toward correct contributions during group problem solving: A statistical discourse analysis. Journal of the Learning Sciences, 17(3), 415–463.
K20 Center. (n.d.). C.E.R.T.I.fy your thinking. Strategies. https://learn.k20center.ou.edu/strategy/827
K20 Center. (n.d.). Chat stations. Strategies. https://learn.k20center.ou.edu/strategy/944
K20 Center. (n.d.). Components of authenticity: Inquiry-based learning. The IDEALS Framework. https://k20center.ou.edu/wp-content/uploads/2023/07/Inquiry-Based-Learning_COA.pdf
K20 Center. (n.d.). Establishing norms. Strategies. https://learn.k20center.ou.edu/strategy/188
K20 Center. (n.d.). Frayer model. Strategies. https://learn.k20center.ou.edu/strategy/126
K20 Center. (n.d.). How am I feeling? What am I thinking?. Strategies. https://learn.k20center.ou.edu/strategy/187
K20 Center. (n.d.). Mentimeter. Tech tools. https://learn.k20center.ou.edu/tech-tool/645
K20 Center. (n.d.). Discourse moves. Supporting Meaningful Student Discussion. https://learn-qa.k20center.ou.edu/professional-learning/1834
K20 Center. (n.d.). Thinking hats. Strategies. https://learn.k20center.ou.edu/strategy/3434
K20 Center. (n.d.). This will be a success if…. Strategies. https://learn.k20center.ou.edu/strategy/122
K20 Center. (2021, September 21). K20 Center 1 minute timer [Video]. https://youtu.be/6ilD555O_RE?si=cO_5eGb3bHJKpbRI
K20 Center. (2021, September 21). K20 Center 3 minute timer [Video]. YouTube. https://youtu.be/iISP02KPau0?si=6jw_TdR-nVqkCCZs
K20 Center. (2021, September 21). K20 Center 5 minute timer [Video]. YouTube. https://youtu.be/EVS_yYQoLJg?si=kTaJ334s_kIiqut4
K20 Center. (2022). What’s a GMO?. LEARN Lesson. https://learn.k20center.ou.edu/lesson/458
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century. ABC-CLIO.
Michaels, S., O’Connor, C., & Resnick, L. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297.
Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34(3), 1,479–1,516. https://doi.org/10.1007/s10648-022-09676-3
Vlassi, M., & Karaliota, A. (2013). The comparison between guided inquiry and traditional teaching methods. A case study for the teaching of the structure of matter to 8th grade Greek students. Procedia-Social and Behavioral Sciences, 93, 494–497.