Mentors: Ms. Sumita Mukherjee, Ms. Arti Mathur
Attendees: Inderjeet Kaur, Sonika Srivastava, Sarah Khan, Priyanka Vohra, Akta Pandey, Bhagyashree Pathak, Shiwani Verma, Neha Sharma, Pallavi Naudiyal, Bhavya Shayam, Moumita Roy, Megha Goel, Saumya Trivedi
The Curriculum Team at The Khaitan School recently gathered for an insightful session on Inquiry-Based Learning, led by mentors Ms. Sumita Mukherjee and Ms. Arti Mathur. The session aimed to deepen the team’s understanding of inquiry-based teaching and its significance in the classroom.
To commence the session, the mentors introduced the term ‘Inquiry’ and elucidated its purpose in the classroom setting. They emphasized the importance of asking better questions, as questions serve as the catalyst for inquiry. Teachers were encouraged to brainstorm questions that would lead to meaningful inquiry. Additionally, the mentors highlighted the importance of providing sufficient time for students to think and respond, enabling them to develop their critical thinking skills.
The Inquiry Cycle, a fundamental framework for inquiry-based learning, was thoroughly discussed. The attendees actively participated by sharing real-life examples that they could incorporate into their classes, fostering a deeper understanding of the cycle’s practical implementation.
Furthermore, the session delved into the significance of promoting deep learning. Teachers were encouraged to design tasks that require students to engage in profound thinking. It was emphasized that inquiry should be a self-directed process, with students taking ownership of their learning journey. Teachers play a crucial role in facilitating this process by providing inquiry-based questions that guide students in their exploration. The analogy of giving students “snorkels” rather than “water skis” was used to highlight the importance of allowing students to delve deeper into subjects and concepts.
The session also addressed the purpose of asking questions in the classroom. Teachers were encouraged to explore various classroom questions and make connections with the environment, enabling students to relate their learning to real-world scenarios.
The session concluded with an enriching discussion that allowed the Curriculum Team members to reflect on their teaching practices and brainstorm innovative ways to incorporate inquiry-based learning into their classrooms. The team left the session inspired and equipped with a deeper understanding of the power of inquiry-based teaching and its potential to foster curiosity, critical thinking, and self-directed learning among students.
