This is the 8th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines.

1. Module 1.7
Inquiry Based Learning
WELCOME ALL PARTICIPANTS
TO OUR WEBINAR SERIES
NO. 8 OUT OF 15 LEARNER-
CENTERED TECHNIQUES

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• Webinar will run for 2 hours
– PRESENTION – 40-50 minutes
– REACTION PANEL – 15 minutes
– CHATS – continuous
– HOMEWORK for assessment at the end
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5. PRESENTER
Assoc. Prof. Dr. Ngouay KEOSADA
Teacher Development Specialist, Biology

6. ນ
ໍ າສະເໜ
ີ ໂດຍ: ອາຈານ ໄຫງວ ແກ້ວສະດາ
Email: ngouay.keosada@yahoo.com
ວ
ິ ທ
ີ ການຈັດການຮຽນ-ການສອນ
ແບບສອບຖາມ(ສອບສວນ)-
Inquiry Based Learning

7. What is inquiry-based learning?
• Inquiry-based learning is an approach to learning that
emphasizes the student's role in the learning process.
• Rather than the teacher telling students what they need
to know, students are encouraged to explore the
material, ask questions, and share ideas.
• It is a learning and teaching method that prioritizes
student questions, ideas and analyses.

8. Inquiry based learning
• From a student point-of-view, inquiry-based learning
focuses on investigating an open question or
problem. They must use evidence-based reasoning
and creative problem-solving to reach a conclusion,
which they must defend or present.
• From a teacher point-of-view, inquiry-based teaching
focuses on moving students beyond general curiosity
into the realms of critical thinking and understanding.
You must encourage students to ask questions and
support them through the investigation process,
understanding when to begin and how to structure an
inquiry activity.

9. The 4 Types of Inquiry-Based
Learning
There are different kinds of inquiry-based
learning, which become decreasingly structured
and suit different classrooms:
1. Confirmation Inquiry -- You give students a
question, its answer and the method of reaching this
answer. Their goal is to build investigation and
critical-thinking skills, learning how the specific
method works.
2. Structured Inquiry -- You give students an open
question and an investigation method. They must
use the method to craft an evidence-backed
conclusion.

10. The 4 Types of Inquiry-Based
Learning
3. Guided Inquiry -- You give students an
open question. Typically in groups, they
design investigation methods to reach a
conclusion.
4. Open Inquiry -- You give students time
and support. They pose original questions
that they investigate through their own
methods, and eventually

11. STEPS

12. Methods
Using methods such as guided research,
document analysis and question-and-answer
sessions, you can run inquiry activities in the
form of:
• Case studies
• Group projects
• Research projects
• Field work, especially for science lessons
• Unique exercises tailored to your students

13. 7 Benefits of Inquiry-Based
Learning
1. Reinforces Curriculum Content
 This is due to curiosity’s effect on the brain. When a concept sparks curiosity,
there is increased activity in the hippocampus -- the region of the brain
responsible for memory creation.
 When students show more curiosity than normal regarding a specific
topic, satisfy it by using their questions to introduce an inquiry activity in
the coming days.
2. “Warms Up” the Brain for Learning
 Running a brief inquiry activity to start class can help students absorb
information throughout the day, according to the same study.
 Specifically, it states that curiosity prepares the brain for learning -- allowing
students to become more proficient at understanding and remembering skills
and concepts.
 An easy way to inspire curiosity is by launching an inquiry activity as a
surprise. Related to a recent topic students found especially interesting, begin a
lesson by playing a video or sharing a primary source document. Then, give
students an open question to answer either individually or as a group.
 This will help start class in a curiosity-sparking, intellectually-stimulating way.

