Inquiry-Based Learning and Explicit Teaching: A Balancing Act

Inquiry-based learning (IBL) and explicit teaching are often seen as opposing instructional approaches. However, when used in conjunction, they can create a powerful and effective learning environment.

Inquiry-Based Learning (IBL): IBL is a student-centered approach where students actively explore questions and construct their own understanding. It encourages critical thinking, problem-solving, and creativity.

Explicit Teaching: Explicit teaching is a teacher-centered approach where the teacher directly explains and models concepts and skills. It provides clear guidance and structure to students.

Why do IBL and explicit teaching need each other? 

  • Structure and Exploration: Explicit teaching provides the necessary foundation for IBL. By clearly explaining concepts and skills, teachers create a solid base from which students can explore and inquire.
  • Guided Discovery: Explicit teaching can guide students towards specific inquiry questions, ensuring that their explorations are meaningful and productive.
  • Feedback and Support: Teachers can provide explicit feedback and support throughout the inquiry process, helping students to refine their thinking and deepen their understanding.
  • Knowledge Building: Explicit teaching can be used to introduce new knowledge or skills that students can then apply in their inquiries.
  • Differentiation: Explicit teaching can be tailored to meet the needs of different learners, while IBL can provide opportunities for students to work at their own pace and level.

In conclusion, IBL and explicit teaching are not mutually exclusive. When used together, they can create a rich and engaging learning experience that fosters both deep understanding and higher-order thinking skills. 

All our lesson plans and extra curricular, including the life skills lessons, offer a combination of Inquiry Based Learning and Explicit Teaching.

Sources: 

  • Wiliam, D. (2011). Teachers as researchers: Lessons from the field. Educational Leadership, 68(5), 10-15.
  • Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential for learning and loving math. Jossey-Bass.
  • Hattie, J. (2009). Visible learning: Closing the gap between intentions and impact. Routledge.