Inquiry Method
In collaborative learning groups, the method of instruction used by the teacher/tutor is inquiry.Compared to didactic instruction and coaching, inquiry differs from its counterparts in one uniqueand very critical way: it immediately engages students with their own thinking processes.In other words, it teaches students to think for themselves instead of chasing the Right Answer.What then results from such a precarious modus operandi, especially with students as young aseleven or twelve years old? Student ownership for enlarged understanding of concepts and values. So when Socrates in the Platonic dialogue says, Let us examine this question together, my friend, and if you can contradict anything that I say, do so, and I shall be persuaded. Crito, PlatoHe captures the essence of inquiry as an instructional method. Specifically illustrated by Socrates'statement are several points:
1. Participants begin the learning group with questions.
2. Participants engage in all levels of critical thinking, from recall of knowledge to evaluation.
3. Participants pursue understanding with mutual respect and civility, mindful of each other's dignity.
4. Participants are willing to be persuaded by arguments/evidence more powerful than their own and to change their minds in light of fresh insights.
Description
For students in collaborative learning groups, the text for inquiry may come from ideas/notesin their learning logs or materials from their subject area classes. Thus, students should beencouraged to come to the group with questions already formulated. Guided by theteacher/tutor, students exchange responses and collaborate in a search for understanding.Verification of the questions raised and responses given comes by returning to the text. Thesuccess of the group rests on the belief that the group can arrive together at someunderstanding that would not be arrived at independently.
Process
Once the group session begins, the ensuing interaction should sound like conversationsmoved along by a series of, "How can...," "What do you mean by...," "Why does...," "I don'tsee the connection between...," and so on. There are several questioning strategies
teachers/tutors can use to lead their groups. Two highly recommended methods outlined
below are based on work in cognitive functions by Benjamin Bloom and Arthur Costa, respectively. Using Bloom's hierarchy of cognitive skills, teacher/tutors can ask questionsthat follow along a continuum.
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
- Recall
- Interpretation
- Translation
- Classification
- Generalization
- Judgment