One of the approaches I constantly use in my classes is structured inquiry, where the teacher works as a conductor of knowledge. The first reason is that it helps students easily spot specific informational patterns and commonalities necessary for class. For example, if it is an art class, students can see how artists reject particular ideologies through materials and coloring techniques that clash with each other (Marschall & French, 2018). Students are more connected to class materials and share their learning experiences with them daily.
The second reason for choosing this method is that it helps ensure that everybody in the class receives the same learning opportunities. This means that the structured method helps ensure that all students interact in class and have thematic questions that can lead to this specific inquiry process. Lastly, structured inquiry works for better accountability. It is easier for me to monitor student success in certain parts of the class and see their progress.
However, this teaching method can be worrying if schools force it. While there is a clear structure, framework, and direction, it limits student’s independence and creativity. If the school were to force it, the teachers would hesitate to use it because they would be concerned that it would result in a passive learning environment. At the same time, it does not mean that students will lose motivation for studying because of it (Marschall & French, 2018). It is the environment where students follow instructions without critical thinking or exploration.
Another method can be implemented in the school and even forced by the administration. The concept-based inquiry implies dividing class material into several concepts and step-by-step instructions (4 Generations 4 Education, 2020). This concept is beneficial for multidisciplinary topics and efficient at working directly with knowledge structure. However, it can be complicated for educators to intervene through concept-based inquiry and provide a multidisciplinary approach to class subjects. It requires additional training for teachers to understand what a concept is and what is only a fact. At the same time, if schools are forced to use this method without proper training, it can be not an efficient strategy.
References
Marschall, C. & French, R. (2018). Concept-based inquiry in action: Corwin (7th ed.). Publication Manual of the American Psychological Association.
4 Generations 4 Education. (2020). Understanding the power of concept-based inquiry with Rachel French. Youtube. Web.