IB schools around the world
use inquiry methodology and it has become the process or tool that
distinguishes the IB Programme from other schools. The more a school
uses inquiry based learning, the more gains it makes.
If a teacher is not challenged by the lessons that they prepare, they
will also receive the same effect from the students. Inquiry learning
challenges the students and teachers. It is where structure meets
flexibility, where we can build chances to be engaged in dynamic
inquiry based learning by their own queries.
Inquiry (or enquiry, chiefly British) is any process that has the aim
of augmenting knowledge, resolving doubt, or solving a problem. A
theory of inquiry is an account of the various types of inquiry and a
treatment of the ways that each type of inquiry achieves its aim.
The Cycle of Inquiry
The Cycle of Inquiry shows the chronological procedure of problem
solving. This teaching approach is a dynamic tactic to education that
aids and authenticates children’s genuine inquisitiveness regarding
their environment. The PYP curriculum model, research skills, PYP
Planner and PYP Action Cycle are all inquiry-based frameworks. However,
it is imperative to realize that IBO doesn’t prescribe any official
inquiry cycle to use because inquiry can take various structures and
models of inquiry are usually specific to a task.
Here are a few examples of inquiry cycles designed by various
John Dewey Cycle of Inquiry
Kath Murdoch Inquiry Cycle
Kathy Short’s Cycle of Inquiry
The PYP Action Cycle is very vital in developing any cycle. Some
schools or teachers design a simple, open-ended student research or
inquiry model. There are examples of inquiry units using Murdoch’s
ideas posted on the Teaching
When does inquiry happen?
Teachers prod or explore the study by asking questions or presenting
themselves with provocations to determine their prior knowledge,
providing sensory experiences and assisting in expressing or framing
The teaching strategies which involve open-ended tasks into realistic
contexts can bring up perseverance and engender creative or critical
thinking. Student’s involvement and input are ways to measure that an
inquiry is not simply occurring, but is also along the right lines.
When this happens, a teacher should act like a researcher along with
the students, to record the inquiry.
Please bear in mind that inquiry does not only mean designing an
environment that facilitates raising a problem or issue, is enjoyable
and safe for children, but it also means scrutinizing and honoring
their breakthroughs. Celebrating their findings makes the classroom
look like a community inquiry, wherein there’s a huge amount of support
from the parents or teachers to promote the research done by the
The notion of inquiry cycle suggests that inquiry does not conclude.
Nevertheless, it generates more investigation. The procedure emphasizes
improving a teacher’s strategies, honing classroom teaching techniques
and raising a learner’s accomplishments.
This learner-centered process deepens the dynamic progress of the
student in the class, due to teacher’s creativity, guidance and
resourcefulness. A teacher needs to keep a lot of materials in their
resource kit that they can use, in combination with other tools, to
meet the needs of students and take the learning engagement sections of
the units to the next level.
Inquiry Cycle and Inquiry Based
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