Inquiry-based learning

In the various classroom observations at Udon Thani International School, Mr. Thomas Karisa consistently implemented an inquiry-based learning approach across different subjects, emphasizing critical thinking, active participation, and a deeper understanding of the content.

1. Mathematics Class:

• In the Mathematics class, Mr. Thomas fostered inquiry-based learning by implementing collaborative activities and interactive problem-solving. Peer discussions and group seating arrangements encouraged students to actively engage with mathematical concepts. The incorporation of an inquiry board for posting key lessons provided a visual aid for better retention. This approach not only facilitated a deeper understanding of mathematical principles but also promoted student-led exploration and discussion.

1. English Class:

• In the English class, Mr. Thomas utilized inquiry-based learning through activities such as story map analysis and retelling exercises. The use of an audio narrative complementing story map analysis encouraged critical thinking and identification of discrepancies. The incorporation of a point-based reward system added motivation to the learning process, further emphasizing the engagement and exploration aspects of inquiry-based learning. Collaborative activities, like acting out designated story paragraphs, allowed students to actively participate and delve into the content, aligning seamlessly with the Programme of Inquiry and emphasizing holistic development.

1. Social Studies/Unit of Inquiry (UOI) Class:

• In the Social Studies/Unit of Inquiry class, Mr. Thomas initiated open-ended discussions, sparking curiosity about migration factors. Anticipatory questioning encouraged students to explore their migration experiences and delve into historical contexts. The use of multimedia resources, such as migration factor videos, enriched the inquiry-based learning process. Assigning different migration articles for individual analysis further emphasized student-driven exploration and understanding of push and pull factors in real-world scenarios.

1. English Class (Spelling Test and Plot Diagram Analysis):

• During the English class session, Mr. Thomas employed inquiry-based learning by first conducting a spelling test to assess foundational language skills. The subsequent transition into a recap session aimed at consolidating prior knowledge. Delving into the plot diagram of a story in a methodical manner allowed students to inquire into the structure of storytelling, promoting a deeper comprehension. The interactive and hands-on approach of recording their own retelling of the story further encouraged inquiry and practical application of language skills.

In summary, Mr. Thomas Karisa's teaching methods consistently incorporated inquiry-based learning across subjects. By encouraging active exploration, critical thinking, and student-led investigations, he created an environment that not only enhances subject-specific knowledge but also nurtures a broader set of skills essential for lifelong learning. Inquiry-based learning, as observed in Mr. Thomas's classes, serves as a powerful tool for fostering curiosity, engagement, and a deeper understanding of the subjects being taught.