14. 3. Promotes a Deeper Understanding of Content
• Many of them will understand:
– How the idea was developed
– Why the rule or formula works
– When they can properly apply the rule, idea or formula
• This is because the process of asking open questions, solving them through
original strategies, empowers students to take ownership of their
learning. They should be able to build understanding of a concept through
their own methods and thinking styles. The same principle applies
to experiential learning, which puts students at the center of the learning
experience.
7 Benefits of Inquiry-Based
Learning…

15. 4. Helps Make Learning Rewarding
• Inquiry can help students see the intrinsic (by itself) rewards of
learning.
• It shows students how fulfilling the act of discovery is, and that
theorizing a new strategy or original conclusion is a reward.
• Because of this, they grow to enjoy the learning process itself -- not
parent or teacher approval. This means that student appreciation for
learning can improve with a simple inquiry exercise.
7 Benefits of Inquiry-Based
Learning…

16. 5. Builds Initiative and Self-Direction
• Students can improve certain transferable skills through inquiry-
based learning, many of which relate to initiative and self-
direction. This is evident when examining the steps of the inquiry
process. Students learn how to ask questions, investigate,
discuss, collaborate, cooperate and reach their own conclusions.
• Although they can separately build these skills through other
activities, self-guided inquiry and analysis synthesizes this
development. Such skills will not only prove useful as students
reach higher grades, but enter post-secondary school and beyond.
7 Benefits of Inquiry-Based
Learning…

17. 6. Works in Almost Any Classroom
• Inquiry-based learning can also benefit teachers, as you can
repurpose activities for almost any classroom. Even regardless of
grade and individual skill levels. This is because you can:
• Adapt the pace and content to suit the needs of students
• Appeal to students who struggle to grasp content through
traditional lessons
• Deliver exercises that greatly differ, using distinct
content and investigation methods
• Use an inquiry exercise as either a “minds-on” activity,
review, full lesson or standalone project
• Reinforce and expand upon any relevant concept, as long
as students have shown curiosity towards it
• In these ways, you’ll have the flexibility to provide inquiry
exercises to the majority of your classes year after year.
7 Benefits of Inquiry-Based
Learning…

18. 7. Offers Differentiated Instruction
• Running an inquiry-based learning activity will give you a chance
to use differentiated instruction strategies, appealing to the diverse
learning styles of your students.
• Students can work by themselves, or as part of a small or large group.
• Inquiry itself typically involves methods such as discussion and guided
research.
• You can also provide content in form of text, audio, video and virtual or
physical manipulatives such as building blocks.
• Delivering a range of content and ways to process it, inquiry activities
can allow you to meet your students’ distinct learning needs and
preferences.

19. Example of IBL
Lesson topic: Transpiration
Objectives: The students are able to:
1. Explain (remember) the meaning of transpiration process;
2. Define (remember) the factors influencing transpiration;
3. Infer (analyze) the benefits of transpiration to plants and
environment
4. (continue to elaborate all thinking skills…)

20. Teaching materials
• Lesson plan;
• Plastic bags and rubber band;
• Cutters;
• Thermometers;
• The pictures shown transpiration;
• The pictures shown stomata of leaf.

21. Teaching STEPS of IBL.
Step 1: Problem Statement
• The teacher organize groups with 4-5 people each.
• The teacher creates the situation related to the topic in
order to awake students to the learning:
- All living thing survive by existed substance exchange with
their environment;
- All plants involve in the water cycle in ecosystems;
- Plants take water form underground;
- Photosynthesis is part of water cycle in nature….

22. The teacher engagement
 In order to encourage the students to develop
knowledge and understanding, the teacher has to
ask some questions such as:
• Where do plants take water? Where does the transpiration
process produce?
• Which components of the leaf that involve to the
transpiration?
You can GAMIFY it by making sure each group has an internet connected phone
and they can have a RACE to google it, but need to be able to explain their
answers in their own words

23. • What are the factors influenced to the
transpiration process?
• Can you explain the benefits from
transpiration to plants and environment?
• Can you explain about the mechanic of leaf in
regulating the transpiration process?
• By your own ways, how to see and to know
that transpiration is going on in plants?
You can GAMIFY it by making sure each group has an internet connected phone
and they can have a RACE to google it, but need to be able to explain their
answers in their own words

