INQUIRY-BASED LEARNING

Text No. 1

During science time, Ms. Ana placed a plant near the window and another
inside the classroom. She asked the pupils what they noticed and
encouraged them to share their questions. The children suggested
ideas and talked about what might happen over the next few days. Each day,
the pupils observed the plants, talked about their observations, and recorded
what they saw through drawings and short notes. Ms. Ana listened, asked
follow-up questions, and guided the discussion. At the end of the week, the
class shared what they discovered.

Inquiry-Based Learning

* Inquiry \ asking questions,

Teacher:

* starts the lesson with questions, situations, or to have observations on (a

picture/pattern) shown .

* encourages students to investigate and think.

* guides learning through follow-up questions, not lectures.

Students:

* ask questions, observe, explore, or experiment

* discuss what they find.

* draw conclusions based on evidence.

Language Learning

* Inquiry-Based Learning in language classes means students explore

language through questions, texts, and real communication. Instead
of starting with rules, learners discover patterns, meanings, and uses of
language by investigating authentic examples.

1. Grammar Discovery Activity (Inductive Learning) from Example to

General

Focus: Verb tenses / sentence patterns

Activity:
* Give students a short paragraph or dialogue.

* Ask them to underline verbs.

* Guide questions:

* What do you notice about the verbs?

* When are they used?

* Students formulate the rule themselves.

* Teacher confirms and refines the rule.

Inquiry skill: Observing patterns, hypothesizing

Output: Student-made grammar rule + example sentence

2. Vocabulary Meaning from Context

Focus: Vocabulary Development

Activity:

* Present a short story with unfamiliar words.

* Students guess meanings using:

* Context clues

* Prefixes/suffixes

* Sentence clues

* Guide questions:

* What clues helped you guess the meaning?

* Students check meanings using a dictionary.

* Reflection: Was your guess correct? Why or why not?

Inquiry skill: Investigating, Verifying

Output: Vocabulary log with guessed & confirmed meanings

RESEARCH-BASED LEARNING

Text No. 2
Ms. Ana asked her pupils to learn more about animals found in their
community. She grouped the class and allowed them to choose one animal to
focus on. Over several days, the pupils looked through books, watched short
educational videos, and asked questions to gather information. Ms. Ana
reminded them to take notes using drawings and simple words. At the end of
the activity, each group shared what they found and where their
information came from.

-Kian thoughts ( Basta mayda gin gagather , sources needed)

Research-Based Learning

Teaching approach where students learn by gathering information from

different sources, analyzing it, and presenting what they find, instead of
only listening to lectures.

In this approach, the Teacher will:

* gives a topic or task

* guides students on how to find reliable information( accurate)

* supports students as they organize and share their findings

Students:

* look for information in books, articles, videos, or interviews

* take notes and organize ideas

* explain or present what they learned

Research-Based Learning is an approach where students learn language

by conducting guided research—asking questions, gathering information
from texts or media, analyzing data, and presenting results through speaking
or writing. Language becomes both the means and the output of learning.

Example:

1. Mini Language Research Project

Focus: Academic reading & writing

Students research how a specific language feature is used (e.g., slang,

idioms, code-switching).

Output: Short research report or infographic.

2. Research-Based Writing Task

Focus: Argumentative or expository writing

Students support their claims using evidence from researched sources.

PROBLEM-BASED LEARNING

Text No. 3

One morning, Ms. Ana showed her pupils a picture of a messy playground
and asked, "What can we do to make our school cleaner?" The
children talked in small groups and shared their ideas. For the next few days,
they looked for information, drew plans, and worked together using simple
materials found in the classroom. Ms. Ana checked on each group, asked
guiding questions, and helped when needed. On Friday, the pupils showed
their work to the class and talked about what they did and what they
learned.

Problem-Based Learning “ Problem Real-word” and what its Solutions “.

Teaching method where:

* students learn by solving a real-life problem, rather than just

memorizing facts.

* The focus is on critical thinking, problem-solving, and applying knowledge.

How it works:

* The teacher presents a problem or scenario.

* Students work in groups to analyze the problem and figure out

possible solutions.

* They research, discuss, and test ideas, with the teacher guiding when
necessary.

* Students reflect on what they learned after solving the problem.

Problem-Based Learning in language classes is an approach where

students use the target language to understand, discuss, and propose
solutions to a real or realistic problem. The problem comes first;
language skills develop as students communicate, research, negotiate
meaning, and present solutions

1. Role-Play: Community Issue

Problem: Miscommunication between students and teachers.

Task: Role-play a meeting to resolve the issue.

Language Focus: Formal speaking, negotiation

Output: Role-play performance + reflection

2. Speaking Task: Public Awareness Campaign

Problem: Low participation in school activities.

Task: Create and present a campaign.

Language Focus: Persuasive speaking, slogans

Output: Campaign speech or poster

PROJECT-BASED LEARNING

Text No. 4

Ms. Ana told her pupils that they would be creating something for their
class display. She grouped the children and gave them time to plan what
they wanted to make. Over several days, the pupils gathered information
from books, shared ideas, and worked together using art materials and
recycled items. Ms. Ana moved around the room, asked questions about
their work, and gave suggestions. At the end of the week, each group
showed their finished work and talked about how they made it and what they
learned.

Project-Based Learning

Teaching approach where:

* students learn by creating a meaningful product or project over a

period of time.

* The focus is on applying knowledge, collaboration, and creativity rather

than just memorizing facts.
How it works:

* The teacher gives a task or theme, often open-ended.

* Students plan, research, and work together to create a project.

* The teacher guides and supports, asking questions and giving feedback.

* Students present their finished project and reflect on what they learned.

Project-Based Learning in language classes is an approach where

students use the target language to plan, develop, and present a
project that answers a real-world question or need. Language is
learned through authentic communication, collaboration, and production.

1. Class Magazine or Newsletter

Skills: Writing, editing, speaking

Task: Create a magazine with articles, interviews, and stories.

Output: Printed or digital magazine

DEFINITIONS SUMMARY

* Inquiry-Based Learning: Helps students learn by discovering answers

through questioning and investigation.

* Research-Based Learning: An approach where students acquire

knowledge by systematically searching, analyzing, and presenting
information from various sources.

* Problem-Based Learning: Helps students learn by actively solving

meaningful problems, applying knowledge, and thinking critically.

* Project-Based Learning: Helps students learn by doing and creating,

applying knowledge to produce a tangible outcome.