INQUIRY
BASED
LEARNING
What it is.
Inquiry-Based Learning focuses on questioning, critical
thinking, and problem-solving.
Instead of passively receiving information, students
engage in the process of exploring and investigating
questions or problems.
This method encourages students to become active
participants in their learning, developing a deeper
understanding of the subject matter.
What it is not.
Teacher-Centered Instruction
Memorization and Rote Learning
Surface-Level Learning
A One-Size-Fits-All Approach
Focused on Immediate Results
English Literature:
Example: While studying Shakespeare’s Macbeth,
students might ask, “How does Macbeth’s ambition
drive his actions throughout the play?” This question
can lead to a deeper investigation into the theme of
ambition and its consequences
English Acquisition:
Example: In an English Acquisition class focused on
developing speaking skills, students might ask, “How
Questioning does the tone of voice change the meaning of a
sentence in different contexts?”
English Literature:
Example: While studying Persepolis, students
might investigate the social and historical context
of the time to understand the significance of the
Veil.
English Acquisition:
Example: Students could be tasked with
investigating how different cultures express
politeness in language. They might gather data by
Investigation interviewing native speakers, watching videos, or
reading about cultural norms.
English Literature:
Example: After completing a unit on 1984 by George
Orwell, students might reflect on how the themes of
surveillance and totalitarianism are relevant today.
English Acquisition:
Example: Following a speaking activity where students
present on a cultural tradition, they might reflect on
their performance by considering questions such as,
Reflection “How effectively did I convey my ideas?” and “What
language or strategies could I improve for better
clarity?”
Inquiry
Process
Understanding Narrative Structure (Grades 6-8)
Objective:
Students will explore and understand the components of narrative structure, including exposition, rising action, climax, falling action,
and resolution, using a KWL (Know, Want to Know, Learned) approach. The focus will be on self-learning through research and group
collaboration.
Lesson 1.
Activities:
Introduction to the Objective and KWL Chart (10 minutes):
Activity: Briefly introduce the lesson objective: understanding narrative structure. Explain that students will use a KWL chart to
guide their learning.
Task: Students individually or in small groups fill out the first two columns of the KWL chart:
K (What I Know): Students write down what they already know about narrative structure. This could include knowledge about
story elements like the beginning, middle, and end, or specific terms like climax or resolution.
W (What I Want to Know): Students list questions they have about narrative structure. These might include, “What is the rising
action?” or “How does the resolution affect the story?”
Group Formation and Research Planning (10 minutes):
Activity: Students form small groups based on similar "W" questions. Each group plans how they will research their questions.
Task: Groups decide on their research strategy, including the resources they will use (e.g., books, online articles, or short stories)
and how they will divide tasks among group members.
Research and Exploration (30 minutes):
Activity: Groups conduct their research on narrative structure, focusing on answering their "W" questions.
Task: Students gather information, analyze short stories or narrative texts, and begin to organize their findings. They should start
thinking about how they will present their findings in the next period.
End of Period Task: Groups should begin outlining their presentations, ensuring that they can clearly explain each component of
narrative structure and how it functions within a story.
Lesson 2
Activities:
Group Presentations (20 minutes):
Activity: Each group presents their findings to the class. Presentations should cover the key components of narrative
structure: exposition, rising action, climax, falling action, and resolution.
Task: Students explain how each part of the narrative structure functions within the stories they researched. They should use
examples from their research to illustrate these concepts.
Peer Engagement: Encourage other students to ask questions and provide feedback on the presentations.
Class Discussion and Synthesis (15 minutes):
Activity: After all presentations, facilitate a class discussion to synthesize the information presented. The goal is to create a
cohesive understanding of narrative structure as a class.
Completing the "L" Column (15 minutes):
Activity: Students individually return to their KWL charts to complete the "L" (What I Learned) column.
Task: Reflect on the new knowledge gained through research and group presentations. Students should answer questions like,
“What new concepts did I learn about narrative structure?” and “How has my understanding of storytelling changed?”
Assessment:
Evaluate students based on their participation in research and group work, the clarity and depth of their presentations, and the
completeness and insightfulness of their KWL charts.
Lesson 3
Activities:
Introduction: Discussion around knowledge gained - plot narratives and structure. (10 mins)
Group work (30 mins):
Activity: After the class discussion and synthesis from the previous lesson, each group begins drafting their
section of a collaborative document on narrative structure. The document should cover the following:
Introduction to Narrative Structure: A brief overview of what narrative structure is and why it is important in
storytelling.
Detailed Explanation of Each Component: Each group is responsible for writing a comprehensive section on
one of the key components (exposition, rising action, climax, falling action, resolution), including examples
from their research and presentations.
Task: Students work within their groups to draft their assigned section, ensuring that it is detailed, clear, and
integrates the insights shared during presentations.
Group Sharing and Peer Review (10 mins):
Activity: Groups rotate and review each other's drafts, providing feedback on clarity, accuracy, and
completeness.
Task: Each group reads the section drafted by another group and offers constructive feedback. They should look
for opportunities to add further examples, clarify explanations, or suggest improvements.
learner outcomes
Enhanced Understanding of Narrative Structure
Improved research skills
Collaborative Learning
Critical Thinking and Problem Solving. (KW)
Communication and Presentation skills
Reflection and Metacognition (L)