24.  The teacher asks students to observe following the pictures1:
• Then asks them to create some questions related to the process of
transpiration by their own ways.
1Alternatively, they can watch video here:
https://youtu.be/U4rzLhz4HHk

25. Step 2: Data and information collection
In getting data and information to answer the questions above, the students need
to:
• Each group takes research in the textbook, laboratory guide;
• Investigate the information from websites like google;
• Observe the pictures about photosynthesis and transpiration;
• Ask the teacher about the process of transpiration;
• Record the searched information to formulate the conclusion.
You can GAMIFY it by making sure each group has an internet connected phone and they can have a RACE to google it, but
need to be able to explain their answers in their own words

26. Step 3: Data analysis
 Each group shares the information in group
discussion with fellow members and reflect
on their findings during the data collection
step; then make collaborative decision for
their conclusion.

27. Step 4: Conclusion
 Each group collaborate to do the presentation;
 When each group has prepared their presentation, the
teacher asks the representative from each group to present
their conclusion to the whole class;
 After each group has presented, the teacher asks the others
to share and reflect together for a fuller appreciation of
the lesson and its relevant applications to real life.

28. Debrief and short lecture
 To reinforce for deeper understanding, the teacher has to follow up with a short
lecture/lecturette as follows:
• The transpiration is delivering of vapor from plants through the stomata cell of leaves; It
happens in the day time when the temperature, sun light and humidity are available.
• The transpiration is influenced by different factors such as: sun light, temperature, humidity,
presence of underground water where the plants are located;

29. • The transpiration decreases leaves
temperature, helps in substance exchanges
and is part of the water cycle in environment;
• The plants have specific mechanics in
regulating the transpiration process for
normal functioning.

30. DISCUSSION
A. Question: Why use Inquiry Based Learning?
• From your experience, what is this Inquiry Based Learning like? Is it
easy or challenging?
• Do you recommend the use of Inquiry Based Learning methods in
the classroom in Lao PDR?
• Can Inquiry Based Learning develop soft thinking skills?
B. Participants (5 minutes each): -
• Mr. Tavanh from the DTE –
• Mr. Outhith from RIES –
• Mr. Sengkeo from DTE—
•

31. Discussions and assignments
31
• What is the current teaching situation using
Inquiry Based Learning methods in Lao
PDR?
• Is the Inquiry Based Learning appropriate for
Education in Lao PDR? Why?
• Create a lesson plan / lesson for the subject
you are teaching by following the steps of
Inquiry Based Learning

32. Summary of lesson/ contents/ and tips
Discussion by (5 minutes each):
1) Dr. Lamphoun from IFEAD
2) Ms. Vongdeune from Dept. of Teacher Education (DTE)
3) Ms. Somphone from Dept. of General Department
(DGE)
Final discussion

33. 33
SPECIAL THANKS TO:
The Department of Teacher Education (DTE)
The Department of General Education (DGE)
The Research Institute for Educational Sciences (RIES)
The Institute for Education Administrators Development (IFEAD)
The EESDP Project Management Unit (PMU)
The Project Implementation Consultants of INTEM Philippines
Hosted by:
Dr. Bernadette V. Gonzales, Team Leader
Presentors:
Assoc. Prof. Dr. Ngouay Keosada (Teacher Development Specialist)
Reactors:
Segment 1: Ajan Ket of DTE/Ajan Keo of EESDP/Ajan Outhit of RIESSegment 2: Ajan Tavanh
of DTE/ Ajan Houmphanh of RIES/ Ajan Sengkeo of DTESegment 3: Ajan Lamphoun of IFEAD,
Ajan Vongduean of DTE, Ajan Somphone of DGE
Technical Support: (ICT/Assessment)
Joel Wayne A. Ganibe, Phoungkham Somsanith, Phonexay Soukkaseum, Jamil Lagunzad
Chat panelists:
Ajan Bounheng, Ajan Phouangkham, Ajan Manichanh, Joel, Nadet

34. THANK YOU!