Adventures in Inquiry-Based LearningReflections of a High School English Teacher

By: Ashley Lowe

Area-of-Focus StatementThe purpose of this study is to increase student achievement through inquiry-based

instructional methods in high school English classes.

Research Questions

What happens when students complete scaffolded projects that lead to a final in lieu of quizzes, tests, and fact-memorization?

What happens when I provide my students with a topic to research, boundaries to stay between, and an assignment that allows them to present their findings to the class?

How does inquiry-based instruction and problem-based learning effect students’ overall academic achievement and engagement?

Related LiteratureMy experience is that traditional education does not make the cut for today’s students

Engagement (lack of) Behavior issues Decline in understanding Irrelevant to 21st century life

There’s a plethora of information on inquiry-based learning, problem-based learning, etc. Japan is a major leader in problem-based education European countries are moving toward inquiry-based learning

Data ConsiderationsHigh school students show a steady decline in creative thinking and problem-solving

Students only memorize what is needed for tests, regurgitate the information, and then forget everything

Focusing on this group of students will decrease the weakening of these skills

Sets students up for success

College/University

21st century workplace

InterventionInquiry-based learning

The process of learning by asking questions and finding the solution within a structured parameter (Education Broadcasting Corporation, 2005). No traditional classroom lecture

Children pose their own questions somewhat relative to interests

Almost like figuring out solutions to their own problems with assistance of a guide (aka the teacher)

Benefits students with less homework, more guidance related to subject material, increased engagement during class time, and rigorous academic challenges posed by the self

Ethical Considerations

Everyone makes mistakes, but learns from them

Work assigned in class and completed in class

Fairness for students that have jobs, sports, etc.

Inappropriate and offensive topics halted immediately

All students protected at all times (not limited to this)

All students treated consistently and fairly per rubrics in place

Data Collection

Qualitative Observations

Body language Participation & collaboration

Surveys Weekly exit ticket

Product Overall reflection of knowledge on topic

Scored by rubric Reflection Journal

Overall reflection of the process

Data InterpretationProjected Categories

Parent perspectives on academic achievement

Student perspectives on process

Student perspectives on academic achievement

Effect in English class

Effect in other classes based on instructional method in English class

Increased engagement

Decreased engagement (considered)

Action PlanStudents to read county provided book in Literature Circles with a “job” to ensure understanding

Movie played in conjunction with chunks of book Round table review on themes

Project Week

Project Menu based on personal interests Visual art, Facebook bio of personified theme, essay, dance, film, music...

Presentations Reflection Journal