In what practical ways can inquiry learning be implemented into the
high school English classroom to engage students and add rigour to the curriculum?
Secondary English teachers are challenged with creating classrooms that not only fulfil curriculum standards and content requirements, but also inspire students to enjoy stretching themselves, analysing deeply and evaluating texts. With such an intimidating mission, teachers often feel that this task, while important in theory, is not highly practical. Carol Kuhlthau (2010), an advocate for inquiry-based learning, writes that students need to read to learn, not learn to read. She argues that “the basic skills of literacy…are enhanced through inquiry learning.” While this statement is theoretically sound, without practical examples, English teachers may struggle to create assessments which actually facilitate an inquiry-based approach. I researched practical ways inquiry-based methods can be implemented into English classrooms and found many examples which showed me that it is possible to engage students and add rigour to the curriculum using this approach.
One practical way English teachers can use inquiry learning is through student research. To contextualise a novel with difficult themes, students choose inquiry topics and present their research to the class (Colwell, n.d.; Biber, 2013). Researching further into the novel’s themes and writing an assessment to teach others or creating a social media campaign adds real-world relevancy (Barseghian & Wright, 2011). It is important that the teacher scaffold and model the research process during inquiry units until students understand how to research effectively (Colwell, n.d.). Many students become overwhelmed and need structure and support when beginning an inquiry unit for the first time.
Writing and peer editing can also reinforce inquiry learning, as students need to research and question in order to voice their ideas. Allowing students to lead their own questioning, researching and editing provides student agency. Discussion of students’ writing through peer editing and group analysis allows them to challenge each other’s thoughts (Schwartz, 2015). Instead of relying on teacher driven direct instruction and topics of study, inquiry-based units rely on students to decide and find out information for themselves.
Another strategy that improves reading comprehension and analysis ability is to facilitate student discussion by helping students write and answer inquiry questions, then allowing students to discuss their ideas as a group (Teaching Channel, 2014). The inquiry process allows students to read between the lines and draw inferences from the text, an important way to develop reading comprehension skills. To boost analysis skills, teachers can exchange student poems with another English class and evaluate them using their own qualifications for what is effective and meaningful. Allowing students to participate in the evaluation process provides students with the agency that is often missing in traditional classrooms (Wiebe, 2010). Giving students a voice through discussion and questioning is at the heart of inquiry learning.
Literature circles are also a practical way to use inquiry learning in the English classroom. One theme is chosen for the class, but small groups form as students choose a variety of novels to read and discuss. Once finished, the students research to find answers to their questions, creating a product at the end to share with the class (Boas, 2012). In some classrooms, teachers can base every class around student inquiry using questioning techniques to engage students in lively discussion of a novel. Inquiry-based discussion allows students to challenge one another and deepen their understanding of society and the themes under study. Conducting their own research and writing assessment pieces on the novel’s themes also provides students with their own information to contribute to the group discussion during class (Teaching Channel, 2012).
Through my research process, I was able to find practical ways teachers can implement inquiry-based learning into their classrooms. While inquiry learning can seem highly theoretical, simply remembering to value students’ voices, encourage questioning and discussion, and develop researching abilities can revolutionise the English classroom.
References
Barseghian, T., & Wright, S. (2011, December 21). Life in a 21st-century English class. Retrieved September 11, 2016, from https://ww2.kqed.org/mindshift/2011/12/21/life-in-a-21st-century-english-class/
Biber, L. (2013). The Roaring ‘20s: A Project-Based Learning Activity to Introduce The Great Gatsby. Retrieved from http://www.brighthubeducation.com/high-school-english-lessons/127760-roaring-20s-project-based-activity-for-the-great-gatsby/
Boas, E. (2012). Using literature circles yo inquire into the big themes: Exploring the refugee experience. English in Australia (47)3, 25-28. Retrieved from http://search.informit.com.au/documentSummary;dn=100657866751672;res=IELAPA
Colwell, A. (n.d.). An exploration of inquiry in the English classroom. Retrieved from http://ed.psu.edu/englishpds/inquiry/projects/Colwell.pdf
Kuhlthau, C. C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 1-12. Retrieved from http://gateway.library.qut.edu.au/login?url=http://search.proquest.com/docview/217762150?accountid=13380
Schwartz, K. (2015). How Inquiry Can Enable Students to Become Modern Day de Tocquevilles. Retrieved from http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/
Teaching Channel. (2014, May 21). Inquiry-based discussion [Video file]. Retrieved from https://www.teachingchannel.org/videos/inquiry-based-discussions-for-text
Teaching Channel. (2012, November 9). Teaching Channel Presents – Inquiry-based Teaching [Video file]. Retrieved from https://www.teachingchannel.org/videos/tch-presents-inquiry-based-teaching#video-sidebar_tab_video-guide-tab
Wiebe, S. (2010). A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students. Learning Landscapes, 4(1), 239-253. Retrieved from http://learninglandscapes.ca/images/documents/ll-no7-v-final-lr.pdf#page=239
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