usms bhit shah

1. SANA MIR
ZEBA
REHANA MANGRIO

2. SIR NAEEM BALOCH
UNIVERSITY
OF
SUFISUM AND MODERN SCIENCE
BHIT SHAH

3. SUBJECT
GENERAL
METHODS OF
TEACHING

4. CONTENCE
INQUIRY METHOD
• The inductive method
• Deductive method of inquiry
• Scientific method
• The problem solving approach
• Advantages and limitation of inquiry

5. INQUIRY METHOD
• Inquiry-base learning is an approach to learning that
emphasizes the student’s role in the learning process .
• Rather than the teacher telling student’s what they
need to know , students are encouraged to explore the
material ,ask question, and share ideas

6. INQUIRY METHOD IN TEACHING

7. INQUIRY METHOD
 The key to success for students is making sure they are
engaged with any material they are learning.
 Sometimes’ that’s easier said than done.
 For many students, the traditional classroom approach
leaves them bored and unengaged . as a result, they
aren’t effectively learning (or understanding) the
material being taught.

8. WHAT IS INQUIRY-BASED
LEARNING?
 Inquiry –based learning is an approach to learning
that emphasized the student’s role in the learning
process. Rather then the teacher telling students what
they need to know , students are encouraged to
explore the material , ask questions, and share ideas .
 Inquiry – base learning uses different approaches to
learning , including small group discussion and guided
learning . Instead of memorizing facts and material
,students learn by doing .this allows them to build
knowledge through exploration , experience, and
discussion.

9. IS INQUIRY-BASED LEARNING
EFFECTIVE?
 Just like EXPERIENTAL LEARNING , inquiry- based
leaning actively engages students in the learning
process. Students aren’t just hearing or writing what
they are learning . Instead, students get the chance to
explore a topic more deeply and learn from their own
first – hand experiences.
 We retain 75% of what we do compared to 5% of what
we hear and 10% of what we read . Inquiry –base
learning allows students to batter understand and
recall material by actively engaging with it and making
their own connections.

10. THE BENEFITS OF INQUIRY-BASED
LEARNING
 Now that you know more about this learning
approach, let’s take a look at the advantages and
benefits of inquiry-based learning .

11. 1 ENHANCES LEARNING
EXPERIENCES FOR CHILDREN
 Sitting in a classroom taking notes isn’t always the
most effective (or fun) way to learn . Rather than
memorizing facts from the teacher , inquiry-based
learning process by letting students explore topics
themselves .

12. 2 TEACHES SKILLS NEEDED FOR ALL
AREAS OF LEARNING
 As they explore a topic, students build critical thinking
and communication skills that students develop can be
used to improve comprehension in every subject, as
well as in day-to-day life.

13. 3 FOSTERS CURIOSITY IN
STUDENTS
 An inquiry-based learning approach let’s students
share their own ideas and questions about the
material and teaches skills students can use to
continue exploring topics they are interested in .

14. 4 DEEPENS STUDENT’S
UNDERSTANDING OF TOPICS
 Rather than simply memorizing facts, students make
their own connections about what they are learning .
This allows them to gain a better understanding of a
topic then they would get by just memorizing and
recalling facts.

15. 5 ALLOWS STUDENTS TO TAKE
OWERSHIP OF THEIR LEARNING
 Students have the opportunity to explore a topic for t,
giving them more of a of ownership over their
learning . Instead of the teacher telling them what
they should know, students are able to learn in a way
that works them.

16. 6 INCREASES ENGAGEMENT WITH
THE MATERIA
 As a form of active learning , this approach
encourages students to fully engage in the learning
process . By allowing students to topics, make their
own connections, and ask questions, they are able to
learn more effectively.

17. 7 CREATES A LOVE OF LEARNING
 Inquiry –based learning is designed to teach students
a love of learning . When students are able to engage
with the material in their own way , not only are they
able to again a deeper understanding – they are able to
develop a passion for exploration and learning.
 At grade power learning , we believe in an active,
engaging learning experience. Learn more about our
approach to learning and how we can get your child on
the path to success.

18. INQUIRY-BASE LEARNING
APPROACH
 Inquiry –base learning is an approach to learning that
emphasizes the student’s role in the learning process.
 Rather then the teacher telling students what they
need to know , students are encouraged to explore the
material, ask questions ,and share ideas.

