Inquiry learning is about involving students in solving a problem. It is about asking questions. The learning process with an inquiry-based approach can be viewed as a circle. Learning always begins with what students already know. Teachers take the time to ask questions and find strengths and weaknesses in concept awareness and comprehension. Teachers guide students to listen with attentivenss and to use language thoughtfully. They learn to ask more thoughtful questions: "How do I know this is true?" Is there a better way to do this?" In doing so, students eventually gain new perspectives by making observations, synthesizing new information, and drawing conclusions. Students attend to differences, they share what was learned, and they plan new inquiries after reflecting. They are ready to take thoughtful new actions. They are back where they started, although with new conceptual understandings.
As the California state curriculum is approached through inquiry, instruction by teachers at the Isaac Newton International Academy will begin more by listening, and less by teaching to students. Learners therefore play a key role. To be "inquiry-based" therefore, is to maintain a belief system and learning posture which will permeate the entire school day and the entire learning environment. The use of inquiry approaches has often been limited to GATE or high achieving students, yet there is no reason this should be so. Developmentally appropriate inquiries have been found to be effective for all students, regardless of background, handicap, language or perceived academic ability. At the Isaac Newton International Academy, we believe all children can learn, and all children have academic ability.
The practice of student-led inquiry eventually leads to students taking responsibility for their own learning, by generating a feeling of being in charge of the direction of their own inquiry, and ultimately their own education. Students gradually develop more self-awareness through reflection, and increased self-esteem and confidence. By tackling everyday problems and asking questions about difficult issues, mostly in collaboration with teachers and students as a learning community, students will be led to the belief that nothing is insoluble.