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How can you scaffold inquiry-based projects for students who struggle with critical thinking?

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Inquiry-based learning is a powerful approach to engage students in authentic and meaningful problems, but it also requires a lot of critical thinking skills that some students may lack. How can you scaffold inquiry-based projects for students who struggle with critical thinking? Here are some tips and strategies to help you support your students and foster their inquiry skills.

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Pooja Banerjee

IBDP-IGCSE-AS & A Level CS Facilitator| Microsoft Innovative Educator| EE Supervisor | IGCSE CS ICT Examiner | Visiting…

1 Define the problem

The first step in any inquiry-based project is to define the problem or question that the students will investigate. This can be challenging for some students who may not have a clear idea of what they want to learn or how to frame their inquiry. You can scaffold this step by providing some examples of relevant and open-ended problems or questions, or by using a graphic organizer to help them brainstorm and narrow down their topic. You can also guide them to use the 5W+H questions (who, what, where, when, why, and how) to generate more specific and focused questions.

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Pooja Banerjee

IBDP-IGCSE-AS & A Level CS Facilitator| Microsoft Innovative Educator| EE Supervisor | IGCSE CS ICT Examiner | Visiting Faculty at SNDT Women's University, Mumbai
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In my experience, scaffolding inquiry-based projects for students grappling with critical thinking has involved breaking down tasks into manageable steps, offering clear guidance, and providing ample support throughout the process. I've found that offering personalized feedback and encouragement, along with fostering collaborative discussions among peers, greatly enhances students' confidence and ability to engage in critical analysis effectively. Through this approach, I've witnessed significant growth in students' critical thinking skills and overall academic success.

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2 Plan the inquiry

The next step is to plan how the students will conduct their inquiry, including what sources of information they will use, what methods they will apply, and what criteria they will follow. This can be overwhelming for some students who may not have the skills or confidence to plan their own learning. You can scaffold this step by providing some templates or checklists to help them organize their plan, or by modeling how to use different sources and methods, such as online research, interviews, surveys, experiments, or observations. You can also help them set realistic and achievable goals and expectations for their inquiry.

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3 Collect and analyze data

The third step is to collect and analyze the data or evidence that the students will use to answer their inquiry question. This can be difficult for some students who may not have the skills or experience to evaluate the quality and relevance of the data, or to interpret and synthesize the findings. You can scaffold this step by providing some tools or rubrics to help them assess the credibility and reliability of the sources, or by teaching them how to use different strategies and techniques to analyze the data, such as graphs, charts, tables, or summaries. You can also encourage them to compare and contrast different perspectives and viewpoints, and to look for patterns and connections.

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Pooja Banerjee

IBDP-IGCSE-AS & A Level CS Facilitator| Microsoft Innovative Educator| EE Supervisor | IGCSE CS ICT Examiner | Visiting Faculty at SNDT Women's University, Mumbai
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In my experience with collecting and analyzing data, it's been crucial to start with well-defined research objectives and carefully select appropriate data collection methods. I've found that organizing and cleaning data meticulously is essential for accurate analysis. Applying statistical or qualitative techniques has helped me derive meaningful insights, which I've effectively communicated to stakeholders, ultimately informing decision-making processes.

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4 Communicate the results

The final step is to communicate the results of the inquiry, including the answer to the inquiry question, the evidence that supports it, and the implications or recommendations that follow from it. This can be challenging for some students who may not have the skills or creativity to present their work in an effective and engaging way. You can scaffold this step by providing some examples or models of different formats and media that they can use to communicate their results, such as reports, posters, slides, podcasts, or videos. You can also guide them to use clear and coherent language and structure, and to include a reflection on their inquiry process and learning outcomes.

Inquiry-based learning can be a rewarding and enriching experience for both you and your students, but it also requires a lot of support and guidance from you as a teacher. By scaffolding the inquiry process, you can help your students develop their critical thinking skills and confidence, and foster their curiosity and passion for learning.

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5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How can you scaffold inquiry-based projects for students who struggle with critical thinking?

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5

1 Define the problem

2 Plan the inquiry

3 Collect and analyze data

4 Communicate the results

5 Here’s what else to consider

Teaching

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How can you scaffold inquiry-based projects for students who struggle with critical thinking?

1

2

3

4

5

1 Define the problem

2 Plan the inquiry

3 Collect and analyze data

4 Communicate the results

5 Here’s what else to consider

Teaching

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