19. LIMITATIONS ON INQUIRY BASED
LEARNING
 As with all processes of learning , there are limitations that
IBL has due to its specific nature . Flick identifies that
students who are participating in inquiry based learning
are essentially ‘learning how to learn’ (flick & lederman,
2004) , which can be very challenging task to master.
 The process of IBL can be particurly difficult for low
achievers as they may be working from a limited pre-
knowledge base and have a lack to self discipline. Students
need to become active learners during IBL and students
with a lack of self-discipline may struggle greatly .

20.  During IBL , the learning is students centered and the
teacher work only as a facilitator , suggesting that
students may strey from the task at hand. To combat
this , it is suggested that teacher s monitor all students
during the investigation , ensuring students are
staying on task and are heading in the right direction .

21. IDEAS FOR INQUIRY LEARNING

22. 10 REASON INQUIRY LEARNING

23. INDUCTIVE INQUIRY METHOD
• the information –seeking process of the inductive
inquiry method helps students to establish facts,
determine relevants questions, develop ways to
pursue support their own questions , and build
explanations. Students are invited to develop and
support their own hypotheses.
• Through inductive inquiry , students experience the
thought processes which require them to move from
specific facts and observation to inferences . To help
students accomplish this , the teacher selects a set of
events or materials for the lesson .

24.  The student reacts and attempts to construct a
meaningful pattern on based on personal observations
and the observations of other . Students generally have
some kind of theoretical frame when they begin
inductive inquiry . The teacher encourages students to
share their thoughts so that the entire class can
benefit from individual insights .

25. INDUCTIVE APPROACHES
 In an inductive approaches to research, a researcher
begins by collecting data that is relevant to her topic of
interest . Once a substantial amount of data have been
collected , the researcher will then take a breather
from data collection, stepping back to get a bird’s eye
view of their data at this stage , the researcher looks for
patterns . Thus, when researcher take an inductive
approach , they start with a set of observations and
then they move from those particular experiences to a
more general set of propositions about those
experiences . In other words, they move from data or
theory , or from the specific to the general .

26. DEDUCTIVE INQUIRY METHOD
 The focus in deductive inquiry is on moving students
from a generalized principle to specific instances that
they may be subsumed logically within
generalizations. The process of testing generalized
assumptions, applying them, and exploring the
relationships between, specific elements is stressed.
The teacher co-ordinates the information and presents
important principles, themes, or hypotheses. Students
are actively engaged on testing generalizations,
gathering information, and applying it to specific
examples. Deductive inquiry is based upon the logical
assimilation and processing of information.

27. DEDUCTIVE APPROACHES
 Researcher taking a deductive approach take the
steps described earlier for inductive research and
reverse their order. They start with a social theory that
they find compelling and then test its implications
with data . That is, they move from a more general
level to more specific one . A deductive approach to
research is the one that people typically associate with
scientific investigation. The researcher studies what
others have done, reads existing theories of whatever
phenomenon she is studying, and then tests
hypotheses that emerge from those theory

28. SCIENTIFIC INQUIRY METHOD
 Creativity plays a large role in science. So does logic.
While it’s important to see things in a new way. It’s
equally important to test those new ideas rigorously .
Testing ideas with experiments is the key to much of
science.

29. SCIENTIFIC APPROACHES
 What is scientific inquiry ? Although it is often
presented as a universal series of fixed steps, that
doesn’t capture how complex scientific study can be .
Not every investigation leads to new knowledge by
doing an experiment; in some cases , observation is
the best way to gather data some time the evidence
that is uncovered leads the scientist to explore entirely
different issues. However, scientific inquiry generally
involves observing . Asking questions, forming a
hypothesis, gathering data, testing the hypothesis, and
sharing what has been learned.

30. PROBLEM SOLVING APPROACHES
 Down though the centuries master teacher have liberally
interspersed the learning experiences of their students
with problem resolution . Despite the virtues claimed for
this educational approach , there has been comparatively
little application of the process in the school of the nation .
This holds true even in lessons and courses in mathematics
and science when one would expect to find the most
meaningful use of effective thinking procedures . Forward
–looking science educators have decried the mistaken
notion held by so many teachers in all curricular fields
that problem-solving abilities are merely by-products of
the memorization of the lesson or result almost
automatically from learning a set of facts .

31.  Such conditions have continued to plague science
instruction in spit of the fact that every ‘major report
in the field of science education for the past quarter of
a century has emphasized the importance of a century
has emphasized the importance of the problem
solving objective.’’;

32. ADVANTAGES OF INQUIRY BASED
 9 ADVANTAGES OF INQUIRY-BASED LEARNING
 There are quite a few advantages to this method, which
is widely used in STEM learning space. Here are the
most important ones for you to consider .

33. 1 ‘’PREPS’’ THE BRAIN FOR
LEARNING
 Start class with a short activity helps students absorb
information throughout the day . Peaking their
curiosity through an activity that makes them inquiry
about something at the beginning of class prepares
their brain for learning through intellectual
stimulation

34. 2 CULTIVATES SKILLS FOR ALL
AREAS OF LEARNING
 Through inquiry-base learning , students build their
comprehension , critical thinking , and
communication skill helps not only in class , but in
day-to-day life .

35. 3 DEEPENS UNDERSTANDING
 Inquiry –based learning helps students make their
own connections about what they learn. Their
curiosity helps them engage and gain a deeper
understanding of topics and content, instead of
primarily memorizing and recalling rules, ideas and
formulas. During this process, most students
understand why the rule or formula works, how the
idea was developed, and when they can apply the rule,
formula or idea.

36. 4 CREATES OWNERSHIP
 Students explore topics of interest to them, in addition
to others, reinforcing autonomy in learning. They
engage and learn in the style that works best for them.
The use of open questions promotes students to utilize
their own methods and thinking styles to solve
problems, putting themselves at the center of the
experience.

37. 5 PROMOTES ENGAGEMENT
 This active learning methods encourages students to
immerse themselves into the learning process.
Through the exploration of different topics, they make
connections, ask questions and learn the effectively as
they reach their conclusions.

38. 6 ENHANCES LEARNING
 Inquiry-based learning infuses fun and
engagement by letting students explore topics on
their own, creating their own learning process .
Students learn transferable skills which reinforce
initiative and self-direction. They learn how to ask
questions, discuss topics , collaborate on assignments,
cooperate with each other and reach their own
conclusions. This development is synthesized through
self-guided inquiry and analysis based on activities
they complete.

39. 7 CREATES A LOVE OF LEARNING
 When students are able to exercise autonomy over
their learning process , they becomes more engaged,
which helps develop a passion for exploration and
learning on a higher level .

40. 8 WORKS ACROSS CLASSROOM
SETTING
 This learning style is adaptable to almost classroom
setting, regardless of individual skill and grade level .
When we employ inquiry-based leaning ;
 Teacher are able to adapt the content for their
students.
 It appeals to students who have trouble
comprehending through traditional lessons.
 Exercises are engaging and different , using distinct
content and investigation methods.

41.  Inquiry exercises are using different ways , such as
reviews, ‘’thinking’’ activities , full lessons or
standalone projects .
 The lessons reinforce and expend on any relevant
concept the students are interested in.

42. 9 PROVIDES DIFFERENTITTED
INSTRUCTION
 Instructors are able to utilize inquiry-based leaning to
reach the entire class through differentiated
instruction strategies. This method allows student to
works or as part of a small group . Content can be
presented indifferent forms including text , video,
audio, virtually or physically , helping meet students in
their space while adapting to individual needs and
preferences . This is an effective way to engage
students in the learning process , helping them learn
from first- hand experiences.

43. LIMITATION ON INQUIRY BASED
LEARNING
 As with all processes of learning , there are limitations that
IBL has due to its specific nature . Flick identifies that
students who are participating in inquiry based learning
are essentially ‘learning how to learn’ (flick & lederman ,
2004), which can be a very challenging task to master .
 The process of IBL can be particurly difficult for low
achievers as they may be working from a limited pre-
knowledge base and have a lack of self- discipline .
Students need to become active learner during IBL and
students with a lack of self-discipline may struggle greatly .

44.  During IBL student centered and the teacher work only as a
facilitator , suggested the students may stray from the task at
hand . To combat this, it is suggested that teacher monitor all
students during the investigations, Ensuring students are staying
on task and are heading in the right direction
 In conducting an inquiry based investigation, theachers should
be very prepared to meet students’ needs during the
investigation which involves a lot of preparation and planning
time . Assessing the students who are conducting IBL can be very
difficult , as all students can take their investigation to new
places and go to above and beyond the expected requirements. It
is essential that students are given a rubric that can guide their
learning and help them determine how successful they will be in
their investigation.

45.  To combat these problems , it is recommended that
teachers provide teacher control while encouraging
motivation for active IBL . It is also essential that the
learning directly relates to students and their current
world to foster more motivation for the inquiry being
studied.

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• http// www .wabisabiw learning . Com .>
• http// www . Iry learning 428 weebly . Com .>
• http// www . Grad power learning . Com . >