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Lots of controversy after my post about explicit, systematic instruction! Discussions are good! But watch what happens when, yesterday, I decided to take an inquiry-based approach in a literacy lesson…. I asked students to guess the meaning of a new word (Château). Two incorrect answers were given and I... show more
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Research suggests that the two who generated a hypothesis (even if it's a guess) and then got feedback are more likely to retain the information than if they were just told outright. This includes those who guessed in their head.

This is not an “inquiry-approach” which isn’t delivered as a one-time thing. Inquiry does have elements of direct, explicit instruction-children are not “guessing”-this is NOT inquiry

While I agree with you on the importance of explicit instruction, I don't think this is a good example of inquiry-based learning either. Inquiry-based learning isn't just asking kids what they think something is without any context.

You’re not teaching something that requires analysis and construction of arguments. Like anything in teaching different things work for different subjects and areas. The difficulty arises when people get ideologically attached to one particular thing and convinced they’re right.

When I come across a word I don’t know, I Google it. Ask me what it means 5 minutes later, I don’t remember. Talk about it in context, though, and it’s locked in.

This is not inquiry-based approach 🥴

This is hyperbolic and not representative.

Try applying your methods to a subject that is not centred on propositional knowledge - like drama.Are you going to tell children what it feels like to be a character in a fiction - or utilise sophisticated pedagogy to help them to experience it for themselves?
