Over the past two weeks, my mental model of inquiry-based learning has developed.  One new insight I have gained is that there different types of inquiry.  Inquiry can be teacher directed, teacher-student shared or student directed.  I also learned that these types of inquiry-based learning exist on a spectrum.  On one end of the spectrum is structured, teacher-directed inquiry and on the other end of the spectrum is student-centered, open inquiry.  In the middle of the spectrum is guided inquiry that is teacher-student shared.  We also learned that inquiry can be multidisciplinary (Topic C, 2018). Continue